bluuebunny/crossref_metadata_2025 huggingface dataset:
Rating Reading Passages According to the ACTFL Reading Proficiency Standard: Can It Be Learned?1
Authors: Lange Dale L. , Lowe Pardee
Published: January 2009

ABSTRACT  This paper describes a short study investigating how fully potential users of the ACTFL (1, 2) and ILR Proficiency Scales (8) acquire the standard and thus accurately grade reading passages according to the scales. Because the study's participants came from three different languages, French German, and Spanish, English passages served for the training. The passages had been previously rated by the ILR Testing Committee and were subsequently rated blind by the participants in the study. The extent to which the standard was correctly applied was checked by two tasks, ranking passages for difficulty and rating them according to the scales. We hypothesized that if potential users of the scale could accomplish these tasks with suitable accuracy, then a major criticism of the reading proficiency scales and a significant impediment to their use could be overcome. In the present study, twenty‐five participants in a five‐day workshop designed items for testing proficiency in listening, reading, writing and speaking at the University of Minnesota. On the first and final days of the workshop participants attempted the ranking and rating tasks for reading texts. The success achieved on the two tasks suggests strongly that the reading proficiency standard can indeed be learned and passages ranked and rated accordingly.
Paris as the First Day of Class
Authors: Ensz Kathleen Y.
Published: January 2009

ABSTRACT  Based on the author's experience in directing several study programs to France, this article presents and discusses ideas for activities which get students involved, upon arrival abroad, in using their foreign language and in relating to their new cultural environment. The activities suggested here, organized as a “linguistic scavenger hunt,” encourage students to get started on the right foot. The students gain the confidence they need at the beginning of the tour or study program to apply themselves and thus maximally benefit from the experience.
Foreign Language Acquisition and Audio‐Visual Aids*
Authors: Snyder Helena Romano , Colón Israel
Published: January 2009

ABSTRACT  This study examines the ability of audiovisual aids to facilitate second language acquisition. One hundred seven high school students enrolled in Spanish Two participated in this study. Two groups were formed which covered the identical material except that one group was taught with substantially more and varied audio‐visual aids than prescribed by the standard curriculum. At the end of seven weeks both groups were tested on the material covered. The audiovisual aids group performed significantly better in vocabulary and listening comprehension but no difference was found in structure. Discussion in relation to extant literature is provided as well as recommendations for future study.
Getting Started: Reading Techniques That Work From the Very First Day
Authors: Meyer Renée M. , Tetrault Emery W.
Published: January 2009

ABSTRACT  In presenting workshops at Department of Defense schools and other institutions, the authors have encountered teachers who like the idea of a proficiency‐based approach, but argue that it will not work for their languages, at least not with beginners. This article sets forth a number of reading techniques and activities that demonstrate the feasibility of using real foreign language texts and proficiency‐oriented tasks at the earliest stages of a beginning course.
Lotus 123 as a Gradebook: A Means of Increasing Teacher Productivity
Authors: Smith Karen L.
Published: January 2009

ABSTRACT  This paper describes use of a powerful commercial spreadsheet program, Lotus 1–2‐3, to design a computerized gradebook for foreign language classes. Reduction in teacher time spent on grade calculation, convenience of frequent and detailed feedback to students, enhanced accuracy, and efficiency are discussed as benefits ofcomputerized gradebooks.
Teaching Literature and Culture in the High School Foreign Language Class1
Authors: Lalande John F.
Published: January 2009

ABSTRACT  This article is written primarily for high school teachers. It discusses ways in which foreign literature might be used to achieve cultural and affective goals. It also argues for broad(er) definitions of culture and literature, suggests useful criteria for the selection of literature, and offers strong support for previous publications calling for an experiential—or process‐based approach to the teaching and learning of literature in the high school foreign language class.
Teaching Reading Strategies: How Methodology Affects Language Course Articulation
Authors: Barnett Marva A.
Published: January 2009

ABSTRACT This study examines whether university‐level French students trained during the second semester to use effective reading strategies and skills demonstrate better reading comprehension and, hence, perform better in the third semester than their untrained peers. The experimental reading activities were derived from recent L1 and L2 reading process theory and research; a sample text, exercises, and lesson plan appear together with teacher and student reactions to the experimental reading practice. These self‐report data show widely varying responses to the experimental approach to reading and provoke considerable reflection about the impact of both the teacher variable and cognitive styles on language learning. The repeated measures experiment compares the performance of experimental and control groups on a standardized reading test at the end of the second‐and third‐semester courses. Although it shows that students given special training in reading made somewhat more progress in reading comprehension than did their peers in the traditional course, it does not solve definitively the problem of articulation within language courses. The experiment results, together with the analysis of student and teacher reactions, prompt further questions about how to examine the impact of various language teaching methodologies and about the value of encouraging students to analyze their own learning processes.
The Preparation of Second Language Teachers Through Post‐Baccalaureate Education
Authors: Mellgren Millie Park , Walker Constance L. , Lange Dale L.
Published: January 2009

