The process of taking a high-stakes test stretches well beyond the day of the test itself; indeed, months may be spent preparing for such a test. Strategy research has proved to be a fruitful means of investigating the test-taking process, but it has typically relied on only one research approach at one contact point. This study explores three…

In response to criticism of his study of input processing and processing instruction, a relatively new concept in second language teaching, the author discusses a number of issues raised, including concepts underlying input processing, methodological concerns, instructional materials used in the study, the concept "traditional instruction," use of…

In response to a published study of second-language input processing and processing instruction, a relatively new concept in language teaching, misinterpretations of theoretical and conceptual issues are pointed out and methodological concerns about the study are discussed. (MSE)

The first stage of a study of Ottawa French immersion graduates at four universities examines their language skills; language use in university studies, work, and social life; attitudes toward the use of French; and opportunities for use and retention of advanced French skills at the universities. Research methodology is also discussed.…

A study examined levels of learning strategy use in 149 Hong Kong university students of English-as-a-Second-Language, and the relationship to language proficiency, using the Strategy Inventory for Language Learning (SILL). The appropriateness of using SILL and proficiency measure in tandem to establish a clear relationship between strategy use…

Responding to criticism of an article finding fault with research on French immersion instruction, the author of the first article chides researchers for their unwillingness to re-examine their theories in a new context. (24 references) (MSE)

Suggests a systemic functional linguistic (SFL) approach offers a distinctive perspective and characterization of content based language learning. Analyzes grammatical scaffolding by a teacher of causal explanations that form work by a group of second language students on a project on the human brain. Shows how SFL analysis reveals different…

Many language courses now offer access to simplified materials graded at various levels of proficiency so that learners can read at length in their new language. An assumed benefit is the development of large and rapidly accessed second language (L2) lexicons. Studies of such extensive reading (ER) programs indicate general language gains, but few…

In response to an earlier article on the effectiveness of French immersion, research on immersion, and the best second language teaching approaches for Canadian schools, it is argued that French immersion research has been misinterpreted and misrepresented and that the stated view on second-language teaching is an extreme one. (22 references) (MSE)

This article examines community practices, in particular oral discourse practices, in a junior high school classroom in an urban area of Western Canada. The purpose of the research was to determine what contribution a "community of practice" (COP) framework could make to the study of social interaction in a classroom setting. Qualitative…

Trends in teacher-conducted classroom research on second- and foreign language instruction are examined, drawing on relevant current literature. Problems in research methodology and in motivating full-time teachers to conduct research, and areas in which research is fertile, are examined. (MSE)

Argues that classroom dialogic (structured, open-ended) inquiry, through problem-posing, is a tool for classroom research into second-language instruction, helping teachers develop better understanding of students' backgrounds, motivation, cultures, and strategies for learning English. Outlines steps in dialogic inquiry, and offers examples of its…

A study comparing the use of the Silent Way technique in an experimental setting with its use in a real classroom setting suggests that results of experimental research cannot necessarily be transferred directly to the classroom. Student compositions based on ten Silent Way worksheets and an editing task are appended. (MSE)