Examined were the effects of the elicitor on the language obtained from nine language-impaired children (3 to 6-years-old) in a clinical setting. (Author/IM)

Discusses the teaching of interpretation. The importance of delayed interpretation, as opposed to simultaneous interpretation, is stressed, because of the emphasis on semantic meaning. (Text is in Spanish.) (NCR)

A test instrument which can be economically administered and scored is described here. The test was used for research purposes in Nigeria to measure proficiency in English of Yoruba-speaking students. (CHK)

A discussion of Krashen's monitor theory and its applications to foreign language teaching includes consideration of the very important role input plays in language development and examination of the relationship between the development of grammatical competence and traditional instruction in grammar. (CB)

The concepts of language acquisition and interlanguage as they relate to second language teaching methods are discussed. The aim of such teaching should be error-free communicative competence. Formal teaching is not enough to ensure a high level of proficiency. (CB)

Argues against the current oral proficiency testing approach in favor of an approach in which researchers come to understand what it means for real speakers to interact with each other in the everyday world of human activity. Problematic trends are addressed, and a principled theory of oral proficiency is identified. (DJD)

Explores the different ways in which the term "competence" has been used in linguistics, considers the difficulties that arise when the term is used outside the domain for which it was originally intended. Making a clear distinction between "competence" and "proficiency" helps to resolve these difficulties. (Author/CB)

Investigation of non-native English speakers' ratings of other non-native English learners' oral proficiency. Results indicate that the judges' ratings significantly differed, and the average of three judges' ratings was a better appraisal of the testee's true ability than that of any single rating or pair of ratings. (Author/CB)

Presents preliminary results of a study on the association of field dependence/independence to success in language tasks and in language-learning programs of varying orientations and discusses implications of these results for second-language instruction. (CB)

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)

Considered in the article on issues in special education and the culturally and linguistically different child are long term planning, the low achieving minority child, language assessment, cognitive assessment, and instruction. Emphasis is on testing in the dominant language, since a true disability must be apparent in both languages. (DB)

Reaffirms the view of language represented by the term "communicative competence" as it is used in linguistic research. Criticizes the view of language use reflected in the Provisional Proficiency Guidelines of the American Council on the Teaching of Foreign Languages. (SED)

Examines and contests the claim that all language tests are in reality testing the same underlying ability which is very similar to the Spearman g-factor for intelligence. Conclusions indicate that the argument for the existence of a g-factor in language tests is not tenable on statistical grounds. (SL)

Discusses validation studies of three British English language proficiency tests--the English Proficiency Test Battery, the English Language Battery, and the English Language Testing Service. Concludes that valid language tests depend on test constructors' knowledge of language and on their judgment as to the parameters of language proficiency.…

Looks at some of the methods of testing foreign language learning which are closely related to, yet pre-date, Wilson Taylor's cloze procedure. These include the Ebbinghaus Completion Method, which was first reported in 1897 and was used to test mental ability. Describes later modifications of the Ebbinghaus Method. (SED)