Refusals among speakers of English and Arabic are studied in three samples: native English speakers in the United States and Egypt; Arab students of English in both countries; and Arabic speakers in Egypt. Pragmatically unsuccessful strategies are analyzed from data gathered by a discourse-completion task. (18 references) (Author/LB)

Problems with the oral Bagrut are discussed, including the complicated rating scale, complicated administration requirements, lack of conformity in materials, unsuitable tests, monologue approach, and scoring system. A suggested form for reporting scores is presented. (LB)

Reviews "The Languages of Jerusalem" by Bernard Spolsky and Robert L. Cooper, noting that their study illustrates that simple models that do not account for relations between spoken language and society are not realistic. Chapters address the language of public notices, the spoken language of the market, and the politics of language…

The author of a new French grammar textbook focusing on the best use of language to express meaning is interviewed. Topics include theories that have influenced the grammarian, distinction between grammar for instruction and grammar for reference purposes, aspects of writing a grammar textbook, and attention given to oral language. (MSE)

Argues that the distribution of lexical stresses in Macedonian and Polish follows from the architecture of metrical theory and can be accounted for by adopting revised obligatory branching (ROB) feet. These are feet where the head dominates an accented syllable and the nonhead may dominate any kind of syllable. (17 references) (JL)

Examines syllable-timed languages (Catalan, Greek, Italian) and stress-timed languages (English, Polish) to show that, in regard to rhythm, both categories behave similarly in several crucial areas. In both language types, the ideal rhythmic pattern involves a separation of stresses and the elimination of clashes. (33 references) (JL)

Analysis of college Spanish students' processing of information under different conditions suggested that learners, and particularly early-stage learners, have great difficulty in attending to both form and content. (22 references) (Author/CB)

Consideration of the use of Panjabi by British Black adolescents and White adolescents in a mixed peer group, analyzing contexts of Panjabi occurrence and crossing, showed that Panjabi was important in managing the divisions that cross-cut youth community and in extending horizons beyond the confines of local neighborhood experience. (31…

Notes that research and clinical studies have identified many relationships between various oral language processes and written language. Provides overview of findings regarding auditory receptive and expressive language processes, including phonemic discrimination, linguistic awareness, listening comprehension, word retrieval, syntax,…

Considers how the cultivation of patterns of spoken English can help basic writers become more aware of the structures of written English. Provides background information needed for discussing with students the similar characteristics of oral and written language. (HB)

Three to five-year-olds' visual discrimination and phonetic sound awareness were assessed, their knowledge about storybook reading and writing was investigated, and their play with blocks was observed. Found that children's reading and writing behaviors advanced with age, and that children at different reading and writing levels showed different…

This study examined use of connectors in oral narratives of 27 adult American learners of French, classified into four groups according to length of instruction and learning environment (classroom, immersion, mixed). Results show patterns of acquisition generally similar to those of children learning French as a native language and…

Argues that second-language learners should be given the opportunity to listen to authentic discourse within the language classroom and practice forms of language that will facilitate successful exchanges beyond the classroom. Examines the main questions confronting the classroom teacher when integrating authentic spoken discourse into a language…

Discusses the importance of emphasizing speech and pronunciation in English-as-a-Second-Language classrooms. Examines factors driving the new movement in speech and pronunciation teaching, potential learner problems, first steps in program planning, setting realistic pronunciation goals, current directions in instructional focus, an approach…

Discusses the debate over fluency versus accuracy in teaching English-as-a-Second-Language (ESL). Defines fluency and accuracy; examines alternative approaches (meaning first, accuracy first, and accuracy and fluency from the beginning); evaluates the alternatives; and highlights implications for teaching ESL. A sidebar presents an accuracy and…