Examines the influence of language proficiency and comprehension skill on situation-model construction during narrative comprehension. Studies 12 college students who thought aloud reading French and English stories for comprehension and who performed a verb-clustering task after reading each text. Finds that the students generated more…

A study explored the cognitive processes and social-situational influences underlying students' assessment of their own foreign language proficiency, focusing on process rather than result of self-evaluation. The subjects, 28 college student learners of French at different course levels, were administered a self-assessment questionnaire on the…

Data collected from young adult English-as-a-second-language students' (N=20) reports, think-aloud protocols, and analyses of achievement in composition writing indicated that most learners were able to use these learning strategies to make discernable achievements in their writing proficiency. (Author/CB)

The study described here attempted to shed light on decision-making during first language (English) and second language (French) writing processes of French immersion program graduates. It also replicated part of a previous study on the role of first language (L1) writing skills and second language (L2) competence when writing in L2. A think-aloud…