ABSTRACT Implementation of a graduate program for training second language teachers began in the fall of 1987. Components of the program include: (1) intensive 9‐month on‐site clinical experiences in a school district; (2) the development of skills in self‐examination and teacher observation in which students utilize skills as reflective teachers to examine classroom processes and outcomes; and (3) a research component which allows them to consider questions of second language teaching and learning in actual classroom settings.
The Relationship Between Previous Foreign Language Study and Personality Change in Youth Exchange Participants
Authors: Stitsworth Michael H.
Published: January 2009

ABSTRACT The purpose of this study was to determine whether changes in personality occur in teenagers during one‐month homestays in Japan. The sample consisted of 154 exchangees and 112 control group members who did not travel abroad. The California Psychological Inventory was administered to both groups prior to the exchange, again at its conclusion, and a third time four months later. Antecedent information was collected using a pre‐exchange questionnaire. Analysis of covariance was used to determine if the pretest and posttest scores for the two groups were significantly different. Nonparametric tests were used to determine if certain overseas group antecedent subpopulations changed differently. The overseas group increased in flexibility and independence and became less conventional as compared to the control group. Travelers who had studied a foreign language for one or two semesters experienced no significant changes; those with no previous language study and those who had studied a language for three or four semesters changed significantly. Exchangees who were the first member of their family to travel abroad and those who personally paid a high percentage of their trip expenses also changed significantly.
International Potpourri: Foreign Language for the Gifted and Talented in Arkansas
Authors: Pouwels Joel Bollinger
Published: January 2009

ABSTRACT Foreign language “camps” and international festivals have become standard extracurricular activities in the U.S. The “International Potpourri” combined features of both. It was a two‐week residential summer enrichment program held in 1986 and 1987 at the University of Central Arkansas in Conway, Arkansas for gifted and talented rising ninth and tenth graders. The purpose was to present the basics of French, German, Spanish and Japanese languages and cultures to superior students who had little or no previous foreign language study. This was accomplished through a variety of intensive activities centering on beginning conversation, songs, dances, craft and food workshops, field trips, travelogues and guest speakers. In addition, the participants engaged in discussion sessions with professional counselors, where the affective needs of the gifted and talented adolescent were addressed. This essay describes the program's successful marriage of two areas increasingly emphasized in Arkansas today: Gifted and Talented and Foreign Language Education.
Language Learning Strategies, the Communicative Approach, and their Classroom Implications
Authors: Oxford Rebecca L. , Lavine Roberta Z. , Crookall David
Published: January 2009

The principles of the communicative approach to language learning and teaching foster the use of appropriate, positive learning strategies. Communicative principles and learning strategies, in combination, have powerful implications for the language classroom.
Demographics And Assessments Of Career Satisfaction Of Foreign Language Teaching Professionals
Authors: FitzPatrick Richard C. , Liuzzo Anthony L.
Published: January 2009

This article reports the initial results of a survey based upon a questionnaire which appeared in the December 1987 Foreign Language Annals. The authors report on the demographics of the respondent foreign language teaching professionals, including their work experience, area and gender based differences among them, and the number, identity and frequency of the foreign languages they teach. Foreign language teaching professionals are compared to the teaching profession in general with respect to their assessments of their profession and their careers.
Instructional Computing in French: The Student View
Authors: Fischer Robert A.
Published: January 2009

Clearly articulated student perceptions of computer assisted language learning (CALL) programs are needed to develop effective student‐centered CALL materials. A project involving the use of CALL French lessons by university‐level students was undertaken to explore student reactions to various lesson design features. Summaries of student responses to a post‐project questionnaire show that mastery‐level learning expectations could be implemented as a feasible goal in drill‐and‐practice software when supported by adequate learner assistance and that computer quizzes had a useful function. In general, students' perceptions of the instructional value of CALL materials were not directly related to achievement.
A Taxonomy for Teaching Second Language Listening
Authors: Lund Randall J.
Published: January 2009

ABSTRACT This article describes a taxonomy of real‐world listening tasks as a conceptual framework for teaching listening. The key elements of the taxonomy are listener function and listener response. In listening, function is defined as “the aspects of the message the listener attempts to process.” The six functions significant to second language teaching are identification, orientation, main idea comprehension, detail comprehension, full comprehension, and replication. Listener response is also a key feature of any listening task. Nine categories are described. Function and response can be selected independently of each other, as suggested by the function‐response matrix, allowing for wide variation in task difficulty for any given text.

