Paper delivered at an in-service training session for grade 6 French teachers at North York, Ontario, Canada. (DS)

Claiming that the actual learning of basic language skills takes place in the language laboratory, the author states four requisites for effective use of the laboratory: (1) a clear statement of specific objectives, (2) instructions for the student, (3) realistic objectives, and (4) student rewards. Testing, learning theory, applied linguistics,…

This booklet describes the test used by the federal government to determine oral proficiency in a foreign language. The test is essentially an oral interview, conducted by two testers, and lasting from 15 to 30 minutes, although the format can vary. Proficiency levels range from 0 (for no practical speaking proficiency) to 5 (for speaking…

An analysis of French oral proficiency and guidelines for evaluating and testing the development of such proficiency in learning French as a second language are the keynotes of this dissertation. The speech patterns (structural complexity, rate of production, and hesitation) of three groups of French students with various levels of audiolingual…

Proponents of the cognitive approach to language teaching list linguistic competence as the primary instructional objective and attribute considerable importance to listening comprehension. For the student, linguistic competence would be knowledge of grammatical components of the language and its vocabulary. Understanding oral messages is an…