bluuebunny/crossref_metadata_2025 huggingface dataset:
Processing Strategies of Foreign Language Readers: Authentic and Edited Input
Authors: Young Dolly Jesusita
Published: January 2009

ABSTRACT  While there is increasing use of authentic texts in foreign language instruction and much has been written about using authentic texts in the foreign language class, little empirical data have been collected regarding authentic materials. This study examines cognitive and affective responses to one authentic and three edited texts.

Four levels of language learners (first through fourth year) at a major university in the United States were asked to read the same Spanish authentic passage and an edited passage written for the level of their Spanish course. After each silent reading, they performed think‐alouds in the native language to provide data on strategy‐use, and recall protocols, also in the native language, to provide reading comprehension scores. After the recall protocol task, subjects were interviewed to assess their affective responses to each text.

Results indicated that all students comprehended significantly more from the authentic passage than from the edited ones. The majority of students also responded more favorably to the authentic passage than to the edited ones.

This research suggests that students would benefit more from reading authentic texts, having cultural information written in English, or reading edited texts written with the characteristics often found in authentic texts, such as bold headings, subheadings, pictures, obvious rhetorical organization, etc., than from reading edited texts that lack these characteristics and are typically found in first‐ and second‐year language textbooks)1.
Developing The Critic's Corner‘: Computer‐Assisted Language Learning for Upper‐Level Russian Students*
Authors: Nicholas Mary A. , Toporski Neil
Published: January 2009

ABSTRACT  During the fall of 1992, we were engaged in a project at Lehigh University, Bethlehem, PA, to develop interactive video materials for use in upper‐level Russian language courses. Over the course of the semester, we worked together, as language teacher and instructional designer, on a pilot computer software program that uses Russian film clips on video laserdisc to improve writing and speaking skills and stimulate students' critical thinking. The program encourages collaborative effort by allowing students to access and comment upon the written responses of their peers. The program also provides for the creation of listening exercises, and students may record, review, and file their oral responses as voice files. The program, entitled “The Critic's Corner,” was used with a small group of students during the spring of 1993. This report of our development efforts includes examples and discussion of student critiques.
Electronic Media in the Foreign Language and Literature Classroom: A Fusion between Science and the Humanities
Authors: Herron Carol A. , Moos Michel A.
Published: January 2009

ABSTRACT  One of the major concerns facing the foreign language and literature teaching profession today is how to integrate new technological advances into instruction. This paper first presents an overview of some of the most recent electronic media programs being developed (e.g., hypertext and interactive video) and discusses the theoretical bases for their adoption in the classroom. It then examines issues involved in their implementation. The authors argue in favor of the latest educational applications of these computer‐driven materials. They contend that technology can play an important instructional role in the humanities classroom and urge foreign language and literature instructors to adopt an open and optimistic stance regarding the new electronic media
Perceptions of Low and High Risk Students and Students with Learning Disabilities About High School Foreign Language Courses
Authors: Sparks Richard L. , Ganschow Leonore , Javorsky James
Published: January 2009

ABSTRACT  This study compared the perceptions of low (LR) and high risk (HR) students and students with learning disabilities (LD) enrolled in first year high school foreign language courses on a questionnaire‐the Foreign Language Attitude and Perceptions Survey (FLAPS)‐designed to elicit responses to questions relating to their foreign language academic history, learning attitudes, and academic skills. LR and HR students were identified by an author‐designed screening instrument, foreign language grade, and teacher recommendation. Students with LD were enrolled in special, self‐contained sections of a foreign language course. Using a MANOVA procedure, results showed overall significant differences among the three groups on the FLAPS. Individual ANOVA results showed that LR students reported significantly higher estimated grades in the foreign language courses and expressed more positive attitudes about their academic skills than HR andLD students. HR and LD students perceived themselves as lacking the academic skills to master a foreign language, and their attitudes about foreign language learning were generally less positive than the LR group. Differences between HR and LD students were found on only two questions, relating to perceived levels of distractibility and spelling. All three groups expressed positive attitudes about wanting to learn a foreign language. Findings are interpreted in light of the Linguistic Coding Deficit Hypothesis (Sparks, Ganschow, and Pohlman, 48), which speculates that students with foreign language learning problems have underlying but subtle native language learning difficulties, and that affective differences are, most likely, consequences of these native language differences.
A Study of Early French Immersion Teachers as Generators of Knowledge
Authors: Boutin France
Published: January 2009

