bluuebunny/crossref_metadata_2025 huggingface dataset:
Speaking, Writing, and Explicit Rule Knowledge: Toward an Understanding of How They Interrelate
Authors: Dykstra‐Pruim Pennylyn
Published: January 2009

ABSTRACT: This study investigated the relationship between writing performance and speaking performance through quantitative analysis of the variance and correlation among oral, written, and explicit rule abilities as evidenced in present‐tense verbal morphology and syntax. Subjects performed an explicit rule grammar test and a narration task in speaking and writing modes. The operating hypotheses were (1) oral abilities and written abilities differ significantly; (2) oral abilities and written abilities are not strongly correlated; (3) explicit rule knowledge is not a predictor of how well learners can speak or write in the target language. The extent to which the data supported these hypotheses is discussed; concrete pedagogical implications for task ordering, assessment, and explicit rule testing are outlined.
Sarah and Amber: A Tale of Two Third‐Year Spanish Students
Authors: Bueno Kathleen
Published: January 2009

ABSTRACT: This qualitative study focused on the learning experiences of two intermediate‐level students enrolled in a third‐year, college‐level Spanish composition and conversation course. Writing samples, postcourse surveys, and student interviews provided insights into the impact of learning strategies and authentic texts on the development of second language writing skills. Implications for instructional practice are discussed.
The Effects of Computer Use on L2 Japanese Writing
Authors: Chikamatsu Nobuko
Published: January 2009

ABSTRACT: As computer‐assisted language learning gains popularity, word processing is becoming standard in foreign language classrooms. However, for logographic languages, which have input processes different from those of English and other Indo‐European languages, computer use by second language learners is relatively uncommon and its impact on writing is unknown. This study examined the effects of computers on writing efficiency and quality among intermediate learners of Japanese. Subjects corresponded with Japanese peers by e‐mail, and took computer‐written and handwritten tests. Response times, accuracy rates, and t‐units were compared. There was no significant difference in response times for the two modes, but accuracy rates and number of kanji characters used were significantly different, indicating that learners benefited from computer writing. This was most evident among mid‐skilled learners, suggesting that positive effects for computers may depend on level of linguistic skill.
College Students Classified as Having Learning Disabilities and Attention Deficit Hyperactivity Disorder and the Foreign Language Requirement
Authors: Sparks Richard L. , Philips Lois , Javorsky James
Published: January 2009

Abstract: Some students classified as learning disabled (LD) have exhibited problems with learning a foreign language (FL). College students classified as having attention deficit hyperactivity disorder (ADHD) are often assumed by educators and service providers to have problems that impair FL learning. To date, no empirical studies have investigated this assumption. In the two studies reported here, college students classified as LD or as both LD and having ADHD (LD/ADHD) who had either substituted courses for the FL requirement (petition) or had fulfilled the requirement by passing FL courses (nonpetition) were compared in terms of demographic, cognitive, and academic achievement profiles, and FL grades. In the first study, few differences were found in demographic, cognitive, and achievement profiles between petition students classified as LD or LD/ADHD. In the second study, no significant differences in demographic profiles were found among groups classified as petition LD, petition LD/ADHD, nonpetition LD, and nonpetition LD/ADHD. On cognitive and academic achievement measures, the nonpetition LD/ADHD group scored significantly higher than the petition LD group on measures of IQ, reading, math, and scholastic achievement (ACT). The results of both studies appear to be counterintuitive because students with two disabilities (LD and ADHD) were found to exhibit cognitive ability, academic achievement, and FL grades greater than or equal to students with LD alone. Findings suggest that students classified as both LD and ADHD may not necessarily experience serious problems with FL learning.
A Mixed‐Methodology Investigation of the Linguistic and Affective Outcomes of Summer Study Abroad
Authors: Allen Heather Willis , Herron Carol
Published: January 2009

Abstract: The purpose of this mixed‐methodology study was to investigate linguistic and affective outcomes of summer study abroad (SA) participation by 25 college French students. This investigation sought to determine if significant changes occurred in two linguistic factors, oral and listening French skills, and two affective factors, integrative motivation and language anxiety after SA. This research also examined whether pre‐SA affective differences existed for SA participants versus non‐SA peers. Results demonstrated that French linguistic skills improved significantly and that classroom and nonclassroom language anxiety after SA decreased significantly. Integrative motivation of the SA group was unchanged after the experience. Pre‐SA affective differences did not exist between SA participants and non‐SA peers. Analysis of interviews and program evaluations suggested that participants faced two sources of language anxiety while abroad: linguistic insecurity and cultural differences. Implications of this study include (1) the continued endorsement of summer SA programs to enhance communication skills, (2) the need for greater pre‐SA emphasis on “nonacademic” factors to reduce foreign language anxiety, and (3) the importance of SA programs including contact with native speakers in class and during informal learning, in order to stimulate attitudinal changes as well as linguistic gains.
Using an E‐Mail Exchange to Promote Cultural Learning
Authors: Hertel Tammy Jandrey
Published: January 2009