The implications of the taxonomy for the design of listening instruction and the selection of authentic texts are discussed. The taxonomy suggests that growth in listening proficiency is a process of expanding to new function and response categories in familiar contexts. The many options in the taxonomy enable one to structure effective listening tasks involving authentic texts at even novice levels.
Spanish for Native Speakers: Freirian and Vygotskian Perspectives
Authors: Faltis Christian
Published: January 2009

ABSTRACTThis article offers an alternative to the two approaches to teaching Spanish to adolescent and college level bilingual native speakers interested in developing their Spanish abilities. The argument is made that both the “limited normative” and the “comprehensive” approaches to Spanish for native speakers (SNS) strongly reflect synthetic and banking education curricular perspectives. Consequently, students are denied a voice in a curriculum that ignores social, historical and individual matters of concern. An alternative approach to SNS is identified and discussed. This approach draws heavily from Paulo Freire's problem‐posing procedure for critical dialogue, and Lev Vygotsky's theory of social learning. The Freirian perspective gives primacy to critical reflection and action, with language development as a by‐product of authentic purposeful social interaction among students and between the teacher and the students about topics that matter to students. The Vygotskian perspective shows why social interaction leads to individual learning and language development. Together, the two perspectives offer a viable alternative to extant approaches to teaching Spanish to native bilingual speakers.
Distance Learning: What We Don't Know Can Hurt Us
Authors: Warriner‐Burke Helen P.
Published: January 2009

ABSTRACT Distance learning is increasingly being used across the country to teach students, primarily in the secondary schools. Often decisions concerning its applications in foreign languages are made by administrators and technology specialists without the involvement or even the awareness of the foreign language profession. The author raises a series of questions concerning the use of distance learning to teach languages and calls upon the profession to become engaged in this issue.
Immersion Teachers: What Can We Learn from Them?
Authors: Salomone Ann Masters
Published: January 2009

ABSTRACT Although French immersion student performance has been studied extensively for over 20 years, immersion teachers' practices and beliefs have not. By examining descriptions of immersion teaching, we can identify several principles of practice that can be generalized to all second‐language learning situations.
The Language Bowl: Theory and Practice
Authors: Minert Roger P.
Published: January 2009

ABSTRACT The popularity and frequency of academic competitions in the foreign languages (language bowls) is increasing, but literature on its organization and implementation is sparse. This article discusses the theory behind language bowl competition and demonstrates its value for students and instructors alike. The creation of question banks is described via sample questions. Various methods of question presentation are shown and their relative merits discussed, fairness to the competitors being the underlying standard. Suggestions are made for the efficient administration and conduct of all aspects of the language bowl, such as guidelines for organizers, participants, and moderators.
In Search of Input: The Case Study of a Learner of Polish as a Foreign and Second Language
Authors: Neu Joyce
Published: January 2009

ABSTRACT This paper addresses the role of input and interaction and attitudes and motivation on second and foreign language acquisition. Through the case study of an American English learner of Polish, the paper examines classroom instruction in the United States and the “natural” learning situation of living in the target language country. Long (26) has suggested that most research in second language acquisition addresses the direct impact of a variable on SLA, and has called for more research to investigate variables that have an indirect effect on SLA. This paper suggests that input and interaction are triggers for positive attitudes and motivation and thus are indirect, rather than direct, contributors to second and/or foreign language acquisition. Finally, the author explores the implications of input and interaction as triggers for SLA on language programs and language classrooms.
The Influence of Language Status on Language Acquisition: Arabic in the Israeli Setting
Authors: Brosh Hezi
Published: January 2009

ABSTRACT This paper brings together in a single frame of discussion different aspects of language status which in turn influence its acquisition. Our case–Arabic in the Israeli setting–confirms the assumption that the status of a specific language is primarily influenced by social and political circumstances. These circumstances may strengthen or weaken the language's legal status and expand or restrict its applicability. It may be assumed that the measure and nature of linguistic policies and the cultural capital value of the language, the attitudes towards the language and its official status are the main factors which constitute the interacting dimensions of the language's legal and actual status. Positive influence of one factor or more may be counterbalanced and neutralized by the opposed influence of the other factors. This status influences the learner's motivation to acquire the language both formally and informally and should account for why in some social settings second languages are acquired effectively and successfully, while in other settings the results are different.
Japanese by Satellite: Effects of Motivation, Language Learning Styles and Strategies, Gender, Course Level, and Previous Language Learning Experience on Japanese Language Achievement
Authors: Oxford Rebecca , Park‐Oh Young , It Sukero , Sumrall Malenna
Published: January 2009