ABSTRACT The purpose of this study was to identify the professional actions of early French immersion teachers in the classroom and to ascertain teachers' judgment regarding the effectiveness of these actions. Critical Incident Technique was used to gather professional actions from teachers and their school principals. The majority of professional actions identified by the immersion teachers referred to the management of vocabulary instruction through the use of systematic instructional strategies across the school curriculum. One of the implications drawn was the need for a distinct teacher preparation program for teaching in a second language context. Sheltered programs for the preparation of preservice teachers in all areas of the school curriculum were suggested to upgrade their linguistic abilities in the various subject areas.
Using Computer Networks to Enhance Foreign Language/Culture Education
Authors: Cononelos Terri , Oliva Maurizio
Published: January 2009

ABSTRACT  The call for more authentic communication in the language classroom has led to a variety of educational innovations such as content‐based and learner‐centered instructional approaches. Although these approaches developed concurrently with the application of computer technology to language teaching, the computer has not traditionally been heavily used in either content‐based or learner‐centered language courses.

This article reports on a content‐based, learner‐entered Italian language and culture class (Italian 403–1) which used Usenet (NEWS) and electronic mail (E‐Mail) to connect students with native speakers interested in communicating about contemporary cultural issues. Section One briefly outlines the history of the use of computer networks in language education. Section Two describes the design, implementation, and outcomes of Italian 403–1 and discusses the potential importance of NEWS for language teachers. Finally, Section Three addresses the benefits and challenges associated with the use of computer networks in the language classroom.
The Teaching of Culture: Guidelines from the National Core French Study of Canada
Authors: Flewelling Janet L.
Published: January 2009

ABSTRACT  In recent years, core French teachers have been faced with a number of changes in approach with regard to the teaching of French as a Second Language. One such change is the increased emphasis being put on the teaching of culture. The Culture Syllabus of The National Core French Study offers not only a theoretical look at how and why culture should be taught in FSL programs, but it also provides examples of cultural topics and practical activities which could help them integrate these topics into their teaching programs. This article looks at the implications of the Culture Syllabus of The National Core French Study for foreign language teachers. It also examines some of the suggestions made regarding how culture should be taught. The information is such that it could be adapted to any foreign language teaching situation. A list of Canadian sources for cultural information can be found in the Appendix at the end of the article.
An Attempt to Reduce Ethnocentrism in the Foreign Language Classroom
Authors: Cadd Marc
Published: January 2009

ABSTRACT  This study investigated an important but little understood issue in foreign language education: ethnocentrism. Research regarding how well second language instructors succeed in reducing ethnocentrism is scarce. Some researchers (e.g., Lambert) suggest that prejudice and ethnocentrism, which interfere with the attainment of openmindedness and cross‐cultural understanding, are already well established in children by the age of 12. If this is true, can second language instructors succeed in achieving their goals?

The current study expanded upon the research of Tuttle et al. (1979) in which support was found for the hypothesis that ethnocentrism may be more efficiently reduced if the instructor stresses cultural similarities instead of differences when presenting cultural information about the target culture. The hypothesis had not been examined with college‐aged subjects.

The three specific research questions investigated in this study were: (1) Does an approach to teaching German culture which emphasizes cultural similarities between German and American culture result in a statistically significant decrease in general ethnocentrism compared to an approach which emphasizes cultural differences? (2) Does an approach to teaching German culture which emphasizes cultural similarities between German and American culture result in a statistically significant decrease in ethnocentrism toward Germans compared to an approach which emphasizes cultural differences? (3) To what extent do variables selected on the basis of existing literature correlate to one's initial level of ethnocentrism?

The study utilized a quasiexperimental intact group design. Nine sections of first‐semester German students were randomly assigned to one of three groups: one in which German and American cultural similarities were stressed, one in which German and American cultural differences were stressed, or a control group. All participants completed an attitude survey and provided demographic information prior to any of the cultural presentations. The author then presented six cultural units to each experimental group. Depending on the group viewing the presentations, either cultural similarities or differences were emphasized. All participants subsequently completed the same attitude survey in order to assess changes in ethnocentrism.