Abstract: This study describes an intercultural e‐mail exchange at the college level. Students in a beginning Spanish class in the United States and an intermediate English as a second language class in Mexico corresponded weekly for one semester. The U.S. students also wrote reflective papers and completed surveys before and after the exchange regarding their attitudes toward their own and Mexican cultures and their perceptions of the exchange itself. Quantitative and qualitative data from these papers and surveys are presented and discussed. Although students recognized the limited amount they were able to learn in one semester, they responded positively to the exchange and felt that their attitudes toward and perceptions about Mexican culture were influenced by the experience. Suggestions for implementing electronic exchanges are offered.
How National Foreign Language Week Promotes Cultural Awareness at a Historically Black University
Authors: Farfan‐Cobb Irma , Lassiter Linda E.
Published: January 2009

Abstract: This article describes how celebrating National Foreign Language Week has increased cultural awareness and appreciation among students enrolled in foreign language courses at one of the largest historically Black universities in the nation. Before the Department of Foreign Languages began observing this week, students showed very little interest in anything more than completing their foreign language requirements for graduation. Now, after four years of increased activity and student participation during National Foreign Language Week, more students are expressing an interest in pursuing minors in foreign languages and are seeking to learn about the traditions and ways of life of the people who speak other languages.
The Evidence is IN: Drills are OUT
Authors: Wong Wynne , Van Patten Bill
Published: January 2009

Abstract: This article focuses on an aspect of traditional instruction — the form‐only activities commonly called “drills,” “mechanical practice,” or “pattern practice.” The authors first distinguish language as an internalized system from language as a productive skill and review the nature of mechanical pratice. They contend that despite claims made about communicative language teaching and its goals, drills and form‐only foreign language activities are still widely used in today's classrooms. After reviewing research on the utility of drills, the authors conclude that these activities are not necessary or beneficial for foreign language acquisition or the development of fluency and should be discarded from instructional practice
Practical Tips for Implementing Peer Editing Tasks in the Foreign Language Classroom
Authors: Byrd David R.
Published: January 2009

Abstract: Writing, regardless where it is found in today's curriculum, has become more interactive in nature; peer editing reflects this shift. Still, a number of foreign language instructors are at a loss as to where to begin such activities. This article presents ideas on how to design and carry out a peer editing task and demonstrates several methods that can fit most writing task situations. These methods can be used at all levels of second language writing development, to help students gain vital editing skills that not only will improve a peer's paper, but in time also increase their own confidence in writing, improve the content and conventions of their written work, and enhance their thinking skills.
The ACTFL Proficiency Guidelines and the Oral Proficiency Interview: A Brief History and Analysis of Their Survival
Authors: Liskin‐Gasparro Judith E.
Published: January 2009

Abstract: The ACTFL Proficiency Guidelines (ACTFL, 1982; 1986; Breiner‐Sanders et al, 2000) and the Oral Proficiency Interview (OPI) derived from them have stimulated abundant and sustained professional engagement by foreign language teachers at all levels and in all languages, as well as intense and equally sustained criticism by specialists in foreign language testing. This paper presents (1) a brief history of the genesis of the Guidelines, (2) a summary of the criticisms leveled against them, and (3) an analysis of the reasons for the continued significance of the Guidelines in curricular and testing initiatives during the last two decades at both state and national levels.
Research on the Oral Proficiency Interview: Analysis, Synthesis, and Future Directions
Authors: Malone Margaret E.
Published: January 2009

Abstract: Since their initial publication in 1982, the ACTFL Guidelines and oral proficiency interview (OPI) have enjoyed widespread use by foreign language educators. They have also been the target of much criticism by researchers of second language acquisition and testing. Much of this criticism has focused on validity claims for the OPI. Other research (e.g., Thompson, 1995) has investigated the interrater reliability of the test. This article provides an overview of research (both critical analyses and empirical studies) conducted on the ACTFL OPI and Guidelines from 1990 to present. The author identifies trends in this research, discusses lessons learned from research in other proficiency test areas, and provides recommendations for areas of future study.
The Oral Proficiency Interview: A Research Agenda
Authors: Chalhoub‐Deville Micheline , Fulcher Glenn
Published: January 2009

