Describes use of debates to teach English as a second language students how to separate the relevant from the irrevelant in written and spoken English and the mental discipline to use only pertinent information. (BK)

Novice listeners have difficulty perceiving form in music because they experience music episodically, not holistically; and because conditioned by popular music to respond emotionally, they see no reason for intellectual analysis. To achieve aesthetic literacy, students must be taught both analytic and aesthetic perception, utilizing both brain…

Introduces a recorded skit entirely based on the responses of one speaker, the lines spoken by the other being suggested by the context or left to audience's imagination. Suggests this material for use with advanced students and proposes various classroom activities leading to a reconstruction of the dialogue. (MES)

Reports on research that (1) suggests that phonetically ambiguous pairs (ice cream/I scream) have been used inaccurately to illustrate contextual effects in word segmentation, (2) supports unitary rather than exhaustive processing, and (3) supports the use of the concepts of word frequency and listener expectations instead of top-down, multiple…

The early and continued use of semantic, syntactic and contextual clues in recognizing mispronounced words was demonstrated in an experiment involving preschoolers, grade school students and college students. Errors in highly predictable words and contexts were most easily recognized by all regardless of reading ability. (PMJ)

Receiver difference indices were developed to describe comprehension of organized and disorganized spoken messages. Comprehension was measured by a multiple-choice test and data analyses allowed for the interpretation of different indices of receiver comprehension in a variety of messages conditions. (Author/MH)

Finds that dictation exercises are insufficiently used in foreign language teaching. They serve many purposes, e.g., in tests, as introduction to texts, and in recollection exercises. They may have various forms, such as dictation with blanks to fill in, transcription of song texts, etc. (IFS/WGA)

Radio dramas deserve wider use in foreign language teaching because of their important place in current Anglo-American literary production, and also for their pedagogical value of providing training in auditory comprehension. Suggestions are given for obtaining materials. (IFS/WGA)

"The Man Who Escaped," a radio crime drama with 25 episodes, was used in a ninth-grade English class. Two class hours are described. The texts used are given and suggestions for teaching are added, along with evaluative commentary. (IFS/WGA)

Ninety children between the ages of three and six described objects which differed on three simultaneous dimensions, using adjective combinations appropriate to the dimensions. Each child performed an imitation, comprehension, and production task. (Author/CFM)

Suggests that books written for English-speaking children can be used effectively in the EFL (English as a Foreign Language) classroom. The teacher may choose one particular text to use effectively in many different ways. (CFM)

Reports on an experiment which sought to use the cloze procedure to test progress in listening skill development in German-speaking students of English. (AM)

Two studies utilized different conditions under which kindergarten children encountered the same narrative material and were tested for recall at 30 seconds and one week after the encounters. Children who enacted the story while hearing it significantly recalled more narrative content and implicit and explicit information. (DS)

Twenty audiotapes, containing lies or true statements, were recorded and judged by 100 subject-listeners, aged 15-30. As a group, subjects displayed better-than-chance accuracy in judging veracity, which confirms previous studies. A tentative profile is drawn of an individual adept at detecting lies. (SJL)

Discusses the utilization of songs to improve the pronunciation, listening comprehension, and grammar of second language learners. (CFM)