ABSTRACT  This article describes a study of 107 high school students who were learning Japanese through the medium of satellite television. The investigation focused on factors that influence student achievement in Japanese in the satellite setting. Results showed motivation was the best predictor of Japanese language achievement, but the use of language learning strategies was also highly influential Students who frequently used learning strategies performed better in the course, thus validating the supposed linkage between strategy use and language achievement. Although auditory students were more motivated than visual students, nevertheless visual students significantly outperformed auditory students and hands‐on (tactile/kinesthetic) students in achievement. Girls showed a number of differences from boys in terms of motivation, achievement, and frequency of strategy use. Many concrete suggestions are provided for improving language instruction in regular classrooms and in the satellite environment.
Khorosho! An Interactive Videodisc Survival Russian Program
Authors: Hughes Helena E.
Published: January 2009

ABSTRACT  A unique, interactive videodisc self‐study program to teach Russian speaking, reading, and listening skills to adults will be completed in 1993 at the new Federal Language Training Laboratory in Washington, D.C. Equivalent to a 120‐hour, teacher‐delivered course, it is designed to produce speaking proficiency at the FS1 level 1. This article discusses the course content, methodology, architecture, role of the student, and development process.
Transforming Teaching through Technology
Authors: Armstrong Kimberly M. , Yetter‐Vassot Cindy
Published: January 2009

ABSTRACT  This paper addresses the issue of the integration of technology into the foreign language curriculum. As more and more technological resources become available, it is necessary that instructors become aware of how those resources might be used to enhance foreign language teaching and learning. This discussion gives an overview of some of those resources and their pedagogical benefits; suggests creative activities for using those resources; assesses students' reaction to the integration of technology into their classes; offers guidelines for this integration; and finally, provides a glimpse into the future of language learning.
Middle and Secondary L2 Teachers Meeting Classroom Management Challenges Via Effective Teaching Research
Authors: Ralph Edwin G.
Published: January 2009

ABSTRACT  This paper presents for second‐language educators a synthesis of key principles of successful classroom management and instruction, which have been doubly validated by a quarter‐century of effective‐teaching research and by 30 years of personal education experience of the author. This summary of practices, verified in classrooms from the elementary through to the post secondary levels, describes what effective L2 teachers do in both the short‐ and long‐term to enhance student learning, and particularly to motivate uncooperative students who may be present in middle year and high school language classes.
Perceived Characteristics of the Effective Language Teacher
Authors: Brosh Hezi
Published: January 2009

ABSTRACT  This paper identifies characteristics of the effective language teacher (ELT) as perceived by both language teachers and students in the Israeli educational system. Subjects consisted of two randomly selected groups. The first included 200 foreign language teachers of English, French, Arabic, and Hebrew, while the second included 406 ninth grade high school students from ten heterogeneous schools. The data were collected by means of a questionnaire and interviews. Various characteristics associated with the ELT were identified, such as the teacher's command of the target language; his or her ability to organize, explain, and clarify; and his or her ability to arouse and sustain interest and motivation. The more we know about ELT characteristics, the more likely we are to develop language teacher preparation models that incorporate aspects of relevant language teaching as well as help in establishing standards for evaluating language instruction.
The Arlington Curriculum Development Model
Authors: Connor‐Linton Jeff
Published: January 2009

ABSTRACT  This article presents a model process for “bottom‐up” teacher development of a proficiency‐oriented, criterion‐referenced second or foreign language curriculum. The process is designed for second and foreign language teachers and administrators at all levels of education (1) to enhance articulation and coherence of teaching objectives and practices between levels of language instruction and (2) to foster communicative teaching practices.
Choosing a “Standard” Variety of Spanish for the Instruction of Native Spanish Speakers in the U.S.
Authors: Villa Daniel J.
Published: January 2009

ABSTRACT  Many Spanish for Native Speakers (SNS) instructional approaches are based on the idea that there exist invariable spoken and written “standards” of the language that are preferable over other varieties and that will benefit students when acquired. However, such invariable varieties of any language do not exist, and thus a decision must be made as to which dialect and written variety will be used in SNS instruction. This decision is political in nature, and one that cannot be avoided. Basing this decision on sociolinguistic research, the author proposes a spoken and written variety of Spanish to be employed in the instruction of native Spanish speakers in the United States. The concept of “standard” is reviewed, and arguments are offered to support the decision as to which varieties of Spanish are most appropriate for SNS instruction.
Foreign Language Literature and The Beginning Learner‐Reader
Authors: Shook David J.
Published: January 2009

