Examines three dimensions of credibility from a multivariate listener perspective and concludes that dynamism is the most important variable with trustworthiness second and competency third. (MH)

An experiment is reported which shows that with identical preceding context, the same initial phoneme targets contained in high transitional probability words were responded to significantly faster than those in low transitional probability words. The result argues for the importance of transitional probability as an independent variable in…

An experiment tests conjectures that right ear advantage (REA) has an auditory origin in competition or interference between acoustically similar stimuli and that feature-sharing effect (FSE) has its origin in assignment of features of phonetically similar stimuli. No effect on the REA for acoustic similarity, and a clear effect of acoustic…

Listening and communicating techniques for teachers are presented both to improve class instruction and to teach students to interact positively with others through listening as part of the learning process. (MF)

Communication skills are the heart of the business and office curriculum, according to the author, who says that business teachers should help their students gain competence for future careers through practice in the four areas of communication: reading, writing, speaking, and listening. (MF)

Seventeen consonants of Italian (including a syllable with no consonants) were scaled in relative sameness-difference in sound. The procedure was cross checked against one of identifying aural syllables. The outcome was in keeping with Scripture's observation that errors in speech perception tend to reflect confusions of similar sounding…

Ways of improving the present procedure for administering this test were determined in an experiment in which this procedure was compared with three others. (KM)

Outlines techniques for using group discussion and story dramatization activities to teach speaking and listening skills to elementary students. (GW)

The BBC's French educational programs are valuable for classroom use. Use of worksheets with essay questions, filling in blanks in a passage, and writing equivalents of phrases can test pupils' comprehension. Tape copying is discussed, and a sample worksheet appended. (CHK)

Approximately 120 children were divided by sex and randomly assigned to one of four groups which varied from one another only in size. Group size was found to affect significantly the children's performance, with one to one instruction resulting in the greatest gains. (Author)

Examined the ability of audiovisual aids to facilitate second language acquisition. One group of Spanish students was taught with substantially more audiovisual aids than the control group. The audio-visual aids group performed significantly better on listening comprehension tests. No differences were found in use of structure. (Author/DJD)

A program employed to teach writing skills to two 21-year-old hearing-impaired college students is described. It attempts to maximize students' residual hearing and improve listening skills through oral readings. A step-by-step program covering prewriting, drafting, revising/editing, and final drafting is presented. (Author/VW)

The listening comprehension performance of 64 educable mentally retarded students (mean age 15) and a nonretarded younger sample was assessed when using the following types of advance organizers: knowledge statements; knowledge-plus-purpose statements; control (no information). Among all subjects, comprehension scores were significantly higher in…

The article outlines a classroom-tested holistic language arts curriculum for the junior high resource room. The program covers reading, vocabulary building, comprehension, use of visual aid strategies, use of auditory/linguistic comprehension strategies, writing, listening, and speaking. Advantages of the curriculum include individualization,…

Presents the 1986 proficiency guidelines for Russian developed by the American Council for the Teaching of Foreign Languages. The guidelines cover speaking, listening, reading, and writing skills for the levels of novice, intermediate, advanced, and superior. (CB)