bluuebunny/crossref_metadata_2025 huggingface dataset:
Putting Language Before Business: The Business Case Study in the Foreign Language Classroom
Authors: Ulrich Jutta Morris
Published: January 2009

Abstract: Practitioners in both English as a Second Language (ESL) and Foreign Language instruction praise business case studies for their real‐world application and their ability to stimulate discussion and meaningful writing assignments. However, language teachers face a major challenge in guiding the unpredictable nature of such discussions, while students struggle with the foreign language as well as the business concepts of the case. This article explains how language activities can become the key objectives of the foreign language or ESL lesson based on the case study. By developing a lesson plan focused on language functions and speech events, the language instructor directs learning away from business concepts toward business communication skills. Such a language‐based framework also provides the structure required to establish and achieve specific learning objectives.
The Teaching of Spanish Literature: A Necessary Partnership between the Language and Literature Sections of Traditional Departments
Authors: Tesser Carmen Chaves , Long Donna Reseigh
Published: January 2009

Abstract: Students who are faced with literary texts after the beginning language sequence will be in for a shock if their instructors do not continue some of the strategies used in language classes; however, in most institutions until very recently, little or no time was spent on methods of teaching literary texts. Moreover, little time is devoted to the teaching of reading strategies. Many traditional Spanish departments divide language and literature into two separate programs, with little, if any, articulation between the two. This article describes the collaborative effort between a professor of literature and a professor of language methodology in the development and implementation of a teaching strategies course for undergraduates and a workshop on the teaching of literature for teaching assistants in the Department of Spanish and Portuguese at Ohio State University.
Some Hypotheses on the Nature of Difficulty and Ease in Second Language Reading: An Application of Schema Theory
Authors: Hauptman Philip C.
Published: January 2009

Abstract: This article reviews the empirical and pedagogical literature on the concept of “difficulty” (or “ease”) in second language (L2) reading at the university or adult level and discusses it within the framework of schema theory. A traditional view of difficulty/ease is explained as consisting of two factors: (1) Language (grammar and vocabulary) and (2) Text Length. A modern view of difficulty/ease is then proposed via four hypotheses: (1) The first Primary Ease Factor in L2 reading is background knowledge; (2) Signalling becomes the Primary Ease Factor in L2 reading when background knowledge is not useful for accessing content schemata; (3) Other factors being equal, the degree of signalling determines the degree of accessibility of a text for the L2 reader; and (4) Other factors being equal, Language, Discourse, and Length are of secondary importance — after Background Knowledge and Signalling — for accessing a text by L2 readers.
Section 504 and the Americans with Disabilities Act: Accommodating the Learning Disabled Student in the Foreign Language Curriculum (An Update)
Authors: Sparks Richard L. , Javorsky James
Published: January 2009

This article — an examination of the special issues surrounding foreign language requirements for students classified as “learning disabled” — originally appeared in the Spring 1999 issue of the ADFL Bulletin (Sparks and Javorsky 1999a). It is reprinted here with the permission of the publisher.
Learning Strategies and Writing Processes of Proficient vs. Less‐Proficient1Learners of Arabic
Authors: Khaldieh Salim A.
Published: January 2009

Abstract:Previous research in second language (L2) learning indicates that successful learners seem to use a wider variety of learning strategies than unsuccessful learners. This article reports the author's findings on the learning strategies used by 43 American learners of Arabic as a foreign language (AFL) in their writing tasks. The learning strategies were assessed through a process of introspection. While composing, students wrote down all techniques and procedures used to perform the writing task. The learners' strategies were tallied, classified, and analyzed.

Analysis of the data shows that all learners — proficient and less‐proficient — were active users of different learning strategies to varying degrees. The findings demonstrate that the less‐proficient writers experienced a high level of anxiety and frustration, adopted a negative attitude toward writing, and did not show complete control and mastery of the language structures of AFL. As a result, their writing samples exhibit a low level of writing proficiency. That is, their writing skill was developing at a slow pace. In contrast, the proficient writers appeared to have controlled their anxiety level, were sure of their linguistic ability, and performed to their potential — as shown in their essays. Furthermore, a closer examination of the linguistic system used in the writing task showed that the linguistic system and rhetoric of the first language (L1) prevailed. Translation of L1 structures was evident in the learners' writing samples. However, proficiency in writing seemed to be evolving; the attempt to create with and imitate L2 linguistic structures was obvious in the learners' essays.

