This comparative, classroom-based study investigated the effect and effectiveness of introducing a focus on form approach to a content-based, occupation-specific language program for adults. Thirty-six adults in two classes participated in a 10-week study. One group of 16 adults received content-based instruction that included a focus on form…

Implicit and explicit knowledge of the second language (L2) are two central constructs in the field of second language acquisition (SLA). In recent years, there has been a renewed interest in obtaining valid and reliable measures of L2 learners' implicit and explicit knowledge (e.g., Bowles, 2011; R. Ellis, 2005). The purpose of the present study…

To increase male motivation to learn additional languages studies have suggested teaching males in single-sex second and foreign language classes (Carr & Pauwels, 2006; Chambers, 2005). Despite the reported benefits of this unique arrangement, a review of literature found no related research conducted in Canada or the United States. To address…

As part of a larger study (Rahimi, 2004), this study investigates the use of language learning strategies by post-secondary level Persian EFL learners. Particular attention is paid to the variables affecting learners' choice of strategies, and the relationship, if any, between these variables and learners' patterns of strategy use. Data were…

The present article is part of a large-scale study conducted in Ontario that investigated gender differences in motivation to learn French. However, for this particular article second language (L2) motivation theory is the primary focus. Over the past 30 years of research, the study of L2 motivation has evolved. There appears to be a definite…