This study investigates modality in textbooks designed for learners of English by exploring the frequency and distribution of modal verbs in two corpora--one of authentic native-speaker language and a pedagogical one used by francophone learners of English in Quebec--with a view to identifying areas where added support for learning may be…

As Internet carries on its growing in an unceasing manner, more and more students are guided by their teachers to access language learning websites to support self-study. The present study examined some linguistic and interactional properties of French learning websites in terms of readability, referential cohesion and interaction. These…

This book presents a new and comprehensive framework for the analysis of representations of culture, society and the world in textbooks for foreign and second language learning. The framework is transferable to other kinds of learning materials and to other subjects. The framework distinguishes between five approaches: national studies,…

The relevance of the research problem is determined by intensification of integration processes in all spheres of life, which results in broadening international cooperation and cultural interaction between different nations and countries. The modern contradictory and heterogeneous world requires serious rethinking of the existing traditions of…

Language educators argue that foreign language learning in the United States should increase students' intercultural competence (IC), which will allow them to see relationships among different cultures, mediate across cultures, and critically analyze cultures including their own. Qualitative research investigating students experiences with such…

Recommends for dialog in textbooks a "didactic" rather than a purely natural character, avoiding obtrusive characteristics of any particular speech level. However, for exercises in auditory understanding, familiar colloquial style should be emphasized. (Text is in German.) (IFS/WGA)

A French language text entitled "Plus ca change..." is reviewed and, despite some shortcomings, is found to be useful in presenting France to learners of its language. (MSE)

Ninety-three French textbooks were examined to produce this overview of content and methodology; the analysis indicates the books have introduced few innovations and follow traditional modes of presentation. (CK)

Shows, from actual examples, how advanced students can be led to work on authentic texts. A model file includes four phases: motivation, filter, analysis, transfer. Work in each phase is discussed and illustrated. Suggestions are added for publishers for constructing such files. (Text is in German.) (IFS/WGA)

A design was developed to evaluate the presentation of deep culture in college foreign language texts. Of the ten textbooks evaluated, only one was considered adequate in conveying deep French culture to the intermediate French student. (Author/KM)

These tenses may be taught effectively through pattern drills and structural exercises, followed by careful explanations designed to distinguish them from the plus-que-parfait, which may be taught concurrently. Guidelines for textbook presentation of these tenses are included, as are descriptions of their forms and usages. (DB)

This paper explores the changing attitudes concerning sex-role stereotyping and discusses the part played by textbooks in the formation of sex-role attitudes. It examines in this regard a widely-used textbook for the teaching of French. (Author/CFM)

Debates the suitability of introducing a text containing cliches into a foreign language class. The article emphasizes that before using such a book, it is necessary to decide whether it is possible to teach with such a text and what purpose would be served in doing so. (Author/CK)