This paper discusses the importance of listening comprehension in learning English as a foreign language (EFL) and argues that more emphasis should be given to listening comprehension. It cites significant research findings in second language acquisition and reviews the relationship between listening comprehension and language learning. Research…

The objective of this activity is to help beginning students learn numbers and practice vocabulary and verbs in an interesting and meaningful way. In addition, the game is used to improve their listening comprehension and speaking ability. (Author/CK)

Views on the role of speech in the early stages of English as second language (ESL) acquisition are discussed in relation to experiences with elementary school children. In examining the roles of speech and grammar in the early stages of ESL acquisition in an English speaking elementary school environment, six types of expressive language were…

Describes Purdue University's two oral proficiency interviews that are a prerequisite to student teaching in a foreign language. Focuses on the procedures and content of the interviews for students of German. A three-member committee has the student read one page of materials and then asks the student questions. (SED)

Oral paraphrase is presented as an informal and versatile strategy for assessing and enhancing listening comprehension in mainstreamed students with language/learning disabilities. Approaches to assessing the listening comprehension demands of individual classrooms and using various dimensions of paraphrasing to enhance language comprehension and…

Deals with the neglect of instruction in listening and speaking, a fact attributed to a shortage of instructional materials, and teachers' lack of knowledge in these areas. Reviews the available literature and suggests steps to be taken to develop a curriculum in listening and speaking using these materials as a foundation. (RBW)

Experience and research on the appropriateness and reliability of various criteria used in oral language tests are discussed. It is concluded that global marking schemes, which are less detailed, may enable the scorer to better evaluate communicative effectiveness, which includes both linguistic and paralinguistic factors. (MSE)