In standard listening-speaking situations, non-verbal clues are normally used. These clues complement speech; they give added information about the speaker; and they probably have different meanings in different cultures. Therefore two types of listening situations should be tested: hearing only, and hearing and seeing. (AMH)

Advanced second language students' listening needs call for improvement in processing spoken discourse. Psychological data on memory span and linguistic discourse analysis findings are cited in support. A three-phase approach to listening instruction is proposed. (CHK)

Discusses why listening is important in school communication. Provides an overview of common barriers to effective listening and a synthesis of what can be done to improve listening skills. (SRT)

Describes a strategy for teaching second-language listening comprehension by adapting several aspects of a successful reading model, explores the processes underlying listening and reading as well as pedagogical implications of current research in receptive skills. Specific guidelines for integrating listening skills are presented. (Author/CB)

Two experiments showed that: 5- and 6-year-old listeners have difficulties with spatial reference if it includes "left" and "right"; and 7-year-olds understand this limitation on the comprehension skill of younger children and make appropriate allowances by using more landmarks instead. (CB)

Presents specific information to help teachers give clear and precise directions. (SRT)

Describes importance of listening and interest in developing listening skills in today's educational curriculum, and discusses past attempts to develop listening skills through legislation mandating listening education, development of listening courses, formation of International Listening Association, and Sperry Corporation's listening…

Discusses educational research related to time students spend listening and implications research findings should have on teachers' methods and roles. Development of teacher training programs to improve listening behaviors, how listening should be developed across the curriculum, and how teachers serve as listening role models are suggested. (MBR)

Conducted experiment to determine how the presence of sandhi-variation, a common characteristic of spoken English that reduces the perceptual saliency of many of its features, affects the comprehensibility of English unit. Results indicated that sandhi-variation is an important input-intake filter for English learners but not for those whose…

Responds to Michael Canale's paper, "Considerations in the Testing of Reading and Listening Proficiency." Approaches Canale's three points of discussion from a textual point of view. Discusses the kinds of language materials likely to be encountered in texts at selected proficiency levels and how this material may be tested. (SED)

It is asserted that the teacher and learner of a foreign language must learn to direct his attention to the auditory phenomena of the new language. Several auditory exercises in which some of the basic parameters of speech are involved--number, order, duration, pitch, vowel quality--are described. (RM)

Two studies analyze and evaluate the use of the chunk," a small group of meaningfully related words within a sentence, as a test item in reading and listening tests. (PR)

Training Technology is issued twice yearly as a supplement to Educational Technology Magazine. (GB)

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)