To obtain a definition of "listening," open-ended interviews were conducted which began with the question, "What do you do when you listen?" The results were sorted into four contrastive types: indirective vs. directive, unfocused vs. focused, distant vs. intimate, and no-feel vs. feel. From these, four listening personalities were conceptualized…

Fifty-three deaf adults from Pune, India, rated the suitability of 12 professions for deaf, and for hearing people. Respondents' criteria for career choice appeared to be based on the need for hearing, speech, and visual skills. Although results generally supported findings in other countries, culturally specific factors appeared to play a role in…

Fluency can be defined in terms of intelligibility and effectiveness. For learners of English as a foreign language, fluency includes some degree of accuracy in phonological, syntactic, and semantic terms. It is a quality of speech that is produced in novel situations where what is said and how it is said cannot be predicted. To clarify the…

A study compared the relative values of listen-respond and listen-respond-compare language laboratory methods. College-level language students were examined and it was determined that the listen-respond method caused greater comprehension gain. Student recording was found ineffective for first-year students, and may be a definite hindrance. (CHK)

Volume IV of this series is the second semester program for level two students. New materials are combined with some of the vocabulary and structural points introduced in the first three volumes to present a meaningful and interesting dialog for each lesson. (See ED 019 666, AL 001 718 and AL 001 743 for Volumes I, II, and III.) This text, a…

Varied exercises are offered for teachers to use in sharpening students' listening skills. (DG)

Reports on experiments that investigated several aspects of foreign language reading, especially the role and influence of the audiolingual component on the learning process. (FL)

The hearing-impaired child in a nursery school for children with normal hearing is surrounded by experiences which help him to regard speech as a natural outlet for expression. (NH)

Describes development of testing program to evaluate listening comprehension in second language classes. Suggests it is necessary to incorporate the aural component into classroom activities to a greater degree. Time and effort must be spent in developing the ability to understand and process the spoken word. (Author/BK)

Examines word families, words grouped together by common meaning, orthography, form, and spelling. Discusses ways to encourage children's language acquisition and understanding of how words work in specific contexts. (HTH)

Perceptual-motor coordination is an important area of development for the slow learner, and a carefully planned music program provides assistance by strengthening hand-eye and eye-hand development. (CM)

MUCH OF THE DEFICIENCY IN PRONUNCIATION INSTRUCTION IS DUE TO EXCLUSIVE RELIANCE ON THE EAR AS A GUIDE FOR THE CORRECT RECOGNITION AND PRODUCTION OF FOREIGN SOUNDS. THE CORRECT ARTICULATION OF GERMAN DEPENDS VERY MUCH ON ANTICIPATORY ACTION OF THE LIPS AND JAWS (VOWEL ANTICIPATION), AND MUST BE IMPARTED BY VISUAL DEMONSTRATION AND IMITATION OF…

Based on the rationale that improved literacy skills in children can be most effectively obtained by first improving their oracy skills (auding and speaking), a special oracy instructional program was developed consisting of a workshop to train teachers in teaching oracy skills, sets of structured stimulus materials for use by teachers in teaching…