This paper presents a quantitative analysis of the variable use of the subjunctive which constitutes a notable "fragile zone" in the spoken French of advanced L2 learners. A comparative approach is adopted to consider the relative impact of naturalistic and instructed L2 exposure in the case of our learner-participants who were Irish university…

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…

Discusses part of a large-scale survey on the oral performance of advanced French-as-a-second-language students, as represented by recorded speech. Although schwa rarely leads to semantic confusions, its analysis in word-median or monosyllabic contexts shows interesting phonostylistic variations. (Author/VWL)

Presents comparative think-aloud protocols of beginning level language learners listening to an oral test. Argues that successful listeners use more metacognitive strategies and use these strategies to interact at a deeper level with a text to construct meaning. Outlines an instructional model for developing metastrategic awareness. (Author/VWL)

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)

Describes the retrieving and transposing of utterances from plays that were staged in the context of a French course using drama techniques. Results show consistency even though the number of retrieved and transposed utterances varied between the subjects from one task to the other. (Author/VWL)