Focuses on the form of the input for English for academic purposes listening tests. Reports on the development of a test in two audiotaped versions: a scripted monologue and an unscripted discussion of the same topic by three speakers. (Author/VWL)

Demonstrates that cues play a significant role in second language listening comprehension and provides additional empirical support for their beneficial effect. Found that the absence of cues appeared to contribute significantly to the miscomprehension of information in a lecture. (Author/VWL)

Describes the Six Traits of Writing and how school librarians can use storytime to teach the Six Traits, use picture books that demonstrate them, develop active participation strategies for listening comprehension, and teach group and individual composition highlighting each trait. (LRW)

The role of contextual factors in intelligibility was examined using sentences produced under varying conditions by a speaker with severe flaccid dysarthria. Results indicated that gestures, predictiveness, and context influenced intelligibility. It is argued that when signal fidelity is poor, different combinations of signal-independent…

Finds no relationship between undergraduate students' self-evaluations as interpersonal communicators, public speakers, or listeners and their observed ability to perform in these three communication areas. Argues that observed performance data are more valid than self-report data, and advises caution in drawing conclusions when using self-report…

Discusses the benefits of audiobooks for students. Notes that audiobooks have traditionally been used in schools by teachers of second-language learners, learning-disabled or -impaired students, and struggling readers or nonreaders, yet can help all students. Provides an annotated list of 11 websites about audiobooks. (PM)

Contends that providing vocabulary instruction is one of the most significant ways in which teachers can improve students' reading and listening comprehension. Describes a 16-week intervention in which the comprehension of middle and high school students reading below grade level was improved significantly by instruction that developed their…

Responses from 29 native and 71 nonnative English-speaking business students were compared with employers' ranking of oral communication skills. Both groups rated listening and conversation highly. Native speakers ranked following instructions and listening much higher than did nonnative speakers. Work experience, age, and gender contributed to…

Presents the results from two meta-analyses of the Mozart Effect studies. Explains that in Christopher Chabris' meta-analyses, 16 studies with subjects (n=714) and 12 studies with subjects (n=522) were analyzed; while in the author's meta-analysis 36 studies with subjects (n=2,465) and 31 studies with subjects (n=2,089) were analyzed. (CMK)

Describes an oral curriculum constructed to help students develop a personal understanding of literature in a demanding academic program. Notes that an integral part of the International Baccalaureate (IB) program is centered on the need for students to create both oral and written commentaries as part of their assessment. Concludes that this oral…

Compares video and audio stimuli for listening assessment as well as multiple choice and constructed response modes, using modifications of the ACT Work Keys Listening and Writing assessment and the ACT Work Keys Listening for Understanding prototype. Confirms that examinees do less well on constructed response than on multiple choice responses.…

Describes a study which examined the current matriculation preferences and developmental changes in particular listening habits of medical students during their first year of medical education. Notes that results indicated significant differences between the "people" orientation and the "content" and "time"…

Comprehension of complement clauses embedded into 4 matrix verbs in Greek, equivalent to English in syntactic and semantic constraints, was studied among 32 mildly retarded and 32 nonretarded Greek elementary-level students. Results indicated equal comprehension, but retarded subjects lacked metalinguistic ability. Digit span and verbal…

Investigates the effects of an expanded Language Experience Approach (LEA) on emergent literacy skills of 44 kindergartners. Results indicate that the expanded LEA is more effective than the traditional LEA for the development of listening comprehension skills in kindergartners. (RJC)

A study examining native Spanish-speaking college students' comprehension of Portuguese, and Portuguese-speaking students' comprehension of Spanish found that the two languages were mutually intelligible at a 50 to 60 percent level. Portuguese speakers tended to understand Spanish better than Spanish speakers understood Portuguese. (CB)