Although members of the similarities group demonstrated a greater decrease in ethnocentrism than members of the differences group, the results of the experiment were inconclusive because the difference was not statistically significant. However, the author does not view the results as a basis to dismiss the hypothesis. Rather, the data obtained suggest the need for further research on ethnocentrism in the foreign language classroom. The author discusses potential pedagogical implications and makes recommendations for future studies.
Using a Videocamera and Task‐Based Activities to Make Classroom Oral Testing a More Realistic Communicative Experience
Authors: Haggstrom Margaret
Published: January 2009

ABSTRACT  With the growing popularity of the communicative approach to language teaching, much emphasis has been placed on improving students' oral proficiency in the foreign language they are studying. Many questions still remain, however‐both practical and theoretical‐as to how to best integrate oral testing into the classroom. This paper will provide an overview of the most widely used methods of classroom oral testing, as well as evaluations of their practicality and conformity to the goals of communicative teaching and testing. I will also describe ways I have successfully used the videocamera and task‐based activities to make oral testing a more realistic communicative experience, one that is both less time‐consuming and easier for the teacher to evaluate accurately and, most importantly, enjoyable rather than stress‐producing for the student.
Toward a Social Psychological Model of Strategy Use
Authors: Maclntyre Peter D.
Published: January 2009

ABSTRACT  In the past few years, the literature has shown substantial growth in the study of language learning strategies and their relation to language learning and communication. With such rapid advances, it is necessary to closely examine the approach taken to this increasingly complex topic. Some of that complexity seems to arise from treating strategies with too broad a scope. Several other learner and situational variables interact with strategies to influence second language proficiency. Therefore, an alternate view of strategies is offered that limits their application to those behaviors that are intentional and freely chosen. Finally, a model is presented which postulates that for strategies to be used, students must be aware of one or more appropriate strategies, have reason to use them, have no impediments to their use, and should experience rewards for using them. The implications of this model for strategy training are discussed.
The Communicative Language Teaching “Revolution” Tested: A Comparison of Two Classroom Studies: 1976 and 1993
Authors: Rollmann Marcella
Published: January 2009

ABSTRACT  The purpose of this study was to measure empirically whether beginning FL classes are more communicative now than they were 17 years ago. Two sets of classroom obsewations, which form the basis of the study, were designed to observe the types and amounts of speaking activities in which beginning foreign language students engage, in order to determine how and to what extent students practice the language artificially in drills and other forms of pseudocom‐munication, and how and to what extent they use the foreign language as a real means of communication. The results of the 1993 investigation were then compared with data from a similar study completed in 1976, so that change in classroom speaking activities over the past 17 years could be measured.

Using an observation tool which divided talk on a scale of least selection by the speaker as in repetition drills to total selection such as in free expression‐or “real communication” (RLC), as it is called in this study‐the results indicate an increase in RLC for both students and teachers, and a shift toward 12 as the language of instruction.
“Concoctions”: Intrinsic Motivation, Creative Thinking, Frame Theory, and Structured Interactions in the Language Class
Authors: Sadow Stephen A.
Published: January 2009

ABSTRACT  “Concoctions” constitutes a style of small group and pair activities that have proved highly successful in stimulating language interaction in a wide variety of instructional settings. Unlike many group activities, “Concoctions” are built around tasks which are fanciful and ambiguous. They involve unusual problems to be solved, a limited use of role play, and humor. Since many factors are at work during any group activity, it is difficult to establish definitively what it is about these activities that provokes language use. Fortunately, observations borrowed from motivation and creativity theory, frame theory, training and development, early childhood education, and literary criticism, taken together, suggest the principles that underlie “Concoctions.” From all these disciplines, the concepts of “intrinsic motivation” and “frame theory” are the most powerful in helping to explain how the activities work. “Intrinsic motivation” means here that students should be able to enjoy an activity for its own sake; “frame theory” suggests that students should be able to recognize, if only on an unconscious level, the structure inherent in the problem. This recognition prompts individual and group reactions to that structure. Along with the theoretical discussion, numerous “Concoctions” are included throughout the text and in an appendix.
Assessing the Effects of Cooperative Learning in an Honors Foreign Language Classroom
Authors: Szostek Carolyn
Published: January 2009

ABSTRACT  Oral proficiency and communication are the principal desired outcomes of today's foreign language (L2) instruction. Recent research in theoretical linguistics has recommended increased use of the target language, the use of cognitive, metacognitive, and prosocial strategies, and cooperative learning to help achieve oral proficiency and communication within the classroom. This paper describes a 21‐day research action project involving two Spanish II Honors classes and several cooperative learning techniques. The project included: 1) assessing student attitudes toward participating in group work as identified by before and after questionnaires; 2) implementing a variety of specific cooperative learning activities; 3) determining what successes and problems occurred in the cooperative learning groups and activities; and 4) observations of the classroom activities by colleagues. Four cooperative learning models were incorporated into the project: Student Team Learning, Group Investigation, Think‐Pair‐Share, and Three‐Step Interview. Results suggested that students' actions throughout the term of the study and their responses to the final questionnaire all validate the use of cooperative learning as an effective strategy in the honors foreign language class. Since there was no control group, the findings are of necessity qualitative and subjective. However, this makes them no less valid. The study demonstrates unequivocally that cooperative learning is an effective methodology in the honors foreign language classroom.
An Exploration of Reading Comprehension, Oral Reading Errors, and Written Errors by Subjects Labeled Learning Disabled
Authors: Mabbott Ann Sax
Published: January 2009