Abstract: Many researchers and practitioners maintain that ACTFL's efforts to improve instructional practices and promote proficiency assessments tied to descriptors of what learners can do in real life have contributed significantly to second language teaching and testing. Similar endeavors in the area of research, however, are critically needed. Focusing on the oral proficiency interview (OPI), this article argues that ACTFL has a responsibility to its stakeholders to initiate a research program that generates a coherent combination of logical and empirical evidence to support its OPI interpretations and practices. The article highlights a number of high‐priority areas—including delimiting purposes, examining interview discourse, documenting rater/interlocutor behavior, explicating the native speaker criterion, and investigating the OPI's impact on language pedagogy—that should be incorporated into the research agenda.
Multistage Complexity in Language Proficiency Assessment: A Framework for Aligning Theoretical Perspectives, Test Development, and Psychometrics
Authors: Luecht Richard M.
Published: January 2009

Abstract: This article contends that the necessary links between constructs and test scores/decisions in language assessment must be established through principled design procedures that align three models: (1) a theoretical construct model; (2) a test development model; and (3) a psychometric scoring model. The theoretical construct model articulates the cognitive tasks, mechanisms, and ability constructs underlying language proficiency. The test development model focuses on developing formal mechanisms for structuring the design and development of the test problems (items and tasks) and for assembling the test as a whole. The psychometric scoring final model involves the use of psychometric modeling techniques capable of handling complex, multidimensional structures underlying the responses to a language proficiency assessment. The authors promote the need for modeling the complexity inherent in the process of defining constructs, designing and building problems and tests, and finally, scaling and scoring the instruments that assess language proficiency.
Using the OPI to Place Heritage Speakers of Russian
Authors: Kagan Olga , Friedman Debra
Published: January 2009

Abstract: This study explored the possibility of using an ACTFL oral proficiency interview (OPI) to assess the spoken proficiency of heritage language speakers of Russian for the purpose of placing them in Russian language classes. The authors also considered whether the norm of an educated native speaker could be used as a valid reference point for Russian heritage speakers. The OPI was administered to a group of college‐age Russian heritage speakers with little or no formal instruction in the language. The results indicated that the ACTFL Proficiency Guidelines could be used to assess oral proficiency of Russian heritage speakers and that the standard of an educated native speaker of Russian could be used as a norm.
Structure and Complexity of Oral Narratives in Advanced‐Level Spanish: A Comparison of Three Learning Backgrounds
Authors: Rubio Fernando
Published: January 2009

Abstract: This study compared the narratives of three groups of advanced speakers of Spanish with different learning backgrounds. The first group was made up of heritage speakers; the second group was composed of missionaries that had recently returned from a two‐year sojourn in a Spanish‐speaking country; and the third group comprised students who had learned Spanish in a regular classroom setting and who had no more than 4 months of experience abroad. The study compared the degrees of fluency and complexity of the past narrations that they produced during an OPI. The results demonstrated that there was a degree of correlation between type of learning background and narration characteristics.
Exploring the Uses and Usefulness of ACTFL Oral Proficiency Ratings and Standards in College Foreign Language Departments
Authors: Norris John M. , Pfeiffer Peter C.
Published: January 2009

Abstract: Oral proficiency ratings, based on the ACTFL Guidelines and derived from live or simulated oral proficiency interviews (SOPIs), enjoy widespread use in the United States. In particular, college foreign language departments have increasingly adopted oral proficiency ratings as a way of establishing standards for language or graduation requirements. In the study reported here, the authors explored the intended uses of proficiency‐based standards in foreign language departments and reviewed the research on which specific ACTFL‐level standards are based. They then examined the results of more than 100 SOPIs administered across all levels of instruction within one German foreign language department. The findings suggest that recommended proficiency standards may underestimate the potential and actual achievements of German language learners and miss other valued learning outcomes. The implications of these findings for the valid use of oral proficiency ratings in collegiate settings are discussed.
Oral Proficiency Learning Outcomes and Curricular Design
Authors: Rifkin Benjamin
Published: January 2009

Abstract: In this article, the author describes the place of the oral proficiency guidelines as the only nationally recognized criteria for the assessment of communicative competence in speaking across languages and discusses learning outcomes studies based on the proficiency guidelines. The guidelines are now 20 years old, but learning outcomes are not significantly better than they were before the guidelines were published—suggesting that two decades of guideline‐influenced instruction have failed to have an impact on student learning. However, data suggest that students need more hours of language exposure and instruction than a college curriculum can provide in order to attain advanced‐level oral proficiency. Nonetheless, the guidelines are a curricular framework that helps teachers prepare students to break through to advanced level performance, even if this occurs after completing the college‐level curriculum.
How Foreign Language Teachers in Georgia Evaluate their Professional Preparation: A Call for Action
Authors: Cooper Thomas C.
Published: January 2009

