Describes Subarashii, an experimental computer-based interactive spoken-language education system designed to understand what a student is saying in Japanese and respond in a meaningful way in spoken Japanese. Implementation of a preprototype version of the Subarashii system identified strengths and limitations of continuous speech recognition…

Looks at how speech-interactive computer-assisted language learning can help the classroom teacher carry out recommendations from immersion-based approaches to language instruction. Emerging methods for pronunciation tutoring are demonstrated from Carnegie Mellon University's FLUENCY project, addressing not only phone articulation but also speech…

Describes a course for college French majors that uses drama and instruction in nonverbal communication in an intensive oral language experience and cultural exploration. French and Quebec plays are rehearsed and performed by students for the university community, both francophone and anglophone. (MSE)

Investigates whether there is any difference in the degree of difficulty between subject wh-questions and object wh-questions in the acquisition of wh-questions by Korean learners of English. Two experiments were conducted: a comprehension task and a production task. Results show the subject wh-questions are much easier for Korean learners than…

Explores the effect of individual speaking style on the self-correction behavior of second-language speakers. The project involved 30 Hungarian learners of English studying at various levels of proficiency and made use of self-report data. (Author/VWL)

Presents description of classroom interaction that typically takes place in Japanese first-language arts classes in elementary schools throughout Japan. Using excerpts from data describing storytelling reading classes observed, shows that customary interaction was not necessarily text-based, had relatively weak teacher control, and revealed a…

Focuses on fairness in assessing oral language prerequisites for literacy and providing equity of access to appropriate interventions. Discusses assets and limitations of norm- and criterion-referenced testing, behavioral ratings, portfolio assessments, and self-evaluation. Emphasizes multidimensional, multi-perspective assessments, and selected…

Describes a bilingual prekindergarten teacher's approach to oral language development with children who are Spanish-language dominant, considering the links between her approach and constructivist learning theory. Describes how children in the classroom interact socially with adults and peers to develop oral language skills. (JPB)

Focuses on the misgivings of language professors familiar with the LINGUA program due to a new development in European programs of teacher education. The SOCRATES program continues the previous arrangements of LINGUA while introducing some changes. This article analyzes the changes that have a direct bearing on the education of future teachers.…

Presents a procedure involving students in analyzing and defending their interpretation of oral and written stories. This technique extends students' range of interpretive strategies and increases their confidence and enjoyment in reading and listening to stories in English. The procedure is adaptable to student interest and teacher proficiency.…

Explores spontaneous speech samples from children during the period from one word to multiword utterances in interaction with their French-speaking mothers in order to study the appearance and development of functional changes in their use of language. A longitudinal study of four children revealed the beginnings of references to the past and the…

Using a narrative procedure, this study replicated Zaitchik's (1991) result that children are more likely to acknowledge another's belief when they are told about reality than when they see reality for themselves. The article argues that these children were acknowledging alternative rather than false belief. (20 references) (Author/CK)

Analyzes changes in oral communication skills of five American adult learners who participated in a five-week study abroad program in Spanish. Subjective analysis of recordings of participants upon their return show that four participants increased their command of the vocabulary and were more at ease in discourse interaction. (14 references)…

Examines the background factors that may be related to the French proficiency development of candidates applying for the foreign and second language teaching option at the University of Ottawa. Candidates have to pass tests of oral and written French, and this study sought to determine what makes a candidate successful on the test. (Author/VWL)

Discusses opportunities for English-as-a-Second/Foreign-language professionals in corporate universities. Discusses how a corporate training program differs from other programs, the different teaching issues in this new environment, the focus on oral English, and the importance of achieving high linguistic levels in one or two class meetings a…