ABSTRACT  There is a significant number of people labeled learning disabled (ID) who have extreme difficulty learning a second language. Although a large amount of research deals with learning disabilities, very little of it addresses the second language learning situation. The purpose of this research is to explore whether, and how, decoding and encoding problems with a first language acquisition carry over into the second language acquisition of five LD‐labeled students and what the consequences are for comprehension

This research consists of case studies of LD‐labeled subjects who have gained a degree of proficiency in a second language. The subjects' performance on written dictations, oral readings, and comprehension after oral and silent reading are compared qualitatively between their first and second languages. In general, it was found that the subjects had the same kinds of problems and made the same kinds of errors in both the first and second languages. By administering these tests and interviewing the subjects about their language learning experiences, the researcher also gained useful information about classroom practices and learning strategies that may help students labeled ID learn a second language.

All of these subjects (all adults) reported having extreme difficulty in the foreign language classroom as well as with English reading and writing skills. In spite of these problems with language, four out of five gained a high degree of fluency in their second language outside the classroom in immersion settings (as foreign exchange students, by marrying a native speaker, by working with migrant laborers). The fifth subject has been able to survive traditional university foreign language classes by working extremely hard and being very aggressive about seeking help. The paper discusses why these learners succeeded in learning a second language while many of their counterparts labeled LD fail.
Preparing Second Language Teachers for Strategy Instruction: An Integrated Approach
Authors: Ely Christopher M.
Published: January 2009

ABSTRACT  Given current interest in strategy instruction, teacher education programs need to provide teachers with solid preparation for working with their students' learning strategies. This article discusses an approach to teacher education in which training for strategy instruction is integrated with other teaching methods instruction. Current trends in strategy instruction and teacher education are identified and the integrated approach is described. Affective questions (such as teacher resistance and receptivity) and crosscultural issues in teacher preparation for strategy instruction are discussed.
A Multiple Perspectives Analysis of a Japanese FLES Program
Authors: Donato Richard , Antonek Janis L. , Tucker G. Richard
Published: January 2009

ABSTRACT  This paper describes the development, implementation, and evaluation of the first year of a three‐year pilot project to teach Japanese to all students in grades K through 5 at a Pittsburgh elementary school. Curriculum development followed ACTFL recommendations for proficiency‐based instruction. End‐of‐year information was collected from learners, parents, the Japanese teacher, and other school teachers. Results of student oral interviews indicated the development of a range of proficiency along the novice continuum. Data from prochievement interviews, teacher, and independent observer ratings indicated that an earlier start may result in more uniform gains for the majority of learners. In addition, a strong positive correlation was found between children's awareness of parental encouragement for language study and their Japanese attainment. All parents sampled cited specific examples of what their children had learned and a majority expressed strong positive feelings about the class. Within this positive context, we noted nonetheless an indication by the teacher of perceived program marginalization within the larger framework of the school's offerings. This and other factors associated with program implementation and the children's attainment are topics for continuing investigation and documentation.
Adult Language Learners' Affective Reactions to Community Language Learning: A Descriptive Study
Authors: Samimy Keiko K. , Rardin Jennybelle P.
Published: January 2009

ABSTRACT  The importance of affective variables in the language learning experience has become prominent in recent literature and research. A review of the literature has revealed that since 1970, more than 100 empirical studies have been conducted. Most of these studies are quantitative in nature. The present study, however, is qualitative. It uses as its data, graduate students' self‐report papers about their Community Language Learning (CLL) experience. These reflection papers revealed three affective variables–anxiety, motivation, and attitude. The findings in this study confirm existing research which indicates that affective barriers can be responded to positively by approaches, methods, and techniques which focus on 1) a supportive environment; 2) a nonjudgmental teacher attitude; 3) peer support; 4) activities that relate personally to learners; and 5) activities that facilitate individual and community achievement.
Learning and Teaching Styles In Foreign and Second Language Education
Authors: Felder Richard M. , Henriques Eunice R.
Published: January 2009

