This test booklet is divided into four parts: (1) Oral Comprehension of Commands; (2) Visual Oral Comprehension; (3) Oral Comprehension of Common Verbs; and (4) Oral Questions. General instructions and teachers' instructions for grading are given in English and instructions for the student in Spanish. There are eight double pictures which are to…

The difficulties of assessing and grading fluency in Japanese for advanced students on oral examinations is discussed. Factors of accuracy of grammar and vocabulary, pronunciation, and ease of expression are discussed. (CHK)

Suggests that Russian should be taught largely by reading, rather than through grammar and vocabulary drills. Real reading materials should be used, rather than texts, and grammar should be dealt with through readings concisely and conceptually. Speaking skills can be practiced in many non-classroom situations and in class. (CHK)

Presents the 1986 proficiency guidelines for Russian developed by the American Council for the Teaching of Foreign Languages. The guidelines cover speaking, listening, reading, and writing skills for the levels of novice, intermediate, advanced, and superior. (CB)

The need to teach students speaking skills in Spanish, and to choose among the many standard dialects spoken in the Hispanic world (as well as literary and colloquial speech), presents a challenge to the Spanish teacher. Some phonetic considerations helpful in solving these problems are offered. (CHK)

Receptive reading and aural skills, and productive or communicative skills in foreign languages are discussed. It is proposed that students should receive training in one language for productive skills, in two for aural comprehension and in other languages for a basic reading ability. (CHK)

Second and concluding part of a continued article. (SK)

Reports on a study designed to investigate the results of intensive sentence-combining practice on the written and oral syntactic fluency of college students of French. (AM)

Continues an article in No. 4, 1975. About 46 percent of the former students of the terminal junior high school are able to use their English in their occupation or leisure time. The conclusion is that compulsory English, emphasizing oral skills and everyday experiences, is justified. (Text is in German.) (IFS/WGA)

The globalisation of English and a growing demand for good English-speaking skills in the job market in particular have been placing a greater emphasis on the teaching of English speaking skills in Bangladesh. The private universities emphasise developing English skills. It seems that students of public and private universities have the same level…

A procedure for implementing a 24-day intensive language course that involves eight thematic lesson plans uses a 3-day cycle of instruction based on the Lozanov method. The classroom is organized to be as free as possible from typical classroom associations, using chairs in a semi-circle without tables or desks. The first 3 days are structured to…

Describes a study designed to challenge the theory that the initial phase of instruction in foreign language should be based on intensive oral practice. (PMP)