Urges speech communication students and professionals to assess carefully whether and how to approach consulting. Discusses misconceptions about lifestyle, ethical problems, and personal qualities of prospective consultants. Offers recommendations to make consulting both rewarding and legitimate. (PD)

In a letter to Aristotle, the author (as Phaedrus) gives an overview of communication as it is now taught compared to what was learned in ancient times and suggests rhetorical principles that modern teachers should not forget. (PD)

Examines the role inner speech (as defined by Vygotsky and Sokolov) plays in the thought-word process in order to understand how and why communication skills are interrelated. Presents three intrapersonal/extrapersonal speech models and outlines four procedural rules necessary for effective communication. (PD)

Describes the development of the communication program at Illinois State University during the last 10 years. Explores the type of curriculum changes that are required for communication study to survive. (PD)

Discusses adult student motivation, life cycle theories, and adult education program responses and ways the speech communication program is especially suited to meet the needs of adult learners. (PD)

Demonstrates that there are important conceptual distinctions among the constructs of reticence, shyness, communication apprehension, and unwillingness to communicate. Argues that the failure to recognize the distinctions impedes research and precludes improved methods of identifying the problems and improving treatment. (PD)

Discusses the use of corrective phonetics in the teaching of French as a second language and examines its relationship to various teaching methods. (Text is in French.) (CLK)

It is often taken for granted that speaking a foreign language is more important than writing it. Writing is, however, important and paradoxically we can only improve our spoken language by writing. Vocabulary and structures are more important than pronunciation and these aspects are, by and large, common to both speaking and writing. (Author/CFM)

Discusses the inadequacy of structural exercises in first language instruction, and affirms the importance of oral communication in first language acquisition. (Text is in French.) (AM)

Dialogue learning as a tool in teaching conversational skills to lower-level language students is discussed. The use of an outline of the day's dialogue to assist the student to learn the material without complete memorization is recommended. (Author/RM)

Investigates educational and social changes that significantly affect speech teaching and research and provides a context and rationale for emerging areas of emphasis within the speech communication field. (MH)

Presents a model designed to individualize instruction in the basic speech communication course and notes both learner related and system related advantages of using such a model. (MH)

Language learning motivation is discussed, and some impressions are given of conditions affecting willingness to learn English well enough for purposes it is required to serve. (Author/RM)

This paper provides an overview of discourse analysis from a linguistic point of view, discussing why it is relevant to Teaching English to Speakers of Other Languages (TESOL). It focuses on the following: discourse and discourse analysis; discourse analysis and TESOL; approaches to discourse analysis; systemic functional linguistics; theme and…