ABSTRACT  The ways in which an individual characteristically acquires, retains, and retrieves information are collectively termed the individual's learning style. Mismatches often occur between the learning styles of students in a language class and the teaching style of the instructor, with unfortunate effects on the quality of the students' learning and on their attitudes toward the class and the subject. This paper defines several dimensions of learning style thought to be particularly relevant to foreign and second language education, outlines ways in which certain learning styles are favored by the teaching styles of most language instructors, and suggests steps to address the educational needs of all students in foreign language classes.
Types and Sources of Problems in L2 Reading: A Qualitative Analysis of the Recall Protocols by Korean High School EFL Students
Authors: Kim Sung‐Ae
Published: January 2009

ABSTRACT  This paper reports on research designed to investigate the relative effects of vocabulary knowledge and prior knowledge on EFL readers' comprehension of L2 text. Focus was put on problems found in EFL student recall protocols. One hundred and eight Korean high school students were assigned to four treatment groups. Two groups read a version with more difficult vocabulary and the other two groups read a version with easier vocabulary of an expository passage written for native American speakers. One of each of these two treatment groups received prereading instruction intended to provide prior knowledge about the content of the text. Data for analysis included both correct and incorrect recalls. Additional interviews and questionnaires were also analyzed to obtain in‐depth information on the subjects' reading processes. It was found that there tended to be more similarities than differences in the recalls of the four groups; differences were considered in degree rather than in kind. Presented in this paper are the types and sources of problems commonly found in the recalls of the four groups.
Assessing Students' Oral Language: One School District's Response
Authors: Manley Joan H.
Published: January 2009

ABSTRACT  This article describes a project undertaken over a 30‐month period by a large Texas public school district. The project's major aims were as follows: (1) to familiarize the district's foreign language teachers with oral language assessment; (2) to develop a tape‐mediated assessment instrument, modeled on the Simulated Oral Proficiency Interview, for French, German, and Spanish at the end of Level II and for Japanese at the end of Level III; and (3) to administer the test to the district's language students. This project was funded out of the school district's enhancement fund and directed by the ESOL/Foreign Language curriculum specialist. This project not only familiarized teachers with oral assessment but also with classroom activities designed to achieve satisfactory results. It also helped teachers cooperate with each other in a professional endeavor.
Assessing Perceived Needs for Japanese Language Training in U.S. Business Education: Perspectives from Students, Business Faculty, and Business Professionals
Authors: Saito Yoshiko
Published: January 2009

ABSTRACT  In the interest of developing new approaches to Japanese language instruction that can meet the demands of these career‐minded students, this study compares the responses of both business faculty and students of Japanese language to a survey that asked them to assess the career value of Japanese language ability. In order to determine whether the attitudes of business faculty and students are consonant with professional situations outside the academy, this study also surveys executives and directors of international divisions within a number of U.S. corporations about their perceptions of the practical advantages of a background in Japanese language in the contemporary business world.

The results of this study show that business faculty, foreign language faculty, and business students have differing ideas about the role of language learning–in this study, the learning of Japanese–in preparing for careers that involve international activity. Students and business professionals outside the university, however, concur in their attitudes about the importance of foreign language proficiency. These findings suggest that business school curricula need to accommodate foreign language study to a greater degree and that the content of foreign language courses must reflect the practical needs of business students. It is critical that Japanese and other foreign language programs and business programs cooperate more fully so that students who are motivated to learn can apply their acquired language ability and cultural knowledge to successful career development.
Learning by Doing: Outcomes of an Overseas Summer Project for Teachers
Authors: Rissel Dorothy
Published: January 2009

ABSTRACT  This article is a case study of a five‐week summer program for Spanish teachers conducted in Mexico City. Both qualitative and quantitative methods are used in examining outcomes. A comparison of pre‐ and post‐test scores on listening, speaking, reading and writing instruments shows significant progress in these four skills. Information drawn from program evaluations as well as from reports submitted one year later by the participants themselves and by their immediate supervisors help in understanding the contributions of the various features of the program to its success, and to identify long‐term results.
Active‐Learning Approaches to the Business French Course: The Business French Research Paper
Authors: Meyer E. Nicole
Published: January 2009

ABSTRACT  Active‐learning and proficiency‐oriented activities using meaningful contexts encourage students to participate, to apply classroom knowledge to practical problems, and to acquire the integrated skills that are essential to the student's personal and professional future. Inclusion of a business research paper written in stages and eventually shared with the whole class provides such active‐learning opportunities.
A Cultural Approach to Teaching Business German
Authors: Dysart David L.
Published: January 2009