ABSTRACT  Given the traditional “skills” focus of beginning and intermediate foreign language classes, college FL students typically receive little exposure to literary works until their “advanced” levels of language study. This article, by examining the nature of literature and by surveying how current textbooks guide beginning learners to access literary works, explores the potential learner benefits of early exposure to literature and suggests instructional guidelines for effective literature study at the beginning level.
Developing Interactive Instructional Software for Language Acquisition
Authors: Masters‐Wicks Karen , Postlewate Laurie , Lewental Mark
Published: January 2009

ABSTRACT  As part of an ongoing effort to restructure the language curriculum and integrate multimedia technology at the College of Staten Island of the City University of New York, a project team was formed in September 1993 to develop interactive instructional software for use in the first four semesters of French instruction. The goals of this project were twofold: first, to provide software for a multimedia laboratory environment to enhance classroom instruction; second, to initiate a training program for the language faculty of the College of Staten Island that would encourage development of software in foreign languages. The pedagogical focus of the software developed by the project team is on the use of interactive exercises to strengthen listening and writing skills and to perfect oral proficiency. The following report provides information on the hardware and primary software chosen for the project, a step‐by‐step description of the creation of interactive lessons and student use of lessons, discussion of some of the technical problems encountered in the execution of the project, and a description of new developments in the project. The objective here is to share our experiences with faculty and staff who are interested in the development of interactive software for language classes.
Enhancing Beginning Language Courses Through Content‐Enriched Instruction
Authors: Ballman Terry L.
Published: January 2009

ABSTRACT  In the traditional foreign language curriculum, content‐based instruction (CBI) is postponed until at least the second year of study when, it is perceived, learners have the necessary linguistic repertoire with which to begin to deal with content. The author's analysis of 12 first‐year college‐level Spanish textbooks reveals that, in general, little cultural or real‐world information is provided to beginning learners. The purpose of this paper is to describe a variation of CBI for beginning‐level language learners called content‐enriched instruction (CEI). In CEIan emphasis is placed on cultural and real‐world information. Vocabulary, grammar, and content are integrated to reflect a specific theme or converge to represent a specific topic. Learners use Spanish to acquire new information and to relate new content knowledge to their own lives. All new information is designed to meet appropriate linguistic, cognitive, and affective needs of the learner. To illustrate the uses and benefits of CEI, the author describes a unit lesson plan for six class periods and offers suggestions on how to implement CEI.
Authentic Materials and Mexican Immersion: A Professional Development Program Combining Pedagogy, Language, and Culture
Authors: Schmidt‐Rinehart Barbara C.
Published: January 2009

ABSTRACT  The focus on communication and interaction that characterizes foreign language instruction today demands that foreign language teachers be skilled methodologists and possess a high level of language and cultural proficiency. Maintaining these skills is a constant challenge for teachers and requires unique professional development opportunities. The two‐week Mexican immersion program for teachers described in this article includes not only language instruction and homestays to enhance language and cultural development but also a course that focuses on the systematic exploration of how to integrate authentic materials into daily instruction. Results of the program suggest that this combination was successful in better preparing the participants to meet the demands of the communicative classroom. The program design, the course outline, examples from the instructional units, the reading list on authentic materials, and recommendations for future programs can serve as a model for both teachers and teacher educators.
Language Learning Strategies and English Proficiency in Korean University Students
Authors: Park Gi‐Pyo
Published: January 2009

ABSTRACT  This paper investigates the relationship between language learning strategies and L2 proficiency. Language learning strategies were measured by the Strategy Inventory for Language Learning (SILL, ESL/EFL Student Version), and L2 proficiency was determined by the Test of English as a Foreign Language (TOEFL) for 332 university students learning English in Korea. The findings of this study are: (1) the relationship between language learning strategies and L2 proficiency was linear; (2) all six categories of language learning strategies as well as total language learning strategies were significantly correlated with the TOEFL scores; and (3) cognitive and social strategies were more predictive of the TOEFL scores than the other four strategy categories, jointly accounting for 13 percent of the total variation in the TOEFL scores. These findings provide evidence that L2 learners need language learning strategies, specifically cognitive and social strategies in the Korean context, to facilitate L2 acquisition and suggest that language learning strategies be taught in classrooms, focusing on effective strategies that may improve the results of strategy training.
The Experiential Course: An Alternative to Study Abroad for Nontraditional Students
Authors: Long Donna Reseigh
Published: January 2009

