Describes language laboratory program designed to help learners to move from comprehension of a spoken text through definite phases to their own utterance. Material used is an off-air recording from French radio. (Author/BK)

The phenomenon of more interference with reading than with listening was replicated using speech-related and nonspeech-related distractor tasks. It is argued that the selective interference effect is due to the relative difficulty of reading over listening rather than to the importance of speech recoding in reading. (Author/RD)

Undergraduate pharmacy communication skills training's effect on students' acquisition of interpersonal skills was studied in three analyses: (1) empathic listening in simulated pharmacy interviews; (2) self-reported assertiveness; and (3) moral reasoning, ability to discriminate empathic responsiveness, cognitive complexity, and attitudes toward…

Reports results of a study which investigated student teachers' competency to diagnose pupil's answers for possible misconceptions. Suggests that teacher-training programs include specific training activities designed to develop this desired diagnostic competence. (CS)

Demonstrates that imagery instruction improves comprehension of what is heard and read and provides a means of encoding and organizing prose in a student's working memory. (FL)

Reports on a study of the relationship of English phonological variation to intelligibility for adult second language learners of English. Indicates that learners tested on their ability to understand working-class (New Yorkese), educated (Standard English), and Foreign-accented speakers of English found the standard more intelligible than the…

Advocates that, if the preferred time for developing skills in indirect teaching is when the teacher is motivated to implement those skills, the emphasis upon indirect teaching should be shifted from preservice to inservice teacher education. Offers guidelines for development of listening skills to permit more effective interaction with learners.…

The perception of syllable-initial stop consonants as voiced or voiceless was shown to depend on prevailing rate of articulation. Reducing articulatory rate of a precursor phrase causes a greater proportion of test consonants to be identified as voiced. Timing should be regarded as intrinsic to the acoustical specifications of phonetic events.…

Presents an annotated bibliography of resources from the ERIC database on the relationships between speech communication (speaking and listening) and the language skills of reading and writing. (PD)

Discusses use of authentic listening experiences in second language classroom so that students will become involved in listening process demanded in authentic listening situations. Gives examples of sample classroom activities. (BK)

A number of classroom environmental experiences are presented: indoor and outdoor listening, observation, classification, vocabulary, and role playing. The experiences are outside the realm of science and are adaptable to various grade levels. (Author/SJL)

Argues that researchers questioning the communication needs of the business community have based their research on the wrong assumptions. Uses the language of business rather than academia to determine the communication skills desired by the business community, skills involved in motivating people, delegating authority, listening, direction…

Discusses the audio-visual orientation of contemporary students and urges writing teachers to convert students' facility with aural modes into effective written discourse. Suggests that instructor comments on written assignments be made on cassette tapes and that campus lectures be used to stimulate student writing. (JP)

Reports on a study of business administration graduates from Arizona State University between 1973-77. Deals with the amount of work-time spent on various communication activities (speaking, listening, writing, and reading) and the relationship of job category to the time spent in each activity. Implications for curriculum changes are drawn. (JMF)

Lists 15 criteria for evaluating the procedures to be used in the assessment of student listening and speaking skills. Prefaces the list with statements concerning predictability and the relationships among the language arts. (RL)