The purpose of this study was to explore the nature of effective teacher-student verbal interaction during the instructional time with the emphasis on teacher's talk, and its role on linguistically and culturally diverse adult English language learners' (ELL) learning English as a second language. A group of advanced-level English as a Second…

This repeated-measures, counter-balanced study reports on a comparison of quantity and quality of one teacher's language in face-to-face (FTF) and written electronic (WE) discussions with advanced English as a Subsequent Language (ESL) students. Transcripts from the two types of discussions were compared for complexity of teacher input and the…

To extend the reach of the second language (L2) classroom, learners may be given opportunities to interact with native speakers through contact assignments or volunteer work organized through their L2 program. An underlying assumption of these practices is that "real-world" and classroom experience offer different but complementary opportunities…

This paper presents the results of a small-scale study of codeswitching (CS) between Chinese and English in primary English classrooms with a view to informing classroom interaction with young learners of English as a Foreign Language (EFL). It analyzes CS of two teachers participating in the Primary English Curriculum Innovation (PECI) project in…

This study presents the results of a web-based questionnaire administered to 166 second language teachers and designed to obtain information about their use and needs of information and communication technologies (ICTs) as related to language learning (LL). Analyses revealed that, although teachers believe that second language acquisition is…

A theoretical analysis of the reply (in conversation), from which, it is claimed, conclusions may be drawn for methodological work. (Text is in German.) (IFS/WGA)

Examines types of corrective feedback, their distribution, and effects, most ostensibly uptake, as produced in nonnative/nonnative conversational dyads in French. (Author/VWL)

Discusses the different theoretical perspectives concerning input data to second-language (L2) learners, and examines the learners contributions to input and the interactions between what learners take in themselves and what is given to them. (58 references) (GLR)

Discussion of interaction and performance feedback in the language learning process focuses on a study at the Open University of Hong Kong that explored tutor and student perspectives on the feedback in a distance language course. Results showed a need for more training for tutors and students to successfully use feedback. (Author/LRW)

Though the need for a language or languages to describe teacher behavior has been recognized for some time, few systems of analysis exist. A conceptual framework and a set of terms have been developed to describe the messages students and teachers send and receive in second language classrooms. This system is called FOCUS (an acronym for Foci for…

This digest focuses on the teaching of foreign languages through distance learning, which refers to instruction via satellite or other long-distance telecommunication technology. The following questions are addressed: (1) What is distance learning? (2) Why is distance learning used? (3) How can distance learning provide the interaction necessary…

Investigates how Japanese and American students initiate topical talk as they get acquainted with each other during their initial encounter at a student-organized conversation table. Looks at the observable and reportable ways in which the participants demonstrate the relevance, or the irrelevance, of interculturality in the development of the…

This article reprint focuses on how to develop communicative competence in a foreign language. Discusses autonomy in language use, essential processes in learning to communicate, problems with drills, communication drills, using language freely for normal purposes, and autonomous interaction in the language program. Suggests natural uses of…

Presents the necessary steps for designing an effective language learning tool to foster communication and negotiation, considering the importance of supporting integral education, using tasks, providing elaborated input and feedback, and promoting collaborative learning. Reports on a study conducted using such a tool to determine whether…

According to prior assumptions that a second language is acquired by being used as a tool for doing things with others, this article analyzes certain mechanisms that teacher and pupils use to build up the meaning of their interaction in the target language. (106 references) (JL)