ABSTRACT  The concept of culture in the Business German course is not a new one. This article, however, outlines a successful course that structures business components around an overriding historical, cultural, and social content as opposed to attempting to integrate discrete cultural components into a traditional Business German course. This course has proven to appeal to and benefit business students, who face increased demands for a broader liberal arts background, as well as liberal arts students attempting to make their degree more marketable.
Multitasking, Multilevel, Multimedia Software for Intermediate‐Level French Language Instruction: Ça continue…
Authors: Lyman‐Hager Mary Ann
Published: January 2009

ABSTRACT  Researchers and practitioners in the field alike cite the importance of in put from native speech in the language acquisition process. Whether one believes in a theoretical perspective emphasizing the value of input (Krashen 1981; 1982) or the dynamic interaction relation between input and output (Bialystok, 1978), there is little doubt that providing students with sufficiently interesting input material (readings, videos, etc.) in the target language can, if used properly, enhance student interest and subsequent language learning. An example of a multimedia program developed at Penn State using a videodisk selection (Teledouzaine, Francis Cabrel's “Encore et Encore,” PICS 1985) illustrates the use of authentic materials with potential for adaptations for various levels, tasks, and media. This particular software project fits in well with the newly designed technology classrooms and the French curriculum of a large IBM‐funded multimedia undergraduate language program at Penn State, the Language 3 Initiative and can be used as a model for similar developments in the other languages involved in the Initiative and elsewhere.
Changing Teachers' Conceptions of Teaching Writing: A Collaborative Study
Authors: Scott Reneé , Rodgers Barbara
Published: January 2009

ABSTRACT  This article describes a nine‐week collaborative project involving the training of secondary school language teachers in the use of process approach, holistic assessment, and positive feedback of writing in the second language classroom. A description of the three workshop sessions over the nine week period are provided. Included are results of pre‐ and postassessment instruments which measured changes in teacher attitudes toward teaching writing as well as changes in their methods of grading writing assignments.
Language Skills and the Curriculum of a Diglossic Language
Authors: Brosh Hezi , Olshtain Elite
Published: January 2009

ABSTRACT  The question of the sequencing of skills is an important issue in language policy and curriculum design in general, and even more so in the case of a diglossic language such as Arabic. This paper tries to investigate the implications ofdiglossia on the order of linguistic skills acquisition in Arabic among Hebrew speakers in Israel. Looking at the Arabic program as implemented in the Israeli school system, and taking into consideration the diglossic nature of this language the following pragmatic question requires careful investigation: How does the knowledge of spoken Arabic acquired in elementary school affect the achievements in written Arabic in the 7th grade of junior high school? The study compared two groups of 7th graders: Those who studied spoken Arabic in elementary school (the experimental group) and those who did not study spoken Arabic in elementary school (the control group). The achievements in written Arabic of both groups were measured at the middle and at the end of the school year. The findings of the present study show that previous exposure to the spoken variety did not provide the students with an advantage in the acquisition of the written variety. In other words, the usage of previous schemata (spoken Arabic) did not have a facilitating effect on the acquisition of the written language.
Student Responses to Reading Strategies Instruction
Authors: Rusciolelli Judith
Published: January 2009

ABSTRACT  Researchers have identified strategies used by successful readers and have developed approaches to impart this information to students. After determining the current reading practices used by Spanish learners, a fourth‐ and fifth‐semester college Spanish class received instruction in recommended strategies using articles from contemporary Spanish language magazines. Students then ranked the strategies they found most helpful. No single strategy was chosen by an overwhelming majority of students; indeed, seven of the eleven strategies were ranked as most useful by some students. However, a mean ranking revealed that instruction in skimming and word guessing proved most useful to students.
Scaffolding Second Language Communicative Discourse with Teacher‐Controlled Multimedia
Authors: Johnston Jerome , Milne Lynda
Published: January 2009

ABSTRACT Providing examples of authentic target‐language discourse is a challenge for teachers of first‐ and second‐level foreign language courses. TheTeacher's Partneris a multimedia tool that assists the teacher by presenting communicative exchanges among native speakers. Compared to videotape, this computer‐mediated videodisc permits more precise control over video segmentation–essential for the limited language decoding skills of novice learners. The computer also provides contextualized textual and graphical resources, including a hypertext transcript that will reveal word and phrase definitions and selective grammatical explanations in the target language.

