This study sought to determine the extent of the serial position effect in listening to French and to specify the relationship between problem areas in listening to French and the position effect. The study addressed three hypotheses relative to the serial position effect and listening to French: (1) Was there a significant difference between the number of initial consonants and final vowels spelled correctly by L2 learners of French?; (2) Was there a significant difference between the number of initial vowels, medial consonants, and final vowels spelled correctly by L2 learners of French?; and (3) Was there a significant difference between the number of noun phrases, verbs, and objects spelled correctly by L2 learners of French? In Experiment I, the researcher used 10 students of French 101 and 10 students of French 102 randomly selected from students with midterm course grades of "C" or higher. The investigator constructed four lists (10 items each) of stimuli blends of consonants and vowels and of vowels, consonants, and vowels. Subjects were informed that any reasonable spelling of the sound would be correct. Experiment II also used randomly selected students with a midterm grade of "C" or higher. The investigator constructed four lists (two lists of 10 declarative sentences and two lists of 10 interrogative sentences). The results of both experiments provided some evidence of the serial position effect of errors toward medial positions. (Contains 27 references.) (CK)