nter arguments are presented to defend the author's data selection practices and to point out pitfalls in Baker's critique. (SLD)

Reports the results of a six month qualitative study examining the reading and writing behavior in the natural pretend play of eight children four and five years old. Suggests that literacy is involved in two ways: (1) story making using setting, plot and resolution, and (2) displaying a literacy stance or orientation toward reading and…

Suggests instructional methods and communication strategies for second language learning which include the students' need to express themselves in non-pedagogic situations. Elements of basic awareness of face-to-face interaction are also presented. (Author/CB)

Analysis of language research and observation of two language classes suggest that, when teachers devote efforts to promoting students' encounters with and use of natural language, students will have the opportunity not only to learn about language, but also to arrive at proficiency in its use. (CB)

A rationale is presented for describing the communicative competence of language students in terms of proficiency guidelines. Techniques are discussed for helping students develop communicative proficiency in the four skill areas (listening, speaking, reading, and writing) and for evaluating students' proficiency levels in relation to…

Discusses current literature dealing with the pedagogical implications of the ACTFL Provisional Proficiency Guidelines. The argument that grammatical accuracy needs to be stressed from the beginning of instruction is reviewed in the light of second language acquisition research, and it is suggested that such emphasis on grammatical correctness is…

Describes a study which examined the reliability, validity, and scalability of a new technique for constructing, administering, and scoring dictation tests to measure second language proficiency. Findings indicate that such tests can be constructed easily by dividing a coherent text into segments of increasing length. (SED)

Presents some of the general goals in story grammar research and examines its major issues. Then describes a study in which the effects of text content and order on narrative recall were investigated in intermediate and advanced readers of English as a foreign language. (SED)

Describes a televised German language course designed for older students with little or no foreign language study. In addition, the program has also been open to high school and college students. A comparison of the proficiency achievement of these groups shows that students enrolled in the two-semester telecourse did not attain the proficiency…

Statistics show that colleges and universities have become more dependent on foreign graduate students to teach courses. As a result, more institutions are demanding that graduate students pass tests to demonstrate their ability to speak English. (MLW)

Examines assumptions about second language acquisition by means of the anatomical model described in Part 1 of the study (see vol. 6, no. 2 of this journal). The analysis shows that the assumptions are rooted in the Direct Method and that they retard learning. Implications for second language instruction are noted. (SED)

Discusses the three main approaches to defining language knowledge and use: (1) the structural approach, (2) the functional approach, and (3) the general proficiency approach. Asserts that each approach has specific consequences for language testing and that no one approach can claim to be the only way of representing that knowledge. (Author/SED)

Describes a program instituted at the University of Southern California in which semester-based language requirements were replaced by a proficiency-based requirement which would be satisfied only through demonstration of communication skills in a foreign language. Gives the initial results as measured by test scores, enrollment, and attitude…

Discusses the differences between language-centered teaching and learning-centered teaching methods with reference to recent trends in language program and syllabus design and innovative proposals. Also considers the reasons for the adoption and influence of methods. (SL)

Describes the structure and emergence of extended argument sequences produced by preschool children. Provides a system for analyzing turns that initiate, elaborate, and terminate argument sequences. Draws conclusions regarding the development of proficiency in producing argument and interaction. (PD)