Abstract: The purpose of this article is to report on a collaborative project among members of colleges of education, colleges of arts and sciences, and high school foreign language departments. The project involved conducting an online survey of 341 current foreign language teachers in Georgia in order to determine how these K‐12 teachers perceived and evaluated the effectiveness of their professional preparation. Close to 60% of the teachers in the sample were graduates of colleges and universities in Georgia. Most of the others had received their training from various other colleges and universities in the United States, and 51 individuals reported that they had graduated from foreign institutions. The survey consisted of 42 questions asking teachers to evaluate their preparation in language skills, knowledge of foreign language standards, planningfor instruction, methodology, using technology in instruction, meeting the needs of socially and economically diverse students, classroom management skills, and professional growth. The survey results strongly suggest that foreign language teacher development programs should include (1) more time spent in carefully supervised and monitored prestudent‐teaching field experiences; (2) more careful mentoring of student teachers during the student‐teaching internship; (3) more time spent in language learning experiences in countries where the target language is spoken; (4) more emphasis on developing foreign language proficiency in the requisite university classes; and (5) more effort spent on teaching effective classroom management.
The Effects of Web‐Based Learning on Struggling EFL College Writers
Authors: Al‐Jarf Reima S.
Published: January 2009

Abstract: This study aimed at finding out whether there were significant differences in achievement between English‐as‐a‐foreign‐language (EFL) freshman students exposed to traditional in‐class writing instruction depending on the textbook only, and those exposed to a combination of traditional in‐class instruction and Web‐based instruction in writing. All students were pretested before instruction and studied the same writing textbook for 12 weeks. In addition, the experimental group of students received online instruction in which they posted their own threads, short paragraphs, stories, or poems on a discussion board. They located information related to themes covered in the book from Internet sites such as “Yahoo! Movies” and “WebMD.” They word processed their paragraphs and checked their own spelling using Microsoft Word. At the end of the treatment, both groups were posttested. Results of the paired and independent t tests and Analysis of Covariance are reported.
An Analysis of Foreign Language Achievement Test Drafts
Authors: Barrette Catherine
Published: January 2009

Abstract: In order to obtain concrete information to improve test writing, this study analyzes 13 achievement test drafts written by graduate teaching assistants, lecturers, and adjunct faculty teaching introductory and intermediate college Spanish. The analysis focuses on factors of test method and content likely to create variance in test performance unrelated to learners' abilities. Bachman and Palmer's (1996) rubric for describing target language use and test tasks functions as an organizational tool to describe and analyze the drafts. Results reveal patterns of inappropriate input and inadequately specified procedures, tasks, scoring criteria, and expected responses. Findings suggest common pitfalls for the novice test writer to avoid in test development, and provide a starting point for teachers of any language who want to improve their own achievement tests.
Examining the Effect of Feedback in Beginning L2 Composition
Authors: Gascoigne Carolyn
Published: January 2009

Abstract:Although L2 teachers tend to operate under the assumption that feedback on student compositions has a profound and positive effect on student revisions, few investigations have examined the results of teacher feedback. The present study, therefore, replicated a 1997 study by Ferris on the type and effect of feedback on advanced English‐as‐a‐second‐language (ESL) composition revisions within a beginning L2 environment. Results of this investigation revealed that brief teacher commentary (4–5 words in length) in the form of imperatives tended to engender successful revisions, and by extension, that successful feedback type was dependent upon the composition environment.
Student and Teacher Strategies for Communicating through Dialogue Journals in Hebrew: A Teacher Research Project
Authors: Schwarzer David
Published: January 2009

Abstract: Two major issues are addressed in this teacher research paper: A description of strategies used by students in their dialogue journal writing and a description of strategies used by the teacher‐researcher in responses to students' dialogue journal entries. The major findings are that students used L1 as a resource in their L2 for the following purposes: (1) translation as a means to communicate, (2) codeswitching as a clarification device, and (3) translation as a learning strategy. Meanwhile, the teacher‐researcher used the following strategies: summarizing information; modeling conventions; using translation, codeswitching and other semiotic systems to convey meaning; using basic and repetitive format for the responses; using students' themes and vocabulary; and fostering authentic communication. Practical applications for foreign language teachers and researchers are included.
Language Learning Strategies in Kuwait: Links to Gender, Language Level, and Culture in a Hybrid Context
Authors: El‐Dib Mervat Abou Baker
Published: January 2009

Abstract: The present study revisits the link between culture, gender, language level, and learner's choice of language learning strategies. This is done by answering three questions: (1) what are the major Strategy Inventory of Language Learning (SILL) factors in Kuwait (a hybrid context)? (2) Which factors are related to gender? And (3) which factors are related to language level? The results of the study indicate a relationship between gender and active naturalistic language use, cognitive‐compensatory strategies and repetition‐revision strategies. They also indicate a relationship between language level and active naturalistic strategies and affective strategies. Based on these results, it is proposed that learning contexts in a cultural milieu are perhaps the strongest variable affecting strategy choice. Finally, proposals are made for a more contextualized approach to strategy research.
Literary Discussions and Advanced Speaking Functions: Researching the (Dis) Connection
Authors: Donato Richard , Brooks Frank B.
Published: January 2009

