This article reports on French as a second language (FSL) teachers' perceptions of using the Common European Framework of Reference (CEFR)-informed instruction (action-oriented instruction focusing on language use) in FSL classrooms in Ontario. In particular, this paper focuses on teachers' perspectives of the strengths and challenges of providing…

This article explores variation in the use of the pronouns "nous" and "on" for first-person plural reference in a substantial corpus of French-language Internet chat discourse. The results indicate that "on" is nearly categorically preferred to "nous," which is in line with previous research on informal spoken French. A qualitative analysis of…

This article presents a variationist analysis of verbs meaning "reside" in Ontario French. Four lexical variants are examined: "demeurer," "habiter," "rester" and "vivre." Results reveal that "rester" is used most often by unrestricted speakers and least often by those whose use of French is restricted. "Vivre" is found frequently in the speech of…

Through research and classroom observation undertaken while conceptualizing and implementing the Intensive French program in Canada, many new insights were gained into the development of communication skills in a classroom situation. Five lessons learned about the development of spontaneous oral communication are presented in this article: the…

Examined Grade 8 French immersion students use and accuracy of pronominal verbs within one of two tasks--jigsaw or dictogloss--while working in pairs. Two groups of students viewed a videotaped mini-lesson on pronominal verbs, while another two did not. Found that the mini-lesson had a significant impact on students' use of pronominal verbs in…

Examines the effect of the use of French as a second language on the performance of subjects in receptive skills (listening and reading comprehension) and productive skills (speaking and writing). Results establish a link between the use of the language after learning has occurred and the difference between pre- and post-test measures. (Author/VWL)