English language learners (ELLs), especially those outside major cities in North America, are integrated into mainstream classrooms, often without targeted language support. Form-focused instruction (FFI) is an approach to language instruction in which learner attention is focused on language form during meaning-based activities. Although FFI has…

This article capitalizes on the notion of linguistic risk-taking by focusing on a new pedagogical initiative at the University of Ottawa, an institution where courses, programs, and services in both English and French are available. In this bilingual context, we define linguistic risks as authentic communicative acts in learners' second official…

There is considerable variation in the implementation of role-play activities in second language (L2)/foreign language (FL) classroom settings, and little information is available about how students actually manage them, particularly with regards to overcoming their L2 deficits. This study examines the preparation of role-plays by university…

This study focuses on the pedagogical applications of structural priming research in an English for academic purposes (EAP) context, investigating whether priming activities are an effective tool for eliciting production of target grammatical structures. University students across four EAP classes carried out a total of 6 information-exchange…

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…

This article focuses on the relationship between flow experiences and language learning. Flow Theory suggests that flow experiences (characterized by a balance between challenge and skills and by a person's interest, control, and focused attention during a task) can lead to optimal learning. This theory has not yet been tested in the area of…

Discusses the language laboratory within the context of various theories of second language learning and in relation to its value in language learning, specifically in terms of the pattern drill. (Text is in French.) (AM)

This article proposes a reconsideration of curricular objectives with respect to the teaching of culture, in the interest of broadening the humanistic scope of the second/foreign language curriculum while at the same time alleviating the pressure of a typically over-extended instructional agenda. Recent research and theory support a relational…

Teachers' attitudes toward language teaching trends were surveyed. Prospective teachers about to enter the profession believed that language programs should be self-paced and there should be a cooperative learning climate in classrooms. Experienced teachers were more moderate but used techniques for self-pacing and real communication often in…

Examines the learning strategies of one student of French grammar, and draws implications for curriculum writers and language teachers. (AM)

Discusses the use of pictures in the language classroom and presents controlled and non-controlled activities incorporating pictures. (AM)

Describes an innovative program that systematically exposes second-language learners to the phonetic elements of French, including prosodic features of the language. The first half of the 12 one-hour lessons introduces active listening exercises, delaying oral production until lesson seven. The program's goals and instructional units are included.…

Discusses the use of humor in the language classroom, and provides some sample activities in Italian. (AM)

A number of exercises for promoting communication and self-expression in the classroom are described. (RM)

Describes the use of the "micrologue," a brief narrative on cultural topics, to develop linguistic and cultural skills in the language classroom. (AM)