Abstract: This study investigated the discourse of class discussion in the advanced undergraduate Spanish literature course. Motivating this study was the need for research to determine how discussion in advanced undergraduate literature courses provides discourse opportunities to students to develop advanced language functions, as defined in the ACTFL Guidelines. Despite claims that literature classes play an additional role in developing language proficiency, this issue has not received serious research attention. In this study, classroom transcripts were analyzed for the following features: (1) discourse structure of the literary discussion; (2) the use of teacher questions; (3) verb tense distribution; and (4) student uptake. The analysis attempted to uncover how literary discussion afforded opportunities for students to describe, to narrate in major timeframes, to use extended discourse, to share opinions and arguments, to explore alternatives, and to hypothesize–all advanced and superior level speaking functions. The study also included instructor and student interviews to determine their views of foreign language literature classes and to see if what was observed could be explained by the goals the instructor and students had expressed. The findings suggest that simply having a literary discussion does not ensure that students will be pushed to use the language in advanced ways even when faced with tasks requiring critical thinking and advanced language use. One issue that this study reveals is that, for students to experience speaking in the advanced ranges of proficiency, discussions must enable complex thinking in complex language. Other findings suggest that literature instructors should be aware of the discourse opportunities that arise in literary discussions, should make speaking expectations and advanced functions clear to students, and should monitor student language use during discussions.
The Effects of Japanese Heritage Language Maintenance on Scholastic Verbal and Academic Achievement in English
Authors: Shibata Setsue
Published: January 2009

Abstract: This article investigates the effects of the maintenance of Japanese as a heritage language on English and overall academic achievement. The interrelationships amongjapanese oral and writing proficiency, SAT I Verbal, SAT I, and high school grade point average (GPA) were examined. The participants were 31 second generation Japanese‐American college students in Southern California, and the data was obtained from the subjects' self reports. No significant relationships were found between Japanese proficiency and English proficiency or between Japanese proficiency and overall academic achievement. The study suggests that the maintenance of a heritage language does not produce any negative effects on English development and on academic achievement.
Foreign Language Teachers' Perceptions of Students' Academic Skills, Affective Characteristics, and Proficiency: Replication and Follow‐up Studies
Authors: Sparks Richard L. , Ganschow Leonore , Artzer Marjorie E. , Siebenhar David , Plageman Mark
Published: January 2009

Abstract: Two studies explore the relationship between foreign language teachers' perceptions of their students' academic skills and affective characteristics and their native language skills, foreign language aptitude, and oral and written foreign language proficiency. In Study I (replication), students who scored significantly lower on native language and foreign language aptitude measures were perceived by teachers as having weaker academic skills and also less positive attitudes, lower motivation, and higher levels of anxiety about foreign language learning than students who scored higher on these measures. In Study II (follow up), students from Study I and from an earlier study were followed through a second‐year foreign language course and divided into high, average, and low groups according to their scores on a proficiency measure. Results showed that low proficiency students were perceived by foreign language teachers as having weaker academic skills and less positive affective characteristics, and also achieved lower course grades than high proficiency students. Findings suggest that foreign language teachers' perceptions of their students' affective characteristics and academic skills are related to the students' levels of native language skill.
The Integrated Performance Assessment (IPA): Connecting Assessment to Instruction and Learning
Authors: Adair‐Hauck Bonnie , Glisan Eileen W. , Koda Keiko , Swender Elvira B. , Sandrock Paul
Published: January 2009

ABSTRACT: This article reports on Beyond the OPI: Integrated Performance Assessment (IPA) Design Project, a three‐year (1997–2000) research initiative sponsored by the U.S. Department of Education International Research and Studies Program. The primary goal of the project was to develop an integrated skills assessment prototype that would measure students' progress towards the Standards for Foreign Language Learning in the 21st Century (National Standards, 1999, 2006). A second goal of the project was to use the assessment prototype as a catalyst for curricular and pedagogical reform. This paper presents the Integrated Performance Assessment (IPA) prototype, illustrates a sample IPA, and discusses how classroom‐based research on the IPA demonstrated the washback effect of integrated performance‐based assessment on teachers' perceptions regarding their instructional practices.
Who is Studying Arabic and Why? A Survey of Arabic Students' Orientations at a Major University
Authors: Husseinali Ghassan
Published: January 2009

