Compares the self-assessments of French proficiency made by approximately 500 grade 8 students in 2 different French immersion programs (early and middle) in Toronto, Canada. (38 references) (VWL)

This report discusses a study on the use of modern media techniques in long-distance oral testing that preserve the possibility of interaction by using video teleconferencing. Two test administration modes, face-to-face and screen-to-screen, are compared in an experimental design. (10 references) (VWL)

Discusses how native speakers of Spanish, accustomed to dealing with nonnative Spanish speakers, evaluated 18 taped nonnative speech samples that provided a wide sample of pronunciation. Comprehensibility, voice agreeability/ disagreeability, and nativeness of accent were rated. (32 references) (LB)

Two methods for presenting cultural information to elementary school students in a French language program are compared, using 56 fifth graders as subjects. The findings support the use of video to enhance the teaching of culture to the child foreign language learner. (28 references) (Author/LB)

Comparison of high-risk, low-risk, and learning-disabled high school students' foreign language performance found clear evidence of significant differences in the foreign language learning potential of low- and high-risk students and striking similarities between high-risk and learning-disabled students regarding foreign language learning…

Compares pair work to other modes of classroom interaction in a group of 20 mixed-nationality English-as-a-foreign-language students. The pedagogical, social, cultural, and psychological implications of pair work are questioned, and the use of pair work as an unquestioned "blanket" methodology is challenged. (13 references) (JL)

The implementation and evaluation of a computer-based kanji finder developed on a Macintosh using HyperCard is reported. In a comparison study, the electronic kanji finder resulted in more effective retrieval than traditional retrieval using reference books. (18 references) (Author/LB)

Explores the nature of code switching by comparing and contrasting learners' code-switching behavior with that of speakers in a bilingual speech community, hypothesizing that the more students succeed in overcoming the psychological dichotomy between themselves as learners and individuals, the less they will resort to code switching as a mode of…

Presents the Adaptive Resonance Theory (ART) model as a general framework for explaining common linguistic phenomena such as fossilization, categorical perception, vowel phonemicization, and linguistic rule formation. ART models are compared with cerebellar modes. (49 references) (GLR)

Administered a questionnaire focusing on examinees' computer familiarity to 90,000 Test of English as a Foreign Language test takers. A group of 1,200 low-computer-familiar and high-computer-familiar examinees' worked through a computer tutorial and a set of TOEFL test items. Concludes that no evidence exists of an adverse relationship between…

An overall examination of the two forms of oral proficiency testing currently in use in most language teaching programs across the country: the oral proficiency interview and the simulated oral proficiency interview. Test administration, response elicitation, and rating procedures are examined comparatively, and a general overview of the…

The educational policies and levels of language maintenance found in the linguistically diverse societies of Australia and The Philippines are compared. Respondents in the study were senior secondary school students and their parents who were selected from three non-Tagalog-speaking communities in the Philippines (Cebuano, Ilocano, and Waray).…

University English-as-a-Second-Language (ESL) learners' responses to five different types of text-based vocabulary exercises were examined. The objective was to understand better how such exercises can promote different kinds of lexical processing and learning and to compare these outcomes with those from thematic reading for comprehension.…

Examines content-based instruction as a possible strategy for easing students' transition from beginning to advanced foreign language courses, as well as for developing students' interest in pursuing language study beyond required courses. Content-based instruction is reviewed, four common models are outlined and compared, and research findings on…

Presents and compares findings from both teaching and learning diaries from French conversation courses, assembling and evaluating the perspectives of teacher, student, and researcher. (Author/VWL)