Reports on survey of beginning German at colleges and universities in the U.S. Results show grammatical knowledge is most important objective followed by speaking, listening, and reading comprehension, cultural awareness, then writing. Results indicate growth within the profession. (BK)

Two methods of teaching reading comprehension, one the traditional-frontal approach and the other a self-test approach, were used with university students of English as a second language. The test result at the end of the course revealed little difference between the students taught by the two methods. (CFM)

Describes the Test of English as a Foreign Language (TOEFL) and the Advanced Placement in International English Language (APIEL) and evaluates both tests on three basic types of validity criteria: content, construct, and criterion-related. Concludes that the TOEFL has serious limitations, and that the APIEL may be more useful. (EV)

Analyzed Francophone university students' (N=182) performance on eight English-As-a-Second-Language cloze tests (in terms of cloze-taking ability, language knowledge, content domain, and knowledge of contextual constraints). Results revealed that cloze performance was dependent on language factors and nonlinguistic-specific knowledge related to…

Examines the nature and extent of foreign-language competence desired for graduate English majors and the degree to which such expectations can be met by the regular two years of language study. Suggests that the foreign-language requirement needs a new orientation and new sign-posting through more appropriate testing instruments. (KEH)

Examination of the reliability and validity of paper-and-pencil pronunciation tests of English as a second language in Osaka (Japan) showed very low reliability. Correlations with more direct measures of pronunciation showed very low validity of written pronunciation tests. Sample tests are appended. (Author/CB)

Reports a study that investigated syllable duration and pausing in Chinese speakers learning English as a Second Language. (nine references) (JL)

Administered tests of cognition, language, and metaphor interpretation to 3 groups of 15 students: native English speakers (NESs) and 2 groups of students in an English-as-a-Second-Language (ESL) course. ESL students performed less well than NESs on decontextualized measures of vocabulary and verbal analogies but equally well on measures derived…

This study shows that a placement test cannot only be examined for items that display differential item functioning (DIF) by using an item response theory, but also that the identification of potential sources for these DIF items can be attempted and short- and long-term measures to reduce DIF can then be proposed. (JL)

Seeks to resolve certain questions pertaining to the relationship between gender and second-language vocabulary knowledge. One particular question examined was whether female and male English-as-a-Second-Language students at the University of California at Irvine differ significantly in their knowledge of academic vocabulary in English as measured…

The paired-learner interview, in which learners take both the role of the interviewer and interviewee, has been used as a variation of the oral-proficiency interview since the 1980s. The purpose of this article is to show that the paired-learner interview is an effective means to reduce communicative stress for the nonnative learner and one that…

Investigated similarities and differences between Egyptian Arabic and American English refusals using a modified version of the discourse completion test. Thirty U.S. interviews resulted in 298 refusals, and 24 Egyptian interviews resulted in 250 refusals. Results indicate both groups use similar strategies with similar frequency in making…

Examines the role of American Council on the Teaching of Foreign Languages (ACTFL) guidelines in language proficiency testing, focusing on Japanese language instruction and discussing how effective that system is in relation to university classroom instruction. Two main issues are addressed: viewing ACTFL Proficiency Tests as having the…

Looked at the foreign language vocabulary learning and forgetting in experienced foreign language learners, using a paired-associate training technique in which native-language words were paired with pseudowords. Cognates and concrete words were easier to learn and less susceptible to forgetting than noncognates and abstract words. (Author/VWL)

Investigates how schemata activated by culturally familiar words might have influenced students' cloze test-taking processes. Subjects were Japanese English-as-a-foreign-language students. Results demonstrate that students who read culturally familiar cloze texts tried to solve more items and generally understood the text better, which resulted in…