This study identifies the writing techniques and procedures used by learners of AFL, as indicated by the learners' introspection. Implications for classroom instruction are discussed in the final section of the article.
Existence of Integrative Motivation in an Asian EFL Setting
Authors: Warden Clyde A. , Lin Hsiu Ju
Published: January 2009

Abstract: The major purpose of this study was to investigate the existence of distinct motivational groups within a population of Taiwan English as a Foreign Language (EFL) learners. Based on previous English as a Second Language (ESL) research, this study assumed the existence of both an integrative and an instrumental motivation. A hypothesized motivation, labeled “required,” was also tested for. A survey instrument was developed and completed by over 2000 non‐English majors at two educational institutions in Taiwan. This paper reports preliminary results from the first educational institution and includes the first wave of 500 responses. Exploratory factor analysis was employed to confirm the existence the motivational groups and to determine their temporal orientations (past, present, or future). Results did not support the existence of an integrative motivational group, but did find a strong required motivational group as well as an instrumental group. Lack of integrative motivation among Taiwan EFL learners has significance for language education in Taiwan, since most EFL classroom techniques are derived directly from Western ESL theory that assumes integration as one of the main motivations. Cultural influences on EFL settings are discussed.
A Study of Cross‐Cultural Adaptation by English‐Speaking Sojourners in Spain
Authors: Masgoret Anne‐Marie , Bernaus Mercè , Gardner Robert C.
Published: January 2009

Abstract: This study investigated 127 British university students who worked as English monitors (i.e., instructors) in an “Enjoy English” program in Spain. This program gives children the opportunity to improve their English skills through a number of recreational activities. We assessed the monitors' attitudes toward Spain and Spanish people, motivation to learn Spanish, adjustment to Spanish culture, and self‐ratings of Spanish proficiency, as well their supervisors' ratings of their personalities and their success as instructors in the program. The monitors were tested at the beginning of the four‐week program and again at the end, whereas the supervisors were tested only at the end of the program. The results demonstrated significant changes in the monitors' attitudes and ratings of proficiency in Spanish over the duration of the program. Moreover, these changes defined four dimensions: Integrativeness, Motivation, Adjustment, and Self‐confidence with Spanish. Relationships were also found between pretest characteristics of the monitors, supervisors' perceptions of the monitors' personalities, and supervisors' ratings of teaching performance. A multiple regression analysis showed that Teaching Performance was predicted significantly by the number of languages spoken by the monitors and supervisors' ratings of their Agreeableness and Extroversion. These results are discussed in terms of the roles of attitude and motivation in second language learning, factors associated with adjustment to a new culture, and characteristics of successful teachers.
Foreign Language Teaching Style and Personality
Authors: Cooper Thomas C.
Published: January 2009

Abstract: Every foreign language teacher develops a teaching style of pedagogical activities and techniques that especially matches his or her personality In this study, the author administered a Teaching Activity Preference (TAP)Questionnaire to ascertain how well teaching preferences fit personality type as determined by the Myers‐Briggs Type Indicator (MBTI). The principal findings of the study were: (1)the type distribution among pre‐service foreign language students in the sample confirmed the pattern found by other studies of foreign language teachers, a group of individuals with a high proportion of feeling types; (2) the TAP Questionnaire distinguished the personality types from one another; and (3)the TAP Questionnaire indicated that preferred teaching activities usually matched the personality dimensions of the participant. Some of the pedagogical implications for foreign language teachers are discussed.
Integrating Technology and Classroom Assessment
Authors: Spanos Tony , Hansen Cheryl M. , Daines Erika
Published: January 2009

Abstract: In the foreign language classroom, the recent shift in emphasis from the instructor to the student makes it more important than ever to assess what students are actually learning. This article examines classroom assessment techniques and how technology can be used to enhance their effectiveness. Examples from upper‐division courses in German, French, and Spanish are given.
Cross‐Cultural E‐Mail: Providing Cultural Input for the Advanced Foreign Language Student
Authors: Jogan M. Karen , Ana Heredia H. , Gladys Aguilera M.
Published: January 2009

Abstract: This article describes a cross‐cultural e‐mail exchange that provided students in the United States and Chile with an ongoing source of authentic cultural input from the target country. The exchange was organized between a class of U.S. college students of advanced Spanish conversation and composition and a class of Chilean university students of advanced English as a Foreign Language. Student‐to‐student dialog journals exchanged by e‐mail in both Spanish and English sewed as the basis for feedback and cultural commentary from the peer abroad. The cultural input received was observed in the written and oral work of U.S. students participating in this project.
Learning Language at a Distance: An Arabic Initiative
Authors: Aosh Mahdi
Published: January 2009

