TPR (Total Physical Response) is a methodology for teaching foreign languages. In traditional TPR, teachers need to spend a considerable amount of time confirming the accuracy of students' movements, which results in a low-efficiency teaching process and affects the fairness of student learning. A motion sensing system can assess the accuracy of…

In December 2019, the University of Oxford Language Centre started to offer online courses in French, Spanish, and German at an advanced level. This not only enabled the Language Centre to pilot a new way of Modern Foreign Language (MFL) teaching ahead of the unprecedented 2020 health crisis, but also to open and expand 'Oxford to the world'. The…

Language-analytic ability, or the ability to treat language as an object of analysis and arrive at linguistic generalizations, is at the core of the constructs of language learning aptitude and metalinguistic awareness, which are implicated in our ability to learn explicitly. In the context of child second language (L2) learning, it has been…

This article defines the objective of discovering the first preferred styles of Iranian learners of French as a Foreign Language (FFL) as regards inductive or deductive learning; and secondly, the difference between gender-based learning tendencies. Considering these points as target variables, the questionnaire developed by Felder and Silverman…

This study investigates the possibility and efficacy of paper-based, in-class, data-driven learning (DDL) of academic lexical bundles below the C1 level of proficiency described by the Common European Framework of Reference (CEFR; advanced high ACTFL). A two-stage experimental design involving three groups (n = 41) and 24 two-to-four word academic…

This is a longitudinal case study of two groups of students (24 students in total) from the Foreign Languages Department of the University of Puerto Rico-Rio Piedras. This research deals with the acquisition of the French adverbial pronouns "en" and "y" through two different teaching approaches, the implicit-inductive teaching…

This study aims to investigate the extent to which reading comprehension and learning styles are related to perceived use of reading strategies among students studying French at an Australian university and a Turkish university. Ninety-one participants completed a background questionnaire, the Survey of Reading Strategies, the Kolb Learning Style…

Inteaction determines and affects the conditions of language acquisition especially in contexts where exposure to the target language is limited. This is believed to be successful only within the context of small classes (Chavez, 2009). This paper examines learners' progress resulting from interaction in large classes. Using pre-, post-, and…

This study investigated how to present grammatical structures to intermediate-level French college students. It compared the effects of a guided inductive and a deductive approach on short- and long-term learning of 10 structures. A mixed-methods design was adopted to assess learning of the structures and to investigate preference of approach.…

The following article is an introspection into my childhood and early youth memories in relation to language acquisition and learning of foreign languages. This analysis will help me determine to what extent these experiences, positive and negative ones, may have influenced my teaching methods and style to the present day. (Contains…

This paper makes a contribution to the field of French immersion studies by examining student attitudes towards the secondary French immersion curriculum. Some of the students had made the decision to stay engaged with the programme while others had become disengaged from it. Drawing on the results of interviews with 23 students in a high school…

Used a broadly focused learning style instrument to identify a combination of learning styles that might be correlated with foreign language achievement at the college level. Participants were 100 university students enrolled in French or Spanish first and second semester courses. (Author/VWL)

Discusses a study designed to identify reasons for growing dissatisfaction with the dictionary among foreign-language students. Subjects were Italian university students of French who were asked how often they used the dictionary, how they used it, what they expected from it, and why they were dissatisfied with it. (CFM)

Examines compensation strategies--techniques for dealing with knowledge gaps between learner and interlocutor--used by French learners of English and relates them to synoptic and ectenic learning. Suggests reasons that ectenic learners, who need conscious control of what they are learning, seem to communicate meanings of words to judges better…

This study of 89 Flemish high-school students' grades for L1 (Dutch), L2 (French), L3 (English) and L4 (German) investigates the effects of three higher-level personality dimensions (psychoticism, extraversion, neuroticism), one lower-level personality dimension (foreign language anxiety) and sociobiographical variables (gender, social class) on…