The use of theTeacher's Partnerinfluenced the nature of classroom discourse in a French 1 and French 2 class. Year‐long research analyzing classroom interaction patterns showed increased use of communicative discourse by a teacher and students in those class periods when theTeacher's Partnerwas used by the teacher (an increase of 39 percent in French 1 and 55 percent in French 2.) Reflections by the teacher provide a rationale for how this tool scaffolded teacher‐student discourse. The challenge of integrating advanced technology into classroom settings is discussed.
A Reading “Din in the Head”: Evidence of Involuntary Mental Rehearsal in Second Language Readers
Authors: McQuillan Jeff , Rodrigo Victoria
Published: January 2009

ABSTRACT  The phenomenon of involuntary mental rehearsal of language, or the “Din in the head,” has been considered by researchers as an indicator of second language (L2) acquisition among acquirers. Previous studies have noted that the Din occurs primarily among beginning and intermediate L2 students after the reception of oral input that is comprehensible, but not after reading. It has been argued that this lack of a reported Din is due to the fact that such students typically do very little reading, and that acquirers who did read would experience a “reading Din.” This study provides evidence for an 12 Din after reading from a survey of two classes of intermediate Spanish students: a “Reading Only” group (TV = 20), whose only source ofL2 input was reading; and a “Reading and Conversation” group (TV = 15), who received both printed and oral input. Both groups reported a Din after L2 reading. The findings lend support to claims made by Krashen concerning the importance of comprehensible input in L2 acquisition. Implications for the use of reading in beginning and intermediate 12 classrooms are discussed.
A Study of Consciousness‐Raising by Computer: The Effect of Metalinguistic Feedback on Second Language Learning
Authors: Nagata Noriko , Swisher M. Virginia
Published: January 2009

ABSTRACT  The computer can serve as a consciousness‐raiser by highlighting and correcting students' errors and giving explanatory feedback. In the past, computer feedback was limited to simple error messages that did not tell the learner much more than that he or she was wrong and should try again. Natural language processing, however, allows the computer to actually parse student responses grammatically and to provide feedback that is more detailed and informative than was formerly possible. The study investigates the effectiveness of two types of computer feedback: one is traditional computer feedback that indicates only missing or unexpected words in the learner's response, and the other is intelligent computer feedback that provides further information about the nature of the errors in the form of metalinguistic rules. The study found that intelligent computer feedback is more effective than traditional computer feedback for improving the learners' grammatical proficiency in the use of complex structures of the target language. The study supports the value of metalinguistic instruction by computer.
From Dependency to Self‐Directed Learning: Implementing an Elementary French Program for Adults in the Weekend College
Authors: FPalmunen Karen
Published: January 2009

ABSTRACT  Implementing a successful elementary foreign language program for adults in the Weekend College (alternate‐week format) requires both the tools to bridge the gap between distance and time and a strategy for promoting self‐directed learning. This article focuses on the development process that culminated in a successful two‐semester Weekend College elementary French course at Saint Joseph College (West Hartford, CT). It outlines the challenges encountered, the characteristics of the multimedia method chosen to meet these challenges, and the pedagogical or, more appropriately, “andragogical” approach used to adapt this methodology to the specialized needs of the adult foreign language learner.
Pronouns of Address in Spanish‐Language Textbooks: The Case for vos
Authors: Mason Keith , Nicely Kenneth
Published: January 2009

ABSTRACT  The voseo is a frequently used second person singular form of address in many New World varieties of Spanish. Unfortunately, most textbooks of Spanish regularly treat the use of til, usted, ustedes, and vosotros, but ignore vos. This article includes a survey of 37 first‐year secondary and postsecondary Spanish textbooks for their coverage of the voseo. All texts were carefully analyzed via a page‐by‐page survey of explanations, tables of contents, readings, marginal glosses, and indexes. Results of the survey revealed that only 16 percent of the analyzed texts included any reference to the voseo. The article also makes recommendations for the inclusion of the voseo in future textbooks of Spanish and in class instruction. Indeed, the vos may be considered as the simple addition of one more vocabulary item that could improve students' communicative competence in Spanish.