Abstract: This article describes an Arabic distance‐learning course initiative. The most common distance‐learning formats are reviewed, and justifications for offering such courses are considered. Next, the experience of instructors who have pioneered the field and some basics that need to be taken into account when developing distance‐learning courses are presented. The need to adapt pedagogical practices to the distance learning environment is highlighted. Finally, certain constraints—some language‐specific, others specific to the distance‐learning medium—and their impact on the effectiveness of Arabic distance‐learning courses are examined.
i +l #ZPD
Authors: Kinginger Celeste
Published: January 2009

Abstract: The aim of this article is to explore the differences in nature and origin between two constructs that are used in the contemporary professional literature to explain the processes and consequences of language learning: i (input) + 1 and the Zone of Proximal Development (ZPD). Each construct is situated with respect to its history and to the fundamental assumptions it makes about language, the mind, and society. A brief comparison is established between the ways each construct is used to interpret the role of social interaction in the classroom. Within this comparison, particular emphasis is placed on the implications of the ZPD, because this construct is the least familiar of the two within the professional discourses of language education in the United States.
U.S. Spanish on the Air: Good Waves for the Classroom?
Authors: Rogers Carmen Villegas , Medley Frank W
Published: January 2009

Abstract: Radio stations that provide Spanish‐language broadcasts intended primarily for Spanish‐speaking audiences can be encountered in most regions and major metropolitan areas of the United States. Using segments of programming taped from stations in eight US. states, the researchers compiled data on the presence of Anglicisms in commercials and announcements; commentaries and discussions; and news, weather, and traffic reporting. Possible reasons for the use of these Anglicisms and the effect that the phenomenon might have on the maintenance of Spanish within the Latino community are discussed, The authors suggest ways in which these samples of authentic speech might be used in the classroom to present not only the idealized speech of the so‐called “educated native speaker,” but also dynamic and current models of interlocutors from many nations, interacting effectively as they transmit and receive information in the language.
The Effects of Native Language vs. Target Language Captions on Foreign Language Students' DVD Video Comprehension
Authors: Markham Paul. L. , Peter Lizette A. , McCarthy Teresa J.
Published: January 2009

Abstract: The purpose of this study was to examine the effects of using Spanish captions, English captions, or no captions with a Spanish‐language soundtrack on intermediate university‐level Spanish as a Foreign Language students' comprehension of DVD passage material. A total of 169 intermediate (fourth‐semester)students predicated as intact groups in the study. The passage material consisted of a 7‐minute DVD episode about preparation for the Apollo 13 space‐exploration mission. The students viewed only one of three passage treatment conditions: Spanish captions, English captions, or no captions. The English‐language‐dependent measures consisted of a written summary generated by the students and a 10‐item multiple‐choice test. The statistically significant results revealed that the English captions group performed at a substantially higher level than the Spanish captions group, which in turn performed at a considerably higher level than the no captions group on both dependent measures. The pedagogical value of using multilingual soundtracks and multilingual captions in various ways to enhance second language reading and listening comprehension is discussed.
Lexical and Conceptual Representations in More‐and Less‐Skilled Bilinguals: The Role of Cognates
Authors: Gascoigne Carolyn
Published: January 2009

Abstract: Models of bilingual memory allow language teachers and psycholinguists to propose and visualize mental relationships within and between languages. Following a review of the most common mental models, this article describes a study comparing the translation of cognates from French into English by more‐ and less‐skilled bilinguals. Results of this preliminary study, wherein more‐skilled bilinguals experienced significantly greater translation onset intervals than less‐skilled bilinguals, suggest that a new model unique to the cognate must be considered. Pedagogical implications based on the study, and stemming from the proposed cognate model, are presented.
Reevaluating Curricular Objectives Using Students' Perceived Needs: The Case of Three Language Programs
Authors: Alalou Ali
Published: January 2009

Abstract: Investigating students' needs in three foreign language departments in a liberal arts college setting, the present study aims to find (1)similarities and differences in language needs among students enrolled in Spanish, French, and German, and (2)the extent to which students' perceived needs match the mission the departments have defined for their respective language programs. Student needs encompass a variety of aspects, including their motivations to study the language, their perceptions of language skills, and their anticipated uses of the language. Results from this study suggest that there are indeed similarities and differences in students' perceived needs across languages. The similarities include students' emotional ties to the languages, their interest in acquiring communicative skills, and their plans in terms of using the languages for career purposes. Students, however differ in both their perceptions of the language requirement and in the ways in which they use languages outside of the classroom. An interesting finding is that students use French and German more often with native speakers than Spanish students do. Based on the results of this study, several practical recommendations me made. These include improving the content of language courses, emphasizing the role of culture in language teaching, and linking language study to career preparation.
Noticing Discourse: A Point of Departure for (Re) Designing the Conversation Course
Authors: Wilkinson Sharon
Published: January 2009

