This paper focuses on how teachers mediate wiki collaborative writing activities, and the impact of their mediations on students' collaboration. It is based on a study conducted with three English as a Foreign Language (EFL) teachers and their students (aged 17-18 years) at two government-funded girls' high schools in Kuwait. The selected groups…

This study investigated the interrelationship between students' foreign language anxiety, perceptions of teachers' classroom behaviour and their achievement in English as a Foreign Language (EFL). The participants were eight teachers and their Year 10 and 11 students (N=344) from two different schools, International Standard School (ISS) and…

The aim of the study is to describe and analyze webcam pedagogical communication between a French Foreign Language tutor and two students during seven online classes. It tries to answer the following question: how does the tutor in a multimodal learning environment change her semio-discursive behavior from the first to the last session? We analyze…

This paper is concerned with factors affecting Chinese English-as-Second-Language (ESL) learner's acquisition in the Department of Foreign Languages at Tianjin Institute of Technology. These factors, which include language shock, culture differences, culture background knowledge, motivation, and ego permeability, create psychological distance…

A study investigated the types of in-class, speaking-oriented activities that second language learners find anxiety-producing and the types of instructor practices that students perceive as anxiety-reducing. A 4-page questionnaire was administered to 135 university-level students of intensive Spanish and 109 high school students in first- and…

This paper examines the ways that intentions are formed in classroom interaction. The setting is an English lesson at a maritime institute, and the topic is the grounding of a freighter. The formation of intentions is seen as an interaction phenomenon. A systematic approach is adapted on mental phenomena. In this approach psychological phenomena,…

The second language learner cannot be expected to have as strong a drive to refine his language as the first language learner. In first language acquisition, cognitive development and language development occur together, which induces meaningful generalizations. In second language learning, meaning and form are separate, particularly in the…

Children's English as second language learning strategies and teachers' role in helping children to acquire English were investigated. Three sisters in grades 2, 3, and 4 were observed for a total of 12 hours each in their regular classrooms during the beginning of their first year in an American school. Successful cognitive and social learning…

In recent years, increasing attention has been paid to teachers' classroom language as a variable in the formal learning process. The language used in class by teachers assumes additional importance in formal second language learning situations, where the target language as used by the teacher is not only the means for conveying content, but also…

A study of beginning college Spanish students' time-on-task in the foreign language classroom is reported. First, appropriate student on-task behaviors were determined, and teacher behaviors influencing or associated with student on-task behavior were defined. An observational instrument for recording and correlating student and teacher behaviors…

A study investigated how schools and teachers attempt to meet the needs of language minority students and to utilize literature as a means to teach English language reading to students while building their English language capacities. Language arts and reading instruction was observed in 12 third- through fifth-grade classrooms in three elementary…

Generally, classroom discourse in foreign language teaching and learning is formalized and does not contain impromptu speech. However, analysis of classroom discourse in a German university foreign language course revealed that teachers' evaluative acts (followups) and "glides" linking one teacher-learner exchange to another do contain…

A study used the Preschool Teacher Verbal Behavior Index (PTVBI) to measure the extent to which classrooms were learner-directed or teacher-directed. The instrument can be used to help teachers learn the appropriate degree of control for different classroom situations and individual learner needs. Verbatim teachers statements are categorized as…

A study examined how one sixth-grade teacher's theoretical beliefs about literacy and biliteracy were reflected in her instructional practices. The subject taught in an English-Spanish bilingual classroom in a public school located in a neighborhood of low- to middle-class families in a large, southwestern city. Data included field notes…

Landes (1975) reviewed research studying adult-child linguistic interactions. Evidence that the language which adults use in addressing young children is different from that used in addressing adults and that parent-child interaction patterns change with the increasing age and language skills of the child has important implications for the study…