ABSTRACT: This study investigates the initial motivation of learners of Arabic as a foreign language (AFL). One hundred and twenty students enrolled in first‐year and second‐year AFL classes participated in this study. The participants were classified into two major groups of learners according to their heritage background: The first group consisted of learners of Arab and Muslim heritage, and the second consisted of all other heritage backgrounds. Data were collected using a survey. Descriptive statistics were used to find out the initial motivations of each group. Later, inferential statistics (t test) were used to compare the initial motivation of the two groups with each other. The results of the study indicate that AFL learners have a variety of orientations prompting them to study Arabic: travel and world culture orientations, political orientations, instrumental orientations, and cultural identity orientations. These were then broadly grouped into three major types of orientations, namely instrumental orientations, identification orientations, and travel and culture orientations. Significant differences were found between heritage and non‐heritage learners on instrumental and identification orientations. The implications of these results are discussed in terms of course offerings, classroom instruction, maintaining students' motivation throughout the course, and retention.
Teaching to the Masses: The Design and Implementation of a Large Lecture Hispanic Culture Course
Authors: Kaplan Gregory B.
Published: January 2009

ABSTRACT: Due to an increase in enrollment in upper‐level Spanish classes that posed staffing problems, the Spanish section of the Department of Modern Foreign Languages and Literatures at the University of Tennessee decided to combine three sections of Spanish 331, “Introduction to Hispanic Culture,” into one large lecture course, which was offered for the first time in the spring of 2004. This study is devoted to analyzing the design of Spanish 331 in the light of recent pedagogical research as well as to discussing the successful implementation of this course. Special attention is paid to the distinguishing features of Spanish 331, in particular to the effective use of PowerPoint presentations as a means of managing a large lecture course taught in a target language, the integration of a variety of Hispanic cultures into one course, and the creation of assessment techniques and follow‐up activities.
Stepping Out of the Comfort Zone: Profiles of Third‐Year Spanish Students' Attempts to Develop Their Speaking Skills
Authors: Bueno Kathleen
Published: January 2009

ABSTRACT: This qualitative study focused on the learning experiences of four third‐year Spanish students enrolled in a college‐level Spanish composition and conversation course. The study provided insights into the impact of expanding out‐of‐class opportunities to engage in communicative tasks through the use of streamed feature films, online chats, and video journal assignments on the development of higher levels of oral proficiency. Data sources included transcripts of in‐class and out‐of‐class speaking assignments, downloaded chat threads, SOPI results, ethnographic interviews, and a post‐course survey. The data revealed that learners utilize online resources to support different learning agendas. These agendas, in turn, influence the types of second language (L2) learning strategies students employ while processing richer input like feature film. Implications from this study suggest that design issues of control and manipulation in electronic course supplements are crucial to facilitate the intake necessary for developing higher levels of oral proficiency.
Language Learning and Its Impact on the Brain: Connecting Language Learning with the Mind Through Content‐Based Instruction
Authors: Kennedy Teresa J.
Published: January 2009

ABSTRACT: Cognitive sciences are discovering many things that educators have always intuitively known about language learning. However, the important point is actively using this new information to improve both student learning and current teaching practices. The implications of neuroscience for educational reform regarding second language (L2) learning can clearly be seen in the following categories: brain structures and the corpus callosum; neuronal development and the parts of the brain dedicated to language; the Brain Plasticity Theory and Language Mapping; memory and the Information Processing Model; and of course, developing and utilizing a brain‐compatible language curriculum that is meaningfully integrated into the basic content areas covered in all grade levels PreK–12. This article describes a recent study designed to address relationships between the corpus callosum and bilingual capacity, and provides recommendations to language teachers regarding brain‐based learning through content‐based language teaching.
Using Big Books: A Standards‐Based Instructional Approach for Foreign Language Teacher Candidates in a PreK–12 Program
Authors: Colville‐Hall Susan , O'Connor Barbara
Published: January 2009

ABSTRACT: Foreign language teacher candidates learn to bring literacy in second languages (L2s) to children through a standards‐based task in which they develop a thematic instructional unit, implement the lessons in foreign language enrichment classes in an urban school, and reflect on student learning. To teach reading in an L2 requires knowledge of literacy theories, first language (L1) reading practices, L2 reading practices, second language acquisition (SLA), and Standards for Foreign Language Learning (National Standards, 1999). For the last several years, teacher candidates developed “big book” units after studying current literacy theory and practice. The task of designing and implementing a big book and teaching unit afforded them experience that had pedagogical benefits. As they gained knowledge of techniques for learners' acquisition of interpretive skills, candidates expressed the value of their learning experiences and opportunities. These teacher candidates also articulated an appreciation that reading, as a tool within a familiar and meaning‐based context (Curtain & Dahlberg, 2004), is essential in L2 learning.
The Challenge of Assessing Cultural Understanding in the Context of Foreign Language Instruction
Authors: Schulz Renate A.
Published: January 2009