Abstract: Target‐language discourse norms (both lexically based formulaic speech and culturally based pragmatic abilities)receive relatively scant attention in our curricula, yet they are of paramount importance in allowing speakers to maintain smooth communication. This article starts with two premises: (1)that oral skills classes provide the ideal forum in which to address discourse issues, and (2)that target‐language discourse norms, particularly as they relate to another cultural belief system, must be taught explicitly. After defining what is meant by “discourse norms,” this article offers a three‐part pedagogical discussion. The first part expands on Schmidt's “noticing hypothesis” (Schmidt, 1990; 1993, Schmidt & Frota, 19861, arguing for the necessity of overt instruction in facilitating discourse learning. The second segment explores issues of course content by asking, Which features are most important for students to notice, and how might they be organized into a learning sequence? The final section focuses on instructional options, suggesting activity types that are intended to raise students' awareness of targeted norms. Issues of performance objectives (productive vs. conceptual control)and assessment are also addressed.
A Successful Peer Writing Assistant Program
Authors: Youngs Bonnie L. , Green Anne
Published: January 2009

Abstract: In Spring 1996, the Department of Modern Languages at Carnegie Mellon University began an integrated peer writing assistant program, initiated by the Department of English. Since then, writing assistants have been used across three levels (elementauy, intemediate, advanced)of language learning in all seven languages taught at Carnegie Mellon University. Student feedback on the program has been gathered and assessed, both quantitatively and qualitatively. Students indicated that out‐of‐class peer review is beneficial to them. The writing assistants themselves feel their skills also improve when working with their peers. Instructors appreciate the flexibility of integrating a writing assistant according to the needs and requirements of their particular language(s). In addition to explanations of the data, we offer suggestions for the development, coordination, implementation, and integration of a successful peer writing assistance program.
A Framework for Portfolio Assessment in the Foreign Language Classroom
Authors: Delett Jennifer S. , Barnhardt Sarah , Kevorkian Jennifer A.
Published: January 2009

Abstract:Although foreign language teachers are well‐acquainted with the benefits of portfolio assessment, many teachers report difficulties implementing portfolios successfully in their classrooms(Bamhardt et al., 1998; Calfee & Perfumo, 1993; Herman et al., 1996; Padilla et al., 1996). This article outlines a framework for portfolio assessment. This framework offers foreign language teachers a model for systematically designing and implementing assessment portfolios and gives them a tool with which to conduct further research on the assessment technique. The framework guides teachers through important technical decisions, such as setting the purpose, identifying clear objectives, and establishing meaningful criteria for portfolio assessment. Other issues discussed include determining portfolio contents, organizing the portfolio, and monitoring and evaluating the process.
Fine‐tuning Corrective Feedback
Authors: Han ZhaoHong
Published: January 2009

Abstract: This paper explores the notion of “fine‐tuning” in connection with the corrective feedback process. The underlying argument is that the absence of fine‐tuning can be a potent source of ineffective feedback. Fine‐tuning is herein defined as a process whereby the provider of corrective feedback tunes in to the causal factors of an error and successfully brings the learner's attention to the learning problem. A longitudinal case study, conducted in the context of Norwegian as a second language, is presented to show how fine‐tuning and lack thereof in the provision of written corrective feedback differentially affects an L2 learner's restructuring of an interlanguage construction.
Basic Vocabulary Instruction: Teaching Strategies or Teaching Words?
Authors: Morin Regina , Goebel Joseph
Published: January 2009

Absteact.In this study, one group of first‐semester Spanish students were encouraged to acquire vocabulary through small‐ and large‐group oral activities plus semantic mapping. Another group participated in similar oral activities, but did not perform semantic mapping. A comparision of the two groups suggests a trend toward the effectiveness of semantic mapping as a strategy that helps novice learners recall and organize second language (L2) vocabulary. Learners in this study who were exposed to semantic mapping in addition to systematically engaging in communicative activities did not appear to have an immediate advantage in terms of amount of L2 vocabulary learned, as compared with students who did not use semantic mapping. However, learners in the semantic mapping group ranked their familiarity with L2 vocabulary more highly and were able to group more L2 vacabulary by thematic heading than learners in the vocabulary activities group.
From, Content, and Critical Distance: The Role of “Creative Personalization” in Language and Content Courses
Authors: Krueger Cheryl
Published: January 2009

Absteact.Many academic programs maintain a rigid philosophical and pedagogical separation between introductory language courses and upper‐division, so‐called “content” courses. Such programs tend to consign matters of form to the elementary‐ through advanced‐level language sequence, placing emphasis on meaning in literature and culture courses. This article offers suggestions for drawing attention to form and content in both types of courses. By implementing strategies for revising traditional speaking and writing tasks through “creative personalization,” teachers may guide students to enhance critical thinking skills across the language/literature curriculum, and to become more aware of the interdependence of form and content in their own speech and writing.
Weaving Curricular Standards into the Language Classroom: An Action Research Study
Authors: Yamada Yuko , Moeller Aleidine J.
Published: January 2009

