Advocates at least some exposure to "New French" at all levels of study. Focuses on modifications most problematic for students and suggests ways to introduce them in the classroom. (Author/VWL)

Examines ways to stimulate sense perceptions and imaginative analysis to make poetry accessible to students learning French as a second language but also an enjoyable subject to teach. (Author/VWL)

Highlights the PACE model for standards-based language learning. Using a Francophone story, illustrates how the model can assist teachers in actualizing the 1996 Standards for Foreign Language Learning. (Author/VWL)

Discusses how a Vygotskian psycholinguistic approach can be applied to grammar instruction in French as a foreign language. (Author/VWL)

Presents a systematized framework of contexts to help reduce ambiguity and confusion in teaching "falloir" and "pouvoir" in the "passe compose" or "imparfait." (AM)

Recommends the study of "La Symphonie pastorale," a novel by Andre Gide, for moderately advanced students of French as a second language. Presents various activities to be performed before, during and after reading the story, a pastor's journal, to help students understand the ironic aspects and ambiguities of the book. (AS)

Analyzes the conflicting attitudes that inform classic editions, editions of French classics created for use in school classes. Examines the ways in which they modify Voltaire's original text "Henriade." Considers the institutional framework in which these editions were produced and emphasizes the process of "classicization,"…

Presents a working model of steps to take to ensure that a Web-enhanced foreign language course is truly enriched by the Web. Discusses the process and then examines how it applies to various Web pages created for elementary and intermediate French courses. (Author/VWL)

Discusses the role that dictionaries can play in the teaching of French. Several types of dictionaries are discussed, and activities that students can use at different levels are provided. (27 references) (VWL)

Presents ways to use the "L shape" mnemonics to help teach the present tense, the future tense, the imperfect tense, and the subjunctive mood of French verbs. (AM)

Examines types of corrective feedback, their distribution, and effects, most ostensibly uptake, as produced in nonnative/nonnative conversational dyads in French. (Author/VWL)

Examined use of the World Wide Web to teach Francophone culture. Suggests that bolstering reading comprehension in the foreign language and increased proficiency in navigating the Web are potential secondary benefits gained from the cultural Web-based activities proposed in the study.(Author/VWL)

Presents a psycholinguistically motivated type of grammar instruction called processing instruction to show how learners can be pushed to make form-meaning connections as they attempt to process three grammatical structures in French: obligatory use of "de/d'' with a negative after "avoir"; French subjunctive; and French causative. (Author/VWL)

Presents the results of a survey of the teaching of French/Francophone Culture and Civilization (FFCC) in French graduate programs in the United States. The survey was commissioned by the American Association of Teachers of French Commission on Cultural Competence. (Author/VWL)

Examines the discrepancies between students' perceptions of their foreign language performance and teachers' perceptions of their students' performance in the foreign language. Focuses specifically on where the discrepancies are in terms of different skills (e.g., reading, speaking), the level at which most discrepancies are most evident; and the…