Research reports on the nature of speech, instrumentation for the investigation of speech, and practical applications of research are included in this status report for the July 1-December 31, 1980, period. The 19 reports deal with the following topics: (1) the structuring of language; (2) whether movements are prepared in parts; (3)…

This paper provides an overview of relevant oral communication theory, research, and practice from a variety of sources, such as the fields of linguistics, psychology, speech communication, and education. It describes the nature of oral communication skills, including the similarities and differences between oral and written communication. It…

To investigate whether the viewing of printed words influences children's ability to produce plural forms, 120 kindergarten and first grade children were tested individually on 36 items consisting of real words and nonsense syllables that represented three categories: words that required pronouncing the "s" sound as the natural oral plural; words…

This review of the literature related to research on oral communication in the classroom pursues two issues: the types of oral contributions students make and whether those types are related to school achievement. In considering research on oral communication in classrooms, the paper looks at information that considers whether the communication…

Points out the importance of orality in past centuries and in some contemporary cultures (including that of the black urban ghetto); discusses the problems in moving from oral expression to writing; and notes contrasts between primary orality, writing and printing, and secondary orality--the orality induced by radio and television. (GW)

Defines oral language development, discusses findings from adult-child interaction studies, and presents classroom implications. (DD)

A study of the oral language of Native American children indicates that many are not proficient enough in English to learn to read. Suggestions are given for language development. (MKM)

Responds to an article by S. Alan Cohen on oral language deficiency and its relation to reading failure, and concludes that reading achievement and reading failure are largely determined by cognitive and communicative strategies that may be socialized differently in diverse social and ethnic groups. (JM)

Examination of the role of duration in the perception of phonemic contrast (English /r/-/l/) by Cantonese speakers (N=5) showed that increased duration was not sufficient to facilitate perception; differences in the perception of the two sounds by Japanese and Cantonese speakers were partially explained by differences in the phonological…

Describes a method for examining oral communicative competence in a foreign language using an open form of role play. The method's reliability and accuracy lies in its basis on what is learned in the classroom. (CB)

A case study is presented in which a language impaired three-year-old used suprasegmental features to distinguish singular and plural forms in spontaneous speech. Acoustic analyses revealed that the suprasegmentals included various duration, fundamental frequency, and intensity parameters. Phonological, morphological, and psycholinguistic factors…

Discusses the concept of politeness in language and its importance and implications in the foreign language classroom, covering interactional rules and competence, politeness as a social-psychological phenomenon, politeness as a learning goal and subject matter, and politeness in discourse. (CB)

Investigation of the perception and production of English voiceless fricatives in normally developing monolingual 3- to 5-year-olds (N=12) partially supported the hypothesis that certain sound substitutions by older children are perceptually based substitutions, typified by poor discrimination, while others are phonetic substitutions--phonemic…

Describes how the use of a simple phonetic system adapted to the local language taught English comprehension through the recognition of keywords, and the rudiments of producing direction-giving and information-giving answers to Spanish-speaking policemen in less than 10 hours. (Author/CB)

The structure of a course designed to teach oral communicative competence is outlined, and the approach to evaluation is discussed. Evaluation includes both a criterion test and a specific oral task that students must accomplish. (MSE)