Absteact.This action research study examines the perspectives and voices of students in a post‐secondary Japanese class through an authentic project — a pen pal letter exchange. The project's effects on student motivation and learning are analyzed through the lens of the five goals of the national standards: communication, cultures, connections, comparisons, and communities. The study describes how a project‐based unit with a focus on meaning can promote the developmental and creative aspects of second language acquisition. Moreover, it illustrates how a classroom activity can embody the national standards in a way that is relevant and meaningful for students acquiring language and cultural literacy skills in a second language.
The Changing Role of the Teacher: A Technology‐Enhanced, Student‐Centered Lesson on French Fashion
Authors: Spodark Edwina
Published: January 2009

Absteact.This article describes the changing roles played by foreign language teachers in the new multimedia‐enhanced, learner‐centered classrooms. The article describes in detail the various parts that make up one technology‐rich lesson on French fashion and analyzes the multiple roles that teachers may assume in their efforts to expand the language learning experience and accommodate the preferred learning styles of the students.
Computer‐Assisted Reading: The Effect of Glossing Format on Comprehension and Vocabulary Retention
Authors: Gettys Serafima , Imhof Lorens A. , Kautz Joseph O.
Published: January 2009

Abstract:This article focuses on the issue of the optimal on‐line glossing format. Two glossing methods are compared. The first method provides readers with sentence‐level translation equivalents of the second‐language (L2) words. The second method connects the words with their meanings through basic dictionary forms. The main purpose of the study was to determine which of the two glossing formats is more beneficial for text comprehension and vocabulary retention. The results of the study show that retention of lexical items is better aided by reading the text with dictionary‐form equivalents of the L2 words, because it involves a deeper level of cognitive processing. The situation is less clear‐cut regarding the effect of the two glossing formats on global comprehension. The pedagogical implications of the data obtained are discussed.
Introducing Action Research into the Education of Postsecondary Foreign Language Teachers
Authors: Crookes Graham , Chandler Paul Michael
Published: January 2009

Abstract:This article reports on the introduction of an action research component into an existing graduate foreign language teaching methodology course for beginning foreign language teachers (graduate teaching assistants and graduate students) at the college level. The authors discuss the implementation, benefits, and caveats of such a project, illustrated with samples of feedback from the graduate teaching assistants' journals, evaluations, and follow‐up interviews. Graduate teaching assistants reported positive attitudes about the project overall, at the same time expressing concerns about time constraints and risk taking (e.g., doing action research as beginning teachers). Limitations concerning the depth of graduate teaching assistants' understanding of action research were noted. Four possible options for change are listed, and some conclusions are drawn about the importance of a cyclical and exploratory approach to change in foreign language teacher education programs in general.
Videoconferencing with the French‐Speaking World: A User's Guide
Authors: Katz Stacey L.
Published: January 2009

Abstract:This article focuses on a videoconferencing project that was conducted between an American and a French university. It describes the way that the exchange was set up and run, the types of equipment and materials that were used, the students' activities and assignments, the methods used for evaluating students' work, and the relationship of the project to the goals of the course and the department's curriculum. In addition, practical suggestions for those considering the use of videoconferencing are included. The pedagogical benefits of integrating videoconferencing into the communicative foreign language classroom are outlined; videoconferencing provides students with opportunities to practice their speaking and listening skills with native speakers and to gain cultural insights that are possible only in an interactive setting.
Exploring New Frontiers: What Do Computers Contribute to Teaching Foreign Languages in Elementary School?
Authors: Nutta Joyce W. , Feyten Carine M. , Norwood Annette L. , Meros John N. , Yoshii Makoto , Ducher Jeannie
Published: January 2009

ABSTRACT: Two growing trends in foreign language education, the study of foreign languages in the elementary school (FLES) and the use of computer‐assisted language learning (CALL), have been well researched independently but rarely in concert. This study compares the use of a print and multimedia program to teach Spanish to second through fifth graders from quantitative and qualitative perspectives. The experimental portion of the study showed that the achievement and proficiency of students using print or multimedia materials did not differ at posttest. However, a small but statistically significant difference in achievement emerged at the delayed test point in favor of the students who used the multimedia materials, although this finding is limited by participant attrition over the 13‐month study. The qualitative portion of the study detected differences in language behavior, with the students who used multimedia spending more time to stop, check, and revise their language production, leading to greater precision in pronunciation and the use of larger chunks of language when repeating phrases.
Creating Community and Making Connections in the Third‐Year Spanish Course: A Content‐Based Approach
Authors: Bueno Kathleen A.
Published: January 2009