Several factors support an increased attention on vos: our students have contact with a number of native speakers who regularly use vos. This contact is between our students and Central and South Americans both as immigrants in the United States and through contact with native speakers when our students travel and study in Central and South America. Therefore, the ever‐increasing contact with dialect speakers exhibiting vos requires increased attention to this important form of address in pedagogical materials and class lessons at all levels.
Parent Perceptions in the Screening of Performance in Foreign Language Courses
Authors: Sparks Richard L. , Ganschow Leonore
Published: January 2009

ABSTRACT  Parents' perceptions are not commonly used to assist educators in understanding students' foreign language learning problems. Here, a questionnaire designed to measure parents' perceptions of their child's developmental and academic histories, classroom learning characteristics, and previous foreign language learning was administered to 79 parents of children enrolled in first‐year high school foreign language courses. Students were differentiated into low risk, average risk, and high risk groups based on questionnaire results and were administered a battery of native language tests and a foreign language aptitude measure. Final foreign language course grades were also obtained. Results showed overall group differences favoring the low and average risk groups over the high risk group on most items on the questionnaire on all but one of the native language, foreign language aptitude, and cognitive measures, and foreign language grades. Results suggest that parents' perceptions of their children's developmental and academic learning histories may provide helpful screening information to foreign language teachers.
Stories and Stances: Cross‐Cultured Encounters with African Folktales
Authors: West Michaell , Donato Richard
Published: January 2009

ABSTRACT  This paper describes a recent initiative to incorporate folktales and legends from francophone West Africa into a college‐level advanced French literary and cultural studies course. Students were asked to keep reading journals to record their reactions to various texts taken from France and francophone West Africa. An analysis of the reading journals shows that critical competencies in Western culture often do not carry over when students encounter African texts. In the same way that students make linguistic errors by translating literally from their native language to the target language, they likewise make critical errors by misapplying critical stances to unfamiliar cultural contexts.
A Study of Interrater Reliability of the ACTFL Oral Proficiency Interview in Five European Languages: Data from ESL, French, German, Russian, and Spanish
Authors: Thompson Irene
Published: January 2009

ABSTRACT  The widespread use of the Oral Proficiency Interview (OPI) throughout the government, the academic community, and increasingly the business world, calls for an extensive program of research concerning theoretical and practical issues associated with the assessment of speaking proficiency in general, and the use of the OPI in particular. The present study, based on 795 double‐rated oral proficiency interviews, was designed to consider the following questions: (1) What is the interrater reliability of ACTFL‐certified testers in five European languages: ESL, French, German, Russian, and Spanish? (2) What is the relationship between interviewer‐assigned ratings and second ratings based on audio replay of the interviews? (3) Does interrater reliability vary as a function of proficiency level? (4) Do different languages exhibit different patterns of interrater agreement across levels? (5) Are interrater disagreements confined mostly to the same main proficiency level? With regard to the above questions, results show: (1) Interrater reliability for all languages in this study was significant both when Pearson's r and Cohen's modified kappa were used. (2) When second‐raters disagreed with interviewer‐assigned ratings, they were three times as likely to assign scores that were lower rather than higher. (3) Some levels of performance are harder to rate than others. (4) The five languages exhibited different patterns of interrater agreement across levels. (5) Crossing of major borders was very frequent, and was dependent on the proficiency level. As a result of these findings, several practical steps are suggested in order to improve interrater reliability.
Taking French Teachers to France: Organizing a Summer Immersion Program Supported by Grants
Authors: Koop Marie‐Christine Weidmann
Published: January 2009

ABSTRACT  This article describes the various steps that were taken to organize and implement a five‐week French summer institute for secondary teachers of French, involving a three‐week stay in France and funded by the National Endowment for the Humanities and the French Cultural Services. After outlining the reasons that led to the conception of the project, the author explains the objectives behind the program, the course content, and the administration of the Institute. Also described are budget considerations, participants' progress, the evaluation process, the video project developed by the participants, and the follow‐up to the Institute. The article refers to obstacles encountered along the way and includes recommendations for similar projects. It should prove useful to anyone interested in organizing a summer institute abroad.
Using Task‐Based Activities to Restructure Class Discussions
Authors: Lee James F.
Published: January 2009

ABSTRACT  In this article, I present an approach to task‐based instruction relying on the familiar instructional technique of the class discussion as the point of departure. After proposing that communication be viewed as the expression, interpretation, and negotiation of meaning rather than as simply questions and answers, classroom practices are developed that reflect all three dimensions of communication. Specifically, I take four discussion questions and transform them into task‐based activities. Each of the four task‐based activities is analyzed according to the following criteria: a. identify a desired outcome; What information are students supposed to extract from the interaction? b. break down the topic into subtopics; What are the relevant subcomponents of the topic? c. create and sequence concrete tasks for learners to do: lists, charts, tables; What tasks can the learners carry out to explore the subcomponents? d. build in linguistic support: lexical, grammatical; What linguistic support do the learners need?