Special issue devoted to foreign language instruction in adult education. (WB)

Discusses using inkblots, illustrations, and ads at all levels of second language instruction for teaching vocabulary, interpretation and discussion techniques, selected grammar points, and, by means of a taped interview of a native speaker's reaction to the visual material, listening comprehension. (EKN)

Presents picture-based and listening-based lessons designed to enhance teachers' awareness of the processes that lead to comprehension and to provide a framework within which they may develop their own lessons for comprehension awareness. (FL)

Native English speakers' and foreign students' perceptions of 14 English intonation signals, recorded free of verbal context, show foreign students may be misinterpreting or missing much information communicated with nonlexical signals. (Author/MSE)

The instructional designer in language instruction can choose a central function (e.g., describing) and build a teaching unit around it. The process involves choosing a situation that best displays the core function, determining possible secondary functions, discussing the personalities involved, and determining the formality or familiarity of the…

Describes research findings from a three-year curriculum research and development project involving developing English language materials for science education students at Ains Shams University in Cairo, Egypt. Materials concentrate on comprehension skills of listening and reading and are taught by a cassette tape player in conjunction with…

Nine infants with Down's syndrome, seven nonhandicapped infants, and one severely handicapped infant were given the choice of listening to familiar nursery rhymes or to the same rhymes with each word reversed so that the rhythms, intonation and stress patterns were kept intact but the words became nonsense. (RH)

Intended for teachers of secondary level learning disabled students, the paper offers guidelines for five areas of language instruction--vocabulary, listening comprehension, conversational skills, abstract language usage, and ability to adjust language to different social situations. (SW)

Gives practical suggestions for grading of tests so students are treated fairly and so that test results reflect goals of course. Criteria are validity and reliability. Grades should be established before grading begins. (Author/BK)