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)

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

After a brief discussion of language teaching methodology, a re-evaluation of goals and expectations in the teaching of French is proposed. (PMP)

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

Proposes a method for teaching vocabulary in the second language classroom, which associates one word (an "identification term") with a string of semantically-related synonyms. (AM)

Discusses how fairy tales can be used in the French class to develop listening comprehension skills. (PMP)

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)

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)

A formula for teaching composition in French is described, in which the student is given a topic and writes a composition following these elements: Who, what, where, when, why, how, give an example, and how do I feel about it. Students thereby gain confidence in writing and speaking. (CHK)

Describes the use of the pieces and movements of chess to teach French vocabulary of direction and motion. (CHK)

Examines the use of dramatic techniques as tools for learning in the second language classroom. Discusses different ways to use improvisation. (EKN)

An approach to teaching foreign languages that acknowledges the importance of individual readers' responses to literary texts read in the course is discussed. (20 references) (VWL)

Argues that the Guided Induction presentation is superior to a deductive one for the teaching of certain grammatical structures to beginning foreign language students. A study is presented that compared both approaches when applied to the learning of French grammatical structures by beginning level U.S. college students. (25 references) (GLR)