Abstract: Numerous publications, including the Standards for Foreign Language Learning in the 21st Century (National Standards, 1999), emphasize the importance of cultural understanding in the development of intercultural competence in foreign language learning. However, there is no agreement on how culture should be defined operationally in the context of the foreign language curriculum in terms of concrete instructional objectives, and there is even less consensus on whether or how it should be formally assessed. This article reviews the literature relating to goals and objectives for the teaching of culture and suggests five fundamental objectives to serve as a foundation for the development of cross‐cultural understanding and intercultural competence. Portfolio assessment is proposed to evaluate students' emerging awareness, and a template for such a portfolio is provided.
Call Me “Madame”: Re‐Presenting Culture in the French Language Classroom
Authors: Siskin H. Jay
Published: January 2009

Abstract: This study examines autobiographies of American teachers of French in order to make explicit their beliefs regarding French language and culture. The themes of class and power are prominent in these teachers' belief systems, as is the desire for self‐transformation through mastery of French and miming a subset of French behaviors. These notions can be transformed into student expectations and outcomes. Such beliefs originate in mythologies surrounding the French language, in particular, the existence of le français correct2 and its symbolic role as a signifier of national identity and community affiliation. In light of these beliefs and practices, instructors are urged to examine their assumptions about language and culture and reflect on the importance of developing critical distance‐a privileged space between outsider and insider.
Content‐Based Instruction in the Foreign Language Classroom: A Discourse Perspective
Authors: Pessoa Silvia , Hendry Heather , Donato Richard , Tucker G. Richard , Lee Hyewon
Published: January 2009

Abstract: Although a substantial amount of professional literature argues for the potential benefits of content‐based instruction, limited research exists on how this type of instruction actually is appropriated, understood, and carried out in practice by foreign language teachers. This study examines the role of two sixth grade Spanish teachers' discursive practices in content‐based instruction, the goals of instruction, and the students' proficiency. Through classroom observations, discourse analysis, teacher interviews, and student writing assessments, this study shows the significance of teacher talk in engaging students in learning both language and content, an overarching goal of content‐based instruction. Several implications for instruction in content‐based instruction programs and the professional development of teachers emerge from this study.
Teaching Sensitivity to Cultural Difference in the First‐Year Foreign Language Classroom
Authors: Durocher Dennis O.
Published: January 2009

Abstract: This article summarizes teacher action research for the teaching of subjective culture in the foreign language classroom. It begins with a literature review, followed by a description of Milton J. Bennett's Developmental Model of Intercultural Sensitivity (Bennett, 1993), the theoretical paradigm upon which classroom activities and experiments were based. Bennett's model is compared and contrasted with other approaches to teaching culture, its strengths and weaknesses are discussed, and suggestions for implementing the model are presented. The article then summarizes efforts to mobilize the theory at the elementary French level, describes various culture‐teaching strategies, and presents the results of evaluations of the effectiveness of the strategies using the Intercultural Development Inventory. Final remarks concern the goals of the culture component in the foreign language curriculum and suggestions for next steps in research.
Technology‐Mediated Learning 10 Years Later: Emphasizing Pedagogical or Utilitarian Applications?
Authors: Arnold Nike
Published: January 2009

Abstract: In recent years, educational technology has come a long way. Technological advancements and significant investments in computer equipment and training have opened new opportunities for foreign language teachers. In addition, instructional technology (IT) is now an accepted component of teacher training and foreign language teaching. This study addresses the question how IT actually is being used for foreign language learning in higher education. It reports the findings of an online survey, which was completed by 173 college foreign language teachers. Results suggest that the vast majority of participants do use computer technology for their teaching, but at a very basic level. Teachers' IT use seems to be motivated largely by utilitarian reasons, followed by a variety of pedagogical benefits.
Assessing Students' Oral Proficiency: A Case for Online Testing
Authors: Fall Thekla , Adair‐Hauck Bonnie , Glisan Eileen
Published: January 2009

This article reports on the Pittsburgh Public Schools Oral Ratings Assessment for Language Students (PPS ORALS) project, a Title VI Foreign Language Assistance Program grant‐funded project to create an online testing Software program that makes large‐scale oral testing in a world language not only feasible, but also easy to create, administer, and rate. The primary purpose of this article is to present the PPS ORALS assessment model as a valid Instrument for determining students' oral proficiency on the ACTFL Oral Proficiency Scale. A second goal of the article is to present ways in which large‐scale, districtwide oral proficiency testing at grade 5, grade 8, level 3 high school, and grade 12 can be accomplished feasibly. Finally, the article shares the results of the PPS ORALS over a four‐year period and offers implications for the future.
Language Learning Strategy Use: Perceptions of Female Arab English Majors
Authors: Riazi Abdolmehdi
Published: January 2009

