Dual language immersion (DLI) as an alternative model to monolingual English-medium education has continued to expand rapidly over the past decade. As this model continues to grow across the United States, stakeholders look to research to demonstrate sustainability and scalability of dual language programs. Drawing on 224 schools, the statewide…

This study advances previous research about the effects of explicit instruction on second language (L2) development by examining learners' use of verbal morphology following different types of explicit information (EI) and comprehension practice. We investigated the extent to which additional EI about the first language (L1) can reduce the effects…

This longitudinal study of 17 American learners of French lies at the intersection of 2 complementary fields of inquiry in second language acquisition (SLA): language variation and change (LVC) and language acquisition during study abroad. Studies in LVC examine the nature and use of linguistic features that have more than 1 possible realization…

Research on multilingual acquisition has investigated various combinations of languages to identify the factors determining how learners express motion. Our research examines the semantics of motion expression in learners whose first language (L1) exhibits more variation than their foreign language (L2/L3). The present study compares upward motion…

This study investigates willingness to communicate (WTC) and its determinants through structural equation modelling (SEM). Building on models by MacIntyre and Charos (1996) and Yashima (2002), it addresses 3 apparent gaps in the current knowledge base: It is the first SEM-based WTC study in a Western European context, investigating French as a…

We present results of 2006 and 2008 replications of the 2000 General Social Survey (GSS), which included nine questions on languages other than English (LOEs) spoken (Robinson, Rivers, & Brecht, 2006). In 2000, 26% claimed they could speak another language, with 10% saying they could speak it "very well." In 2000, foreign language…

Many colleges and universities in North America employ foreign language housing (FLH) as a means of exposing students to a second language (L2). However, little research examines the effectiveness of these houses on L2 use and gains. The purpose of this study was to examine whether L2 learners living in FLH use the L2 more and whether they make…

English learners of French whose first language (L1) does not mark the perfective/imperfective distinction have shown verb semantic influence and an overall preference for perfective over imperfective in their use of second language (L2) tense-aspect markers. This study investigated whether learners whose L1 marks the perfective/imperfective…

Listening in a second or foreign language is a very demanding task because it involves both correctly interpreting incoming speech and responding appropriately to the speaker. This qualitative classroom-based investigation describes the types and frequency of reception strategies used by learners at three different proficiency levels in French…

This study was undertaken to determine the relative effectiveness of communicative and noncommunicative oral language practice in beginning college French. Two groups of students were compared regarding type of oral practice. Communicative practice students were superior to noncommunicative practice students in ability to send and receive messages…

Presents an approach to developing a grammatical scope and sequence for elementary and intermediate foreign-language instruction that is different from the standard model, which bases the grammatical syllabus of a textbook on tradition, intuition, or both. The article argues that different descriptions of grammar are needed for each of the skills…

This article reports on a study exploring the respective contributions of first language (L1) listening comprehension ability and second language (L2) proficiency to L2 listening comprehension ability. The participants were 75 Grade 8 English-speaking students learning French. The students completed tests in French and in English that required…

Reviews key issues in the debate over the role of grammar in the American Council of Teachers of Foreign Languages (ACTFL) Oral Proficiency Interview and in corresponding proficiency guidelines as well as the debate's potential impact on foreign language curricula. Data describing the grammatical accuracy of 40 interviews at various proficiency…

A study investigated aspects of reading comprehension for familiar and unfamiliar topics among native and nonnative English-speaking college students enrolled in French and Italian courses. Results suggest that, as comprehension proficiency improves, qualitative differences appear rather than just quantitative ones. Background knowledge was found…

Compared 719 first-, second-, third-grade students enrolled in partial-immersion (PI) programs in Japanese, Spanish, or French to 3 comparison groups. Outcome measures used were a mathematics test, Metropolitan Achievement Test in Reading, and Student Oral Proficiency Rating. PI students scored at least as well as, and to some extent better than,…