Since the late 1990s the notion of a plurilingual and pluricultural competence as elaborated by Coste, Moore and Zarate (1997) has had a strong impact on the didactics of languages. Several plural approaches have been developed which aim at developing competences in several languages and/or cultures (Melo-Pfeifer & Reimann, 2018; Reissner,…

The article proposes a remodeling of Tertiary Language Didactics (TLD) against the backdrop of empirical findings from German-speaking areas and the notions of translanguaging and "compétence plurilingue." TLD as a multilingual didactics approach for the initial stages of L3 learning developed in the 1990s in the field of "German as…

This study explores the constructs that underpin three different measures of vocabulary knowledge and investigates the degree to which these three measures correlate with, and are able to predict, measures of second language (L2) listening and reading. Word frequency structured vocabulary tests tapping "receptive/orthographic (RecOrth)…

The 23rd EUROCALL conference was held in Cyprus from the 24th to the 27th of August 2016. The theme of the conference this year was "CALL Communities and Culture." It offered a unique opportunity to hear from real-world CALL practitioners on how they practice CALL in their communities, and how the CALL culture has developed in local and…

Ten hearing impaired college students and 10 normal hearing students were given receptive speech discrimination tests in English, French, and Spanish. No significant differences between English and foreign language discrimination scores were found for the normal hearing Ss. The hearing impaired Ss had significantly lower discrimination scores for…

Advanced (N=45) and intermediate (N=53) English as a second language (ESL) students' recall of a speaker's orally presented material indicated that student proficiency level, speaker gender, perceived expertness of speaker, and passage condition affected students' recall ability. (Author/CB)

Investigation of the retention of school-learned French language skills in Dutch students over a period of four years following training revealed that global receptive skills actually improved. Only lexical and grammatical skills attrited, although students' self-perception of their skill retention was much more negative. (Author/JR)

The principal aim of testing is to communicate to the student the extent to which he has progressed in attempting to fulfill his goals. Progress in the testing field is observed especially as a step in a feedback loop that includes goals, tasks, and evaluation procedures for providing feedback to the student. The teacher-as-learner also uses test…