Defining course objectives and testing these objectives are inseparable components of the education process. The development of a model using eleven language functions as the basis for testing communication in a second language is described. (Text is in French.) (AMH)

The problems associated with using the Educational Testing Service's Test of English as a Foreign Language as a valid indication of English language proficiency are discussed. (HP)

Since foreign language methodology has, in the past fifteen years, included aural-oral skills as well as reading and writing skills, achievement tests for foreign language courses should also include these skills. (Text is in French.) (MLA)

A description of the status of foreign language instruction and testing in the context of the changing state of education. The content of Second Cycle French programs, a critique of French examinations and some samples of tests which point to change are discussed. (Text is in French.) (AMH)

The Certificate of the People's Universities is an examination organized in different European countries. The students are generally adults in evening courses. A description of the system in Germany is given; and principles of the examination, test content, and educational perspectives are discussed. References are included. (Text is in French.)…

Criticizes currently available tests on listening comprehension, presenting some new ones, with explanations of their innovative features. Sees danger in overemphasis on objectivity, as it tends to exaggerate the choice-making aspect of the orientation level (Grades 5 and 6), thus contradicting its pedagogical purposes. (Text is in German.)…

Proposes establishment of sixth-form commercial language courses. Level, course length, syllabus, examination, languages proposed (French and German), and teacher motivation are discussed. (CHK)

A description of the EMLAT, its content, norms used, types of questions and results. Statistical tables are included. The conclusion is that the EMLAT has predictive validity for achievement in French language whether the method used is traditional or audio-lingual. The first two subtests contribute most as predictors. (AMH)

Reviews the status of and beliefs underlying the process of foreign language oral proficiency testing in the United States, including consideration of academic and nonacademic approaches to testing; the status of foreign language study; the need for foreign language speakers; and the reliability and validity of several tests used to assess foreign…

A new dean describes his use of proficiency tests to assess the educational status of entering students and to initiate changes in the instructional program in English as a second language. (MSE)

Much research in second language reading uses a free written recall task to measure comprehension. The significance of differences in research design is analyzed. Sixteen groups of college Spanish students (N=20 each group) were given a recall task (in appendix). Research variables, including level of study, language of recall, and pre-reading…

Offers an annotated bibliography featuring citations regarding introductory materials on psycholinguistics, language acquisition, classroom learning, learning styles, communicative language teaching, instructional methods, testing, and curriculum development. (CB)

Observation of native Hebrew speakers who read Hebrew and English texts suggested that there is a powerful affective factor which completely blocks the reading in English of some students and severely limits the comprehension of a considerable number of others when they meet difficulties in the foreign language texts. (Author/CB)

Describes a conversation measure for evaluation communicative competence of deaf adolescents and adults in light of: 1) the rationale behind its development; 2) its independence of the subjects' language variety; and 3)its use in a study of 40 deaf adolescents. The interview protocal is give in the Appendix. (Author/LMO)

Native speakers (N=10), comprehension class students (N=10), traditionally instructed students (N=10), and controls (N=10) were evaluated for quality of German accent. While native speakers most frequently received excellent ratings, students in the comprehension class (which featured immersion techniques) were rated higher than traditionally…