ABSTRACT:

Many students today do not fit the traditional mold of those who enter college directly from high school and complete their baccalaureate degrees in four years. While foreign language educators agree that participation in a study‐abroad program can result in linguistic and cultural benefits to students, some students are unable to take advantage of such programs for personal and financial reasons. An intensive experiential course based on university and community resources can offer such students a rich alternative linguistic/cultural experience.
Attrition and Performance in Japanese Language Courses: A Study of Articulation Between the High School and University Levels
Authors: Watt Yasuko Ito
Published: January 2009

ABSTRACT  As the number of students who enter colleges and universities with high school Japanese training has increased, articulation between high school‐ and university‐level Japanese language instruction has become a matter of concern. In order to add to our understanding of the problem of articulation, the author conducted a two‐year study in which students with high school Japanese language instruction were compared to those who began their study after entering Indiana University. Their attrition and performance through the first four semesters of instruction were compared. This article reports the finding of that study.
The EUROTECH Module: A Curricular Innovation for German Instruction
Authors: De Vries Herman J. , Long Richard P
Published: January 2009

ABSTRACT  This paper presents the module course as an effective curricular innovation within the framework of a dual‐degree program in German and engineering. Three modules, or one‐credit courses, are offered in a series within the curriculum of EUROTECH: An International Program in Engineering at the University of Connecticut. By virtue of the structure of these modules, which feature multiple lectures by outside experts in fields of engineering and science, the module functions as a unique vehicle for content‐based education. As such, the module is a creative response to the curricular demands of a dual‐degree program. This paper discusses these curricular demands, examines the concept of a “module” course, presents the EUROTECH module series, and argues for its advantages. The authors see the module arrangement as an effective implementation that may well serve other dual‐degree programs.
Language‐Learning Strategies for Learners of Japanese: Investigating Ethnicity
Authors: Grainger Peter Ralph
Published: January 2009

ABSTRACT  Despite the proliferation of research articles in recent years dealing with language‐learning strategies, ethnicity is one variable that has not received a great deal of attention in the literature. Japanese is a language that has not been targeted much in any investigation of language‐learning strategies. This paper seeks to remedy these deficiencies by presenting the results of an exploratory study seeking to identify the language‐learning strategies of learners of Japanese as a foreign language at a tertiary institution. It also seeks to identify the most‐ and least‐favored strategies of a variety of ethnic groups and to investigate the relationship between ethnicity and language‐learning strategy preferences.
Using Internet Tools as an Enhancement of C2 Teaching and Learning
Authors: Lee Una
Published: January 2009

ABSTRACT  In spite of many efforts and contributions from previous researchers, the need for a creative approach in using combined Internet tools for C2 learning has not been found. This pilot study shows that the use of Internet resources is a meaningful way to integrate language and culture that provides opportunities for students to learn about the target culture while using E‐mail to discuss cultural aspects with native speakers. In addition, the use of the Internet and E‐mail increased students' interest and motivation for learning C2 and L2 in a dynamic rather than passive way. Foreign language teachers should be encouraged to explore and experiment with the Internet to fully exploit the possibilities for language learning by means of this resource that opens pathways to authentic materials and dynamic communications with native speakers around the world.
Using Student Expectations and Perceived Needs to Rethink Pedagogy and Curriculum: A Case Study
Authors: Alalou Ali , Chamberlain Elizabeth
Published: January 2009

Because the mission of language departments in large research universities was traditionally the training of graduate students in literary analysis, less attention was devoted to the teaching of lower level language courses. Recently, however, revitalizing language programs has become a major concern for many departments. This study discusses a case of such revitalization at a major metropolitan university. The paper presents results of a pilot study aimed at assessing students' needs and redefining the goals and objectives of a traditional French language program.
The Process of Reading‐to‐Write Used by a Skilled Spanish‐As‐a‐Foreign‐Language Student: A Case Study
Authors: Ruiz‐Furies Marcela
Published: January 2009

The purpose of this study was to explore how one skilled Spanish‐As‐a‐Foreign‐Lan‐guage (SFL) student in a third‐year level class performed reading‐to‐write tasks. Case study research methodology was used to investigate the processes of reading‐to‐write within an academic foreign language (FL) setting. The subject of the study was a skilled Advanced‐Level SFL student from a composition class in a large southeastern university. She did one reading‐to‐write task as part of her class assignment which was analyzed in the study. Data were collected using stimulated‐recall interviews. The subject kept reading and writing logs to help her stimulate recall of the processes she used. Results led to the design of a preliminary identification of the reading‐to‐write process that has important consequences for future research and implications for teaching.
Motivating Bilingual and Semibilingual University Students of Japanese: An Analysis of Language Learning Persistence and Intensity among Students from Immigrant Backgrounds
Authors: Kondo Kimi
Published: January 2009