This study investigated the patterns of language learning strategy use among 120 female Arabic‐speaking students majoring in English at a university in Qatar. Perceptions of strategy use were measured by the Strategy Inventory for Language Learning (SILL, ESL/EFL Student Version). The study found that (1) this group of EFL learners featured medium bordering on high strategy users with an overall mean of 3A6 out of 5; (2) strategy categories were used in the order of metacognitive, cognitive, compensation, social, memory, and affective; (3) freshmen students reported the highest rate of strategy use with a mean of 3.64; and (4) except for compensation strategies, results did not show any significant difference among four educational levels regarding the use of strategy categories.
Taking Spanish Outside the Box: A Model for Integrating Service Learning Into Foreign Language Study
Authors: Caldwell Wendy
Published: January 2009

Many service learning studies support the positive effects of expanding the classroom into the community. The rapidly shifting demographic composition of the United States calls for a postsecondary education system that is able to prepare students to enter a global society. Service learning provides an opportunity for students to connect with the community and take ownership of their knowledge. This article examines the integration of service learning into a college‐level Spanish conversation course through a five‐phase model. Students are guided through the project's evolution as they transport the target language from the traditional classroom to an authentic setting. A collaborative learning approach between instructor and student promotes proficiency and self‐confidence in the target language. Critical reflection and civic engagement also are important components to the learner‐centered, experiential model. This framework may be applied to a variety of service learning projects.
Japanese Language Students' Attitudes Toward Kanji and Their Perceptions on Kanji Learning Strategies
Authors: Mori Yoshiko , Shimizu Hideko
Published: January 2009

This study aims at identifying interpretable factors underlying Japanese language learners' attitudes toward kanji and their self‐reported kanji learning strategies. It also examines the relationship between the two sets of belief factors. A questionnaire survey was conducted among Japanese language students at nine universities in the United States; 311 responses were subjected to exploratory factor analyses that identified six attitudinal factors and six strategy belief factors. Descriptive statistics indicated that students considered rote memorization most effective and metacognitive strategies least effective. Correlational analyses revealed that appreciation of the cultural value of kanji and positive emotions toward kanji were associated with stronger belief in varied strategies. Perception of difficulty and belief in special abilities required for kanji learning, in contrast, were associated with reliance on rote memorization.
A Comparison of the Attitudes of Learners, Instructors, and Native French Speakers About the Pronunciation of French: An Exploratory Study
Authors: Drewelow Isabelle , Theobald Anne
Published: January 2009

The stereotype has it that native French Speakers are annoyed by foreign Speakers' errors in pronunciation. The purpose of this pilot study was to assess beliefs about the importance of accurate pronunciation in French held by three afferent groups: (1) 73 second‐ and third‐semester students of French at a large midwestern research university in the United States, (2) 16 nonnative‐speaker instructors of French at the same institution, and (3) 24 native Speakers of French living in France. In a fall Semester, each of the three groups received near mirror‐image versions of a questionnaire, ranging from 33 items (for the learners) to 29 items (for the instructors) to 26 items (for the native French Speakers) in true/false format. Acknowledging that attitudes toward foreign accents might be language‐ and nationality‐specific, all questions pertained to Americans speaking French. Percentages were calculated, and corresponding questions on all three questionnaires were grouped according to theme, then compared and cross‐referenced with participants' backgrounds. Generally, this study revealed a gap between the attitudes of hypothetical native Speakers, promoted in teaching on the one hand, and the attitudes professed by real native Speakers on the other hand. The results of this study discredit the myth that native French Speakers have a low tolerance for an American accent in French. Instructors, and nonnative Speaker instructors specifically, need to project more realistic goals and refrain from misinforming their students that a perfect native‐like pronunciation is vital to successful communication with native Speakers.
Preservice and Inservice Instructors' Metaphorical Constructions of Second Language Teachers
Authors: Zapata Gabriela C. , Lacorte Manel
Published: January 2009

This article describes the first part of a study that explores the metaphorical language used by 64 second language (L2) Spanish and English as a foreign language (EFL) pre‐ and inservice teaching assistants and instructors in their conceptualization of L2 teachers and students. The article investigates the philosophical perspective embedded in their discourse and differences based on experience, academic background, and culture. The results of the study show the prevalence of the conduit metaphor in most participants' conceptualizations despite differing experience and academic and cultural backgrounds, except for a group of EFT teachers. The article also addresses similarities and differences and the role of metaphors in instructors' practice.