In the L2 fluency literature there is considerable debate over how best to operationally define pauses and how different pause measures relate to L2 proficiency. This creates a challenge for researchers interested in L2 fluency, and particularly those who are working with groups that vary in L2 proficiency. This article addresses these issues by…

The vocabulary research of the 1980s and 1990s brought a breath of fresh air into the language classroom. Teachers in many remote EFL locations had long suspected that vocabulary was their learners' main challenge, but there was little research evidence to confirm this or say what to do about it. Then, suddenly, work by Nation, Laufer, Meara,…

Linguistic self-confidence is an underlying factor in L2 motivation and positive L2 learning outcomes. However, few studies have investigated its hypothesized relationship to objective L2 learning outcomes or the relationship between self-confidence and cognitive and affective individual differences that influence L2 learning. In this study,…

This study investigated the effect of input-based tasks on the acquisition of vocabulary and grammar by beginner-level learners of L2 French and reported the introduction of task-based teaching as an innovation in a state secondary school. The experimental group (n = 19) completed a series of focused input-based language tasks, taught by their…

The majority of L2 vocabulary studies concentrate on learning word meaning and provide learners with opportunities for semantic elaboration (i.e., focus on word meaning). However, in initial vocabulary learning, engaging in structural elaboration (i.e., focus on word form) with a view to acquiring L2 word form is equally important. The present…

This article explores the use of gesture by a French language teacher during lexical focus on form (FonF). The analysis compares pre-emptive FonF (before a problem in communication has occurred), and reactive FonF (after a problem has occurred) and looks at the differences between teacher-initiated and learner-initiated FonF in the use and type of…

Research on the effectiveness of short-term study-abroad (SA) programs for improving oral skills has shown mixed results. In this study, 24 L2 German learners (L1 English) provided pre- and post-SA speech samples addressing a hypothetical situation and completed surveys on cross-cultural interest and adaptability; L2 communication affect,…

This article examines student attitudes towards and perceptions of technological activities in the language classroom. Data collected from students (n = 71) in the French language departments of five Canadian universities were used to examine which technological activities students preferred, whether and to what degree different activities were…

A variety of French language classroom activities are described, including a game to familiarize immersion students with Canada; exercises using songs; a teacher-student competitive vocabulary game; communicative activities; three games to practice verb conjugations, previously learned structures, and vocabulary; and a whole-language activity…

The proverbial language of Spanish provides a resource for teaching and testing various aspects of phonetics, syntax, vocabulary, and cultural features of the language. Incorporation of these features into the Spanish curriculum can enrich the classroom experience. Specific suggestions for their use are provided. (Author/MSE)

In a review of two decades of vocabulary research, it is noted that vocabulary has moved from "poor relation" to "guest of honor" status in language teaching. Research areas include specialized bibliographies, vocabulary acquisition, vocabulary teaching, course materials, and lexicography. Future research directions are suggested, including…

The history of computer assisted language instruction is briefly reviewed, highlighting several major projects. Computer functions compatible with language instruction include information storage and retrieval capacities, ability to analyze input, and interactiveness. Language skills that can be developed by computer include grammar, vocabulary,…

A series of classroom activities for adult beginning learners of French, designed to improve reading comprehension through newspapers and news magazines, are described. The technique focuses on development of grammar and vocabulary and makes use of photos, text, layout features, and headlines. (MSE)

This study examined the relationship between time spent on reading and reading comprehension in a second language (L2). Eighty-one French-speaking learners of English, from beginners to advanced, were tested for reading comprehension in French and in English as well as for English grammar and vocabulary competence. Low-proficiency learners showed…

The study compares the effectiveness of Focus on Form (FonF) and Focus on FormS (FonFs) approaches in learning new L2 words by 158 high-school learners of English as L2. In phase 1 of the study, the FonF group read a text containing the target words, discussed it in small groups, and answered comprehension questions. The FonFs group studied the…