ABSTRACT  FL teachers in the United States often encounter the problem: how best to assist their bilingual and semibilingual students from immigrant backgrounds. Interviews with American Shin Nisei (new second‐generation Japanese) university students reveal how strongly motivation influences their persistence in taking Japanese courses and the intensity with which they use Japanese outside the classroom. First, valence and self‐efficacy are critical in predicting students' persistence in studying Japanese at the university, while self‐confidence influences powerfully the students' use of Japanese for verbal communication outside the classroom. Second, most students do not have specific short‐term language goals other than passing Japanese courses with good grades, although many do have nonspecific long‐term language goals which influence their active learning in speaking Japanese, but not in reading and writing. The conclusion stresses problems facing Shin Nisei students in traditional college FL classes and discusses how teachers can help improve students' motivation.
Task Representation in Foreign Language Reading‐to‐Write
Authors: Rub‐Funes Marcela
Published: January 2009

Abstract: A factor that affects both the process of reading‐to‐write and the quality of the papers the students produce is task representation ‐ the manner in which students interpret an assigned task, and therefore, the type of paper they write. In this study, the author explored how third‐year‐level university students of Spanish represented an assigned reading‐to‐write task, as indicated by the type of papers they produced, and the relationship between the linguistic quality of those papers and the type of task representation. The findings suggest that the ability to interpret a reading‐to‐write task appropriately is dependent upon complex cognitive factors that need to be further explored. In particular; the results indicate that (1)given the same reading‐to‐write assignment, FL students interpret the task in dijJerent ways, and therefore, produce different types of papers; (2)the ability to write syntactically complex sentences does not lead to cognitively sophisticated composing; (3)the ability to write with grammatical accuracy is not an indicator of the students' ability to express elaborated ideas; and (4)the ability to write with grammatical accuracy may lead to the students' ability to write more syntactically complex sentences. These findings lead to valuable implications for teaching writing in the foreign language classroom.
Enhancing Learners' Communication Skills through Synchronous Electronic Interaction and Task‐Based Instruction
Authors: Lee Lina
Published: January 2009

ABSTRACT: Online interactive exchange offers the learner many opportunities to use the target language to negotiate both meaning and form in a social context that is crucial for second language acquisition. This paper discusses a pilot study using synchronous electronic chats combined with task‐based instruction (TBI) to enhance learners' communication skills. TBI focuses on the two‐way exchange of information on real‐life topics. This pilot study shows that computer‐mediated communication using less structure‐controlled but more open‐ended exchange had a significant impact on the process of language learning. Students benefited from online task‐based activities because they had to access different functional skills to construct and negotiate meaning collaboratively. However, foreign language educators need to be aware that the quick cyberspace interactions impeded students from producing correct and coherent discourse, especially during learner‐learner interaction. One corrective technique is to make students reexamine and revise their exchanges with guided instruction.
The Use of Portfolios for In‐Service Teacher Assessment: A Case Study of Foreign Language Middle‐School Teachers in Texas
Authors: Moore Zena , Bond Nathan
Published: January 2009

ABSTRACT: This qualitative case study chronicled the efforts of a group of foreign language middle school teachers as they developed professional portfolios. The study was exploratory in nature and sought to investigate what happens when teachers build a professional portfolio as an alternative to a state appraisal system. The study found that the portfolios contained very little evidence of language teaching. The teachers seemed to have had difficulty making distinctions between goal setting and instruction modifications. This confusion, together with a lack of peer collaboration, resulted in a poor selection of artifacts. For example, there was very little evidence of students' work and of professional activities. The artifacts focused more on satisfying recent state legislation emphasizing textbook completion and intervention methods. The findings point to the importance of administrative and collegial support for successful professional portfolio development.
Bridging the Gap: Discourse in Text‐Based Foreign Language Classrooms
Authors: Mantero Miguel
Published: January 2009

