Investigates the perceptions of second-language teachers' (N=185) regarding successful second-language students. Findings reveal that teachers consistently rated good students as inquisitive, persevering, involved, meticulous, organized, active, flexible, sociable, assertive, imaginative, and independent. (CB)

Describes study to determine how native speakers would react to those second-language errors perceived by intermediate Spanish instructors as being most troublesome in their classes. Results show 90 percent or more of the native speakers could comprehend 40 of the 48 errors in sample. (Author/BK)

Examines adult immigrants' perceptions of their own pronunciation problems and the consequences of speaking with a foreign accent. Interviews were conducted with 100 intermediate proficiency English-as-a-Second-Language students. (Author/VWL)

Drawing on recent research in first language study and curriculum development, a framework is presented for considering the significance of print in providing informal contact with the target second language. A theoretical rationale for exploring culture and language within a whole-language, literature-based context is provided. (25 references)…

Lack of knowledge of learning psychology is the underlying reason for failure in second language learning. The highest cognitive step is not given the required attention. The unanswered question is whether an institutional setting allows for this, or whether an immersion program should be a mandatory complement to any program. (MSE)

An approach to perfecting French language skills, "Mon francaise, je m'n occupe," is described. (LB)

Proposes that heritage language education research findings in Canada fall within three interpretive frames, involving (1) interdependence, which posits that languages complement each other; (2) narrativity, which suggests that there is a narrative structure to the developing mind; and (3) cognitive enhancement, which posits that language and…

A technique, referred to as "Personalities," for helping students practice second-language conversational skills is described. The exercise can teach and review vocabulary, grammatical structures, and cultural information. (Author/LB)

Describes the process and discourse stances of a team of teachers involved in deriving a rating scale for writing ability. Focuses on instances during the process where actions of the participants or their use of the data sample could be shown to influence the criteria potential for variation within the two test method characteristics of "scale…

For immigrants, the acquisition of language, specifically the ability to communicate effectively, is one prerequisite of full integration into the host society. For an adult immigrant second language (L2) learner in Canada, access to opportunities that may enhance communicative ability are often limited to the ESL classroom. However, while…

Vygotsky proposed the concept of the zone of proximal development (ZPD) but did not elaborate the concept of "peer," leaving open the question of how capable a peer should be and how practice or outcome might differ according to a peer's level of capability. These issues were investigated in a sociocultural study of first-year Vietnamese…

Illustrates how a number system in a foreign language can be taught and learned in a cultural context. (PMP)

Discusses the characteristics of three types of Italian students (called "newly arrived,""nostalgic," and "uprooted") and their motivation. (RM)

Advocates the study of poetry in FL classes and suggests methods by which students could be tested on poetry. (KM)

Teaching and testing writing can be structured so that the student progresses through a number of stages involving copying and developing sentences from: nonprint visual stimuli, manipulation of the printed word, visual stimulus by means of word completions, and oral stimuli. Sample exercises and evaluation formula are presented. (SW)