The oral performance of a sample of 87 undergraduates was evaluated first in a face-to-face setting and then through audio recordings of that same performance. Results confirm that effectiveness in oral communication clearly is not dependent on words and sounds alone but that paralinguistic and extralinguistic data also play a significant role.…

"False beginners" are students who are ethnically Chinese but are not native speakers of Chinese, and their mixture in language classes with true beginners is problematic. Merits of an individualized teaching program in elementary Chinese for false beginners offered at Ohio State University is described. (JP)

This study investigated the relationship among input, interaction, and second-language production among 16 native-nonnative dyads. The results indicated that both modified input and interaction initiated by the native speaker lead to greater comprehension by the nonnative speaker, as measured by task performance. (Contains 48 references.) (MDM)

As educators target the articulation between university lower-division language acquisition courses and upper-division literature courses, higher order thinking and awareness of cognitive processes become increasingly important tools in bridging the gap. This article discusses the theoretical underpinnings of this issue and demonstrates the design…

Describes the aims, design, and outcomes of a modular socio-cultural, negotiated curriculum in Scientific and Technical English for non-English-speaking background science and technology students in universities or industry. This curriculum is intended to provide language and acculturation bridging programs for overseas qualified personnel. (33…

Summarizes and analyzes the results of two surveys polling students about their awareness of and involvement in study abroad. The findings are then analyzed in the context of U.S. study abroad programs, and suggestions are offered on how educators and administrators can use the results to plan study abroad recruitment and programs with student…

Ways that good or successful Japanese learners of English develop their language skills in spite of large class size are examined, based on a study of 28 graduate students at a Japanese university. Analysis of responses about exam preparation, teacher role, listening, etc., suggest a need for more research on language learning strategies in…

This article considers the role of textbooks in terms of normal day-to-day use in teaching English as a Foreign Language (EFL), challenging the commonly held assumption that textbooks are of little value in EFL instruction. It argues that the textbook has a vital and positive part to play in EFL instruction on a daily basis. (20 references) (MDM)

Compares the degree to which pupils in the French immersion and regular English school programs speak French and initiate contact with French people. Attitudes and motivations were significantly more positive, and social tolerance and self-rated competency in French were much higher in the immersion than in English program subjects. (29…

Examines the use of computers in classroom research, particularly for second-language acquisition. Highlights include the research cycle; understanding second-language learning; the use of computers; learner research on developing language awareness; teacher research on understanding second-language classrooms; and the roles of learners and…

This article asserts that language assessment practices and policies directed toward recent immigrants should be evaluated on the basis of whether or not they facilitate immigrants' participation in Canadian society. Such an evaluation needs to address institutional barriers, the scope of language assessment, and accommodation to immigrant groups.…

Results of a large-scale evaluation of early and middle immersion programs in the Toronto (Ontario) area, involving 4 districts and 26 grade 8 classes, suggest that middle immersion yields less consistent performance levels than early immersion. Overall, findings favor early immersion. (11 references) (Author/MSE)

The first part of a larger planned investigation, this study examines the use of "por" and "para" by nine Peace Corps volunteers in oral interviews at the end of training and roughly one year later, to trace their acquisition over time, in two learning contexts. (24 references) (LB)

Argues for a critical language awareness (LA) and for LA to be closely linked to the development of learners' practical language capabilities. The paper offers a critical evaluation of three major programmatic statements about LA: Committee for Linguistics in Education (1985); National Congress on Languages in Education (1985); and Hawkins (1984).…

A 12-lesson college-level French unit using the same recorded text to teach three aspects of oral language (pronunciation, comprehension, and production) is described and documented. The activity attempts to use the unit vocabulary as much as possible in a variety of exercises to develop communicative competence. (13 references) (MSE)