ABSTRACT: This study investigated text‐centered talk in an “Introduction to Hispanic Literature” university‐level classroom. The study was framed within sociocultural theory (Vygotsky, 1978; Wertsch, 1986, 1991) and attempted to establish the nature of classroom talk in the college‐level foreign language “bridge course.” The study also aimed to clarify the relationship between cognitive processes and language acquisition in a foreign language course. Student‐initiated talk or opportunities for discourse were observed in relation to those opportunities recognized or provided by the instructor. The data was analyzed according to the level of talk (utterance, dialogue, discourse) and the level of cognition of the students' responses. This analysis characterized text‐centered talk in the university‐level foreign language classroom as mainly teacher‐centered, student‐supported dialogue that did not take advantage of the majority of opportunities for extending classroom talk into the discourse level. Representative samples of the collected data are provided to support the findings of the study.
Second Language Teacher Education: A Review of the Literature
Authors: Vélez‐Rendón Gloria
Published: January 2009

ABSTRACT: During the past decade, an increasing number of publications have critically examined traditional views of second language teacher education and research and have called for a reconceptualization of the field (Freeman & Johnson, 1998; Freeman & Richards, 1996; Richards & Nunan, 1990; Schulz, 2000). The field has also recognized the need to establish standards for the content of language teacher education and outline its knowledge base so that new research avenues and effective teacher education models can be developed (Guntermann, 1993). This article attempts to delineate the “state of the art” of second language teacher education through a review of recent research and presents an overview of current perspectives on the field's knowledge base. The article concludes with a proposal for a reflective approach to the preparation of second language teachers that draws from the literature review.
Listening Comprehension Strategies: A Review of the Literature
Authors: Berne Jane E.
Published: January 2009

Abstract: Numerous studies related to listening comprehension strategies have been published in the past two decades. The present study seeks to build upon two previous reviews of listening comprehension strategies research. Of particular interest in this review are studies dealing with the types of cues used by listeners, the sequence of listening, differences between more‐ and less‐proficient listeners, listening strategy instruction, strategies versus tactics, and identifying listening problems. This review first summarizes the findings of a number of studies in each of these areas. Based on these summaries, the review then posits some general conclusions and suggests directions for future research. The review demonstrates that listening comprehension strategies have been and continue to be a very fruitful area for researchers to explore.
A Comparison of Multiple‐Choice and Open‐Ended Response Formats for the Assessment of Listening Proficiency in English
Authors: Cheng Hsiao‐fang
Published: January 2009

Abstract: Listening comprehension involving dynamic cognitive mental processes is invisible and can only be measured by the listeners' reconstruction of the message they have heard. The form and type of response might influence the test takers' listening performance. This study examines whether the subjects' listening performance varied when the types of responses were different. Traditional multiple‐choice (MC), multiple‐choice cloze (MCC), and open‐ended (OE) questions were employed to evaluate the subjects' listening comprehension. One hundred fifty‐nine technical college students whose L1 was Mandarin Chinese served as subjects and received all three response formats in three balanced treatments. The results indicated that different types of responses did have a significant effect on the subjects' performance. Subjects performed best on the MCC test, followed by the traditional MC test. They scored lowest on the OE test. A posttest survey revealed that 97% of the test takers preferred the MC formats because the given alternative answers facilitated comprehension of spoken stimuli and greater accuracy in guessing.
Distinguished‐Level Learning Online: Support Materials from LangNet and RussNet
Authors: Leaver Betty Lou , Ehrman Madeline , Lekic Maria
Published: January 2009

Abstract: This article introduces the reader to two online sources of materials for working on improving listening and reading skills. The materials are intended for learners already at Interagency Language Roundtable (ILR) Level 3 (Superior) proficiency in Arabic, Chinese, Hindi, Korean, Russian, and Spanish, who desire to reach Level 4 (Distinguished, or in the vernacular, near‐native) proficiency. The materials are available on RussNet and LangNet. A rationale for moving beyond Superior level proficiency to Distinguished level proficiency is also provided.
Investigating Interviewer‐Candidate Interactions During Oral Interviews for Child L2 Learners
Authors: Kondo‐Brown Kimi
Published: January 2009

Abstract: One common procedure for oral performance testing of Foreign Language in the Elementary School (FLES) learners is one‐on‐one interviewing wherein the interviewer asks questions and the child candidate responds to them. While existing research has focused primarily on outcomes elicited by such procedures, this study examines the processes involved. During the present interview test for Japanese FLES students, the interviewers were permitted to provide support but without specific advice on how interviewers should give support to the candidates' problematic responses. Under such circumstances, (a) there were apparent inconsistencies between and within interviewers in the way they dealt with erroneous responses, and (b) the child candidates were not able to initiate the negotiation of meaning or repair processes. This study also suggests that, when interviewer support is taken into account in ratings of oral performances, such ratings may be significantly higher than ratings without interviewer support that are determined simply by the frequencies of correct responses to initial prompts and correctly formulated questions.