Investigations of the effects of visual imagery and pictorial stimuli on young children's oral prose learning indicated: (1) age differences affect the ability to profit from self-generated imagery; (2) experimenter-provided cues help to generate imagery; and (3) the type of cue provided relates to the kind of information recalled. (Author/GDC)

This study describes the development of a common factor model for a cross-lagged difference involving a measure of aural comprehension and an intellectual composite. The direction of the difference was that the Listening Test predicted the composite more accurately than the composite predicted the Listening Test. (Author/CTM)

Three tests of self-assessment of oral skills were compared with a standardized measure of listening comprehension and oral expression, CEEL's test N73, parts 2 and 3. Results are provided. (KM)

Providing contextual cues leads to more effective learning than depth of semantic processing activity. However, the positive effects of contextual cues are reduced when the subject must search for the theme during the learning activity, as opposed to having it presented before the passage. (CP)

The "dictee" as a method of language testing is discussed. Commonly made mistakes are described, and ways to help the student perform well discussed. (RM)

Results show that nonstandard and Hawaiian English speakers' comprehension was easier and more accurate with the nonstandard than the standard English stories and the standard English speakers' comprehension was easier and more accurate with the standard than the nonstandard English stories. (Author/DEP)

In using the BBC French broadcasts, stereo tape-recorders, individual tapes in the language laboratory, individual cassette recordings for take-home use, and worksheets with vocabulary and comprehension questions are all valuable instructional aids. (CHK)

Testable objectives in foreign language learning are abilities of comprehension, expression, reading, writing and cultural recognition. These activities are discussed and test designs presented that allow teachers to measure accurately students' progress toward these goals. (CHK)

Describes a practical approach to using a microcomputer for controlling a random access audio device for providing flexible interactive practice in foreign language listening comprehension. The audio passages available at a given point in a lesson are determined by the lesson author and can include hints, translations, cultural notes, and slower…

Presents an overview of research on using mental imagery to assist reading and listening comprehension, and provides practical suggestions for teaching students to use visual imagery to enhance comprehension. (SKC)

Makes a case for the continued emphasis on the incorporation of reading and listening skills in the second language proficiency movement and considers ways in which this movement has advanced such skill development. (CB)

Compares the effects of audio and audiovisual presentation on young children's cognitive processing while explicitly controlling the amount and complexity of information. (HOD)

Investigates whether 7- and 10-year-old children and adults are sensitive to their own and another listener's failure to understand literal and nonliteral (sarcastic) uses of utterances. (HOD)

Describes speech digitization with the Victor 9000 computer which produces natural-sounding speech, conveniently produced and readily integrated into programs having a realistic context. Programing techniques, pedagogical strategies and concerns, and the machine's recording procedures are discussed. (SED)

Reviews the theoretical foundations of current-second language acquisition models. Draws upon this research as well as upon various studies of memory and verbal-input processing to present a theoretical model of adult second language comprehension. Discusses the implications of comprehension theory for second-language teaching. (Author/SED)