ABSTRACT:In response to advances in second language acquisition (SLA) research and the establishment of national standards for foreign language study, considerable experimentation has taken place in the design of third‐year courses during the past five years. However, several practical issues warrant further study and discussion. These include (1) developing courses that facilitate progress toward ACTFL advanced proficiency and (2) redesigning programs to meet the diverse career needs of students. In this article, the author addresses the first issue by discussing a third‐year composition and conversation course designed to increase students' communicative skills and the second issue by suggesting links to other subject matter. Areas for future research on the design of the language course sequence are suggested.
Promotional Video Production in a Foreign Language Course
Authors: Fukushima Tatsuya
Published: January 2009

ABSTRACT: Multimedia equipment enables second language (L2) instructors to explore innovative course approaches, but such technologies are sometimes adapted with few pedagogical considerations. For optimal results, it is important to adapt multimedia technologies in a task‐based activity whereby the resulting product delivers meaningful L2 content of practical value in the real world. This article describes a course project in which a group of intermediate Japanese language learners at the University of Arkansas produced the university's promotional video in the target language. Students wrote and narrated a script that described features of the university's popular colleges and facilities, videotaped the scenes on campus, and edited the recordings into a three‐minute Japanese promotional video with English subtitles. The complete promotional video was later uploaded for viewing on the Worldwide Web. By employing user‐friendly computer software, the students produced a promotional video of substantial real‐life value and of near‐professional audiovisual quality. Pedagogically, this video serves not only as a showcase of the learners' L2 skills but as a motivational tool for students with limited opportunities to use their target language.
Reading Culture: Using Literature to Develop C2 Competence
Authors: Scott Virginia M. , Huntington Julie A.
Published: January 2009

Abstract: This article describes a qualitative research project designed to explore the relationship between the study of a FL literary text and the development of competence in a second culture (C2). The study compared the attitudes and performances of students who read a fact sheet about Côte d'Ivoire and the attitudes and performances of students who studied a poem about Côte d'Ivoire. We found that the students who read the fact sheet learned about the culture of Côte d'Ivoire in a rigid way that could foster stereotypes. Students who read the poem, on the other hand, explored their own feelings about the language and content of the poem. The study supports the notion that literary texts contribute to students' affective awareness and cognitive flexibility, and are therefore more effective for developing C2 competence. This study suggests ways to achieve the goals, articulated in the national standards, of fostering knowledge about and understanding of other cultures.
“Streaming” Best Practices: Using Digital Video‐Teaching Segments in the FL/ESL Methods Course
Authors: Dhonau Stephanie , McAlpine Dave
Published: January 2009

ABSTRACT: Using technology in the form of “streaming” Internet video segments to provide additional instruction in an already overloaded foreign language/English as a Second Language (FL/ESL) methods course is the focus of this article. Using a digital camcorder, the course instructors videotaped the teaching of listening, speaking, reading, writing, culture, and essential course principles and converted the footage to QuickTime/RealPlayer movies that highlight best practices for students in the FL/ESL methods course. Students view the videos via the Internet and work through a series of reflective case studies aimed at improving their teaching skills. Students can watch peers' and professors' videos housed on the course Web page at any time. An explanation of the technology required and how to produce such material is discussed.
Learning the Rules: Language Development and Cultural Adjustment During Study Abroad
Authors: Bacon Susan M.
Published: January 2009

ABSTRACT:A student in the first semester of her year‐long program in Mexico participated in an ethnographic study of language development and cultural and academic adjustment. Data included speech and writing samples, class and field trip observations, focus group meetings, exams, class evaluations, and interviews with professors. The data reveal that the most dramatic change in her language proficiency came about as she learned the “rules,” both societal and academic, that allowed her to function within the culture. However, despite the claim that informal experiences were more important than formal ones, there was a dynamic interplay between experiences inside and outside the classroom, such that each fostered change in the context of the other. It is suggested that encouraging students to talk and write about their experiences facilitates both cultural adjustment and language growth.
Factors Associated with Foreign Language Writing Anxiety
Authors: Cheng Yuh‐show
Published: January 2009

