Focuses on logical connectives as catalysts for interactive reading. Clarifies how text comprehension can be affected by the types of logical relations and by the levels of proficiency in English as a Second Language, using Japanese university students as the subjects for experimentation and focusing on three logical connectives: "for…

Discusses theoretical and practical issues pertaining to translation or adaptation of educational assessments in the United States. These include the role of language proficiency and academic background in performance on standards-based achievement tests in different languages, factors affecting the decision to translate tests in different…

Probes the developmental process a nonnative English-speaking child experienced in the United states and how his parents and other factors influenced his bilingual language proficiency. (Author/VWL)

Examines recent research on teaching culture in the foreign language classroom. Proposes a model for culture teaching that responds to a clearer definition of cultural proficiency. Focuses on classroom testing and proficiency assessment. (Author/VWL)

Investigates whether it may still be possible to develop a word association test for assessing proficiency in a foreign language. A multiple-response word association test was constructed with careful consideration of prompt words as defining criterion. The test was administered to learners, and scores were correlated with C-test scores. Results…

A first person historical examination is provided of the use of grammar rules (the grammar-translation era) as a means of developing second-language proficiency and its effectiveness on second-language learning and speaking ability. (GLR)

Examines the effect of the (perceived) interactional role in information transfer that exists when individuals from different international backgrounds encounter conflicts in their worlds of reference. The results of a task-related pairing study between outer and expanding circle English-using students are used to address the subject. (GLR)

Argues for a cognitive psychological approach to second-language learning that emphasizes the importance of the development of automaticity and the process of restructuring. It is suggested that language practice can lead to both increased, and occasionally decreased, performance levels, which cognitive psychology may help researchers to…

Reports on a study examining the pattern of question selection by English as a Second Language (ESL) students on a writing competence test and the relationship to performance. Results suggest that ESL students heavily favored first and second questions in each set of four questions, and shorter questions in sets. (CB)

Examines the theoretical underpinnings of the 1986 American Council for the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines for reading, covering an historical perspective, the role of background knowledge, the process/product distinction, text types, and hierarchical and interactive reading models. (CB)

Makes a counterpoint to a previous article that makes a case for using the exploratory approach to teaching second languages in middle schools. The article advocates a well-organized and sequential language program at the middle school level that includes interdisciplinary ties, content-based instruction, and a strong linguistic and cultural…

This article makes a case for using a sequential approach in teaching foreign languages at the middle school level. Specific sections address the limitations of the exploratory approach, a longer sequential study of a foreign language, and thematic curriculum development. (JL)

This article examined the aspect hypothesis, which asserts that verb inflections in early interlanguage systems function primarily as markers of lexical aspect independent of the target language. A study of interviews conducted with 26 Puerto Rican college students grouped into 4 proficiency levels found that the association of inflections with…

Presents a repetition test that was found to be suited in measuring English language proficiency by German students. The construction and administration of the test are explained, and an analysis of its effectiveness is provided. (23 references) (GLR)

In an examination of definition of oral proficiency, this study investigated the phenomenon of variation in questions posed by interviewers at key junctures in the interview process. It is argued that perceptions of oral proficiency are reflected in the extent of accommodation in interviewer questioning. (23 references) (Author/LB)