Educators must expand their conception of listening and speaking to include nonverbal components of oral communication and develop strategies to use this expanded concept in developing the listening and speaking skills of their pupils. (MJB)

A person centered communication workshop was developed to help aspiring facilitators achieve a set of listening and responding skills with which to initiate and/or sustain facilitative interactions. The workshop has been helpful to teachers, teacher aides, counselors, speech-audiology therapists, and pupil personnel workers. (LBH)

A report is made on the use of foreign language for spontaneous communication in an elementary language class. Four correction-free, peer communicative/interaction activities are outlined according to procedures, objectives, and evaluations. (Author/RM)

Systematic instruction of reading tends to separate it from the other forms of verbal language communication--writing, speaking, and listening--a separation is unnatural, unproductive, and ultimately self-defeating. (MB)

This study found that there are striking similarities between the pattern of interruptions in male-female interchanges and those observed in the adult-child transactions. (Author)

A summary of a syntactic analysis of one hundred political slogans. Relatively few of them contain real verbs. This leads to the conclusion that aspect, not tense, is essential. Since political slogans use a mixed mode of communication, both situational and syntactic analyses are necessary. (Text is in French.) (AMH)

A description of research in education for communication with specific reference to the native (French) language class. Linguistic mastery is the ability to adapt the language to various situations. The pedagogical implications of research in the relationship between types of communication and linguistic structure are immense. (Text is in French.)…

Describes several teaching techniques designed to develop students' verbal and reading skills in French. The aim is for practical skills of communication and reading rather than technical grammar. (CHK)

Suggests methods of improving speaking and listening and listening skills in the elementary school. (DD)

Describes the speech communication curriculum of Methodist Ladies' College at Kew, where speech education and drama are treated within a comprehensive notion of communication skills. (RL)

Emphasizes that listening is the primary skill for the student attending a theatrical performance. Identifies the active listening process as: (1) attending, (2) hearing, (3) comprehending, (4) remembering, and (5) responding. (NKA)

After examining the historical view of voice recognition, voice recognition technology today, the future of this technology, and information processing applications, the author states that educators must begin to prepare for tomorrow's technology now by researching current literature, analyzing hardware and software needs, and emphasizing oral…

The role of theory and science for communication disorders is discussed. It is argued that communication disorders form a unique discipline within behavioral science. Ways in which the discipline can use theory for research and therapy are suggested. (Author/KM)

Responds to calls for explication of the theoretical basis of argument in negotiation. Uses four current argumentative perspectives to examine the nature and function of argument in organizational bargaining research, and concludes that Toulmin's argument field perspective offers the most thorough analysis of labor-management negotiations. (SKC)