ABSTRACT:This study investigated the relationships among students' perceptions of their second language (L2) writing anxiety and various learner differences and among L2 writing anxiety and other forms of language anxiety. Four language anxiety scales and a background information questionnaire were used to collect data. Regression analysis results indicated that perceived L2 writing competence predicts L2 writing anxiety better than L2 writing achievement does. Correlation analysis results suggested that L2 writing anxiety is distinct from L1 writing anxiety. ANOVA results demonstrated that female students in this study reported experiencing significantly higher levels of L2 writing anxiety than male students. No significant difference in reported anxiety level was found among freshmen, sophomores, and juniors, although L2 writing anxiety appeared to increase linearly with increased time of study. The findings suggest that, for foreign language teachers, fostering students' positive and realistic perception of their writing competence is as important as developing students' writing skills. Furthermore, the results indicate a need for further research on the development of L2 writing anxiety and the relationship between L1 and L2 writing anxiety.
Defining, Teaching, and Evaluating Cultural Proficiency in the Foreign Language Classroom
Authors: Storme Julie A. , Derakhshani Mana
Published: January 2009

ABSTRACT: Over the past few decades, the foreign language teaching profession has significantly altered its understanding and practice of culture teaching. Important strides have been made toward recognizing the development of cultural proficiency in learners as one of the primary missions of the foreign language classroom. The authors of this article consider recent work that has moved the profession closer to a broadly embraced but clear definition of cultural proficiency and propose a model for culture teaching that responds to this definition. They focus especially on evaluation, that is, classroom testing and proficiency assessment — the latter extending beyond the confines of a single course.
Effectiveness of CALL Writing Instruction: The Voices of Korean EFL Learners
Authors: Suh Jae‐Suk
Published: January 2009

ABSTRACT: In spite of the widespread use of computer‐assisted language learning (CALL) and its perceived facilitative role in second language (L2) learning, there is little data on how learners feel, experience, or think about CALL in the L2 learning context. This study investigated the reactions of Korean students studying English as a Foreign Language (EFL) to computer‐mediated writing instruction. Students participated in a CALL program framed on the process approach to teaching writing. Students selected a writing topic, navigated the Internet to find relevant information, wrote drafts, evaluated peers' essays via e‐mail, and revised their work. Students were also asked to write down everything that they felt, thought about, or experienced during classes in a journal. Analysis of these journals indicated that CALL was a helpful tool for learning writing despite some limitations. Some suggestions for creating better CALL‐based instruction in L2 education are given.
Listening with Your Eyes: The Importance of Speech‐Related Gestures in the Language Classroom
Authors: Harris Tony
Published: January 2009

Abstract: This article presents the argument that nonverbal communication (NVC) forms an important part of everyday speech transmission and therefore should occupy a more central position in second and foreign language (L2) teaching than it currently does. The role played by NVC in a three‐turn conversational exchange is examined and the literature supporting the notion that speech‐related gestures (i.e., illustrators) have a definite message‐carrying junction is reviewed. Two illustrative gestures from a television script excerpt are analyzed; it is demonstrated that such gestures may assist in the decoding of speech at the “while‐listening” stage of L2 listening comprehension.
Incorporating Comparisons Standard 4.1 into Foreign Language Teaching
Authors: Gettys Serafima
Published: January 2009

Abstract: This article discusses how linguistic comparisons can be incorporated into foreign language classroom activities. Drawing on Slobin's (1996) experimental study, which demonstrated the existence of “the thinking for speaking” form of thought, it is argued that teaching a foreign language entails teaching novel “thinking for speaking” operations and it is at this point of instruction that the use of L1‐L2 comparisons is most warranted. In addition, linguistic and psycholingustic evidence in favor of using the word as a basic unit of linguistic comparisons in the foreign language classroom is provided. Finally, practical suggestions as to how linguistic comparisons can be included in day‐to‐day teaching are offered.
Redefining Paradigm for Computer‐Aided Language Instruction
Authors: McShane Marjorie
Published: January 2009

Abstract: This article proposes a means by which inflectional paradigms can be promoted from their primary present status as references at the end of textbooks to a more central role in the language learning process. This can be done by encouraging each student to determine how words of a given part of speech divide into paradigms, and how those paradigms will be visually represented. This reinterpretation of the largely frozen notion of “paradigm” is derived from work on a natural language processing system that required a more rigorous definition of the word than is commonly found in most descriptive grammars. That natural language processing system, and its potential application to the task of language learning, are described in this article as well.
Spanish in the Community: Students Reflect on Hispanic Cultures in the United States
Authors: Long Donna Reseigh
Published: January 2009

Abstract: The changing demographics of many communities has created a need for individuals and agencies to understand the many cultures represented by Hispanics in the United States. Advanced college‐level students of Spanish experienced U.S. Hispanic cultures first hand, through participation in a community‐based experiential course with a service‐learning option. Results of a qualitative study indicate that subjects enrolled in the course formed positive and accepting attitudes toward Spanish speakers and their cultures, regarded their cultural experiences as worthwhile, and found a sense of fulfillment through contacts with native speakers of Spanish in the community. There was also evidence of a strong link between participation in service‐learning activities and academic achievement in Spanish.
Achievement and Attrition Rate Differences Between Traditional and Internet‐Based Beginning Spanish Courses
Authors: Despain J. Scott
Published: January 2009

Abstract: This paper describes a 2–1/2‐year study on of achievement and attrition rate differences between a beginning, university‐level Spanish course delivered in the classroom and the same course taught over the Internet. The course was taught face‐to‐face in a classroom setting to traditionally matriculated students. Each class session was also streamed as a live Webcast via the Internet (and was archived for later delivery) to a section of traditionally matriculated students. In later semesters, sections of Distance Education (nontraditionally matriculated) students were included in the study. Results suggest that (1) current Internet technology can effectively deliver a beginning Spanish language course and, for the motivated student, provide an experience nearly identical to that of the classroom setting; (2) attrition rates were significantly different between the traditional group (low attrition) and the two Internet groups (higher attrition); and (3) achievement scores on hourly tests and final exams, and overall achievement, were not significantly different when comparing students who completed the course. However, when all students who had initially enrolled were included in the analyses, the two Internet groups scored significantly lower than the traditional delivery group.
A Comparison of Written Chinese Achievement Among Heritage Learners in Homogeneous and Heterogeneous Groups
Authors: Shen Helen H.
Published: January 2009

Abstract: This paper examines the effects of grouping practice on written Chinese achievement among heritage learners in college Chinese classes. Subjects were two groups of heritage students: a homogeneous group (heritage students only) and a heterogeneous group (heritage students mixed with nonheritage students). Students' performance in written Chinese was measured by an instructor‐made vocabulary test and the SAT II Chinese Test with Listening. Quantitative analysis of their performance showed that heritage students in the homogenous group performed significantly better in written Chinese with one year of study than did heritage students in the heterogeneous group with two years of study. This result suggests that in college‐level Chinese language classes, tracking based on linguistic background can improve heritage students' academic achievement, because it provides them an environment in which they can learn to their maximum capacity.
Diversity and Inclusion of Sociopolitical Issues in Foreign Language Classrooms: An Exploratory Survey
Authors: Kubota Ryuko , Austin Theresa , Saito‐Abbott Yoshiko
Published: January 2009

ABSTRACT:One aim of foreign language teaching is to broaden learners' worldviews and promote intercultural communication. Less discussed, however, are domestic diversity and sociopolitical issues. Through a survey of university students of Japanese, Spanish, and Swahili, the authors of this study investigated diversity in the classroom, students' backgrounds and learning experiences, and their perceptions about the relationship between foreign language learning and issues of race, gender, class, and social justice. The study found more racial diversity in Japanese and Swahili than in Spanish classes and in beginning Spanish classes than in advanced Spanish classes. Beginning Spanish students related foreign language learning with social justice issues less frequently than did advanced students. A follow‐up survey revealed stigmatized experiences and detachment from ethnic identity among some minority students.
Motivational Orientations and Selected Learner Variables of East Asian Language Learners in the United States
Authors: Yang Jean Sook Ryu
Published: January 2009

ABSTRACT: In this study 341 college students enrolled in East Asian language classes were surveyed about their language learning motivational orientations (MOs). MO was classified and measured on seven subscales, as follows: integrative, instrumental, heritage‐related, travel, interest, school‐related, and language use. East Asian language learners were highly influenced by interest, language use, and integrative MOs. Integrative motivation was more important than instrumental motivation. The students had a stronger desire to learn speaking and listening skills than to learn reading and writing. The language of study, gender, heritage learner status, requirement, and language proficiency variables had statistically significant effects on students' MOs. Heritage learner status was the most important variable; MO differed remarkably depending on whether a student was a heritage learner or a nonheritage learner. Korean learners were more strongly motivated than Chinese or Japanese learners. Heritage learners fulfilling a requirement were the most strongly motivated group. Implications for East Asian language educators and administrators are discussed.
Foreign Language Textbook Activities: Keeping Pace with Second Language Acquisition Research
Authors: Aski Janice M.
Published: January 2009

ABSTRACT: Recent research in second language acquisition found that learners reached higher levels of achievement when grammar practice included the processing and negotiation of meaning. This study explored the degree to which certain textbook activities reflected the earlier findings. A typology of production activities — based on the degree to which the activities required learners to process meaning — was established. The activities for two grammar points from selected Italian elementary language textbooks were classified according to this typology, ultimately demonstrating that Italian texts still rely heavily on traditional, mechanical activities to practice certain structures. The study produced a typology of activities and an assessment procedure that can be used to determine how well foreign language textbook activities have kept pace with research in second language acquisition.