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Grey, Sarah; Cox, Jessica G.; Serafini, Ellen J.; Sanz, Cristina – Modern Language Journal, 2015
While research suggests that study abroad (SA) benefits second language (L2) oral fluency, its benefits for other domains are less clear, especially for shorterterm programs, which are becoming more common. Additionally, studies investigating the relationship between cognitive capacity and benefits of SA report inconsistent patterns. In light of…
Descriptors: Role, Individual Differences, Study Abroad, English
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Spielmann, Guy; Radnofsky, Mary L. – Modern Language Journal, 2001
Examines the role of tension in the process of instructed second/foreign language acquisition on the basis of findings from a comprehensive ethnography of the 7-week intensive beginners' class in the summer French School of Middlebury College. This project completes and challenges the current research paradigm on language anxiety as it shifts the…
Descriptors: Communication Apprehension, Ethnography, French, Intensive Language Courses
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Polio, Charlene; Gass, Susan M. – Modern Language Journal, 1998
Because interaction gives language learners an opportunity to modify their speech upon a signal of noncomprehension, it should also have a positive effect on native speakers' (NS) comprehension of nonnative speakers (NNS). This study shows that interaction does help NSs comprehend NNSs, contrasting the claims of an earlier study that found no…
Descriptors: College Students, Cues, English (Second Language), Higher Education
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Gradman, Harry L.; Hanania, Edith – Modern Language Journal, 1991
A study investigated which of many possible variables in the student's language learning background (formal learning, exposure and use in class, extracurricular exposure and use, attitudes and motivation) were important in second-language learning. Subjects were 101 students in intensive English-as-a-Second-Language (ESL). Several success factors…
Descriptors: College Students, English (Second Language), Higher Education, Intensive Language Courses
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Currall, Steven C.; Kirk, Roger E. – Modern Language Journal, 1986
Describes an investigation of whether grades in an intensive French course could be predicted by combining information obtained in a brief interview conducted by the teacher with information from academic records. Results showed that overall grade point average is the best single predictor of performance in foreign language courses. (SED)
Descriptors: Academic Records, Aptitude Tests, French, Grade Point Average
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Cohen, Andrew D. – Modern Language Journal, 1974
Reports on the Culver City, California, Spanish Immersion Program, modeled after the St. Lambert, Montreal, Canada bilingual education program. (RL)
Descriptors: Bilingual Education, Intensive Language Courses, Language Instruction, Modern Languages
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Benseler, David P.; Mazur, Gertrud S. – Modern Language Journal, 1973
An experimental, intensive German language course for graduate students at Washington State University is described. (RL)
Descriptors: College Language Programs, College Students, German, Graduate Students
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Richardson, Horst F. – Modern Language Journal, 1973
Descriptors: Audiolingual Methods, Flexible Scheduling, German, Intensive Language Courses
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Ehrman, Madeline E.; Oxford, Rebecca L. – Modern Language Journal, 1995
Examines the relationships of individual difference variables to end-of-training proficiency ratings in speaking and reading for a large sample of adults in intensive training in a wide range of languages at the U.S. Department of State. Variables included tested cognitive aptitude, learning strategies, learning styles, personality, motivation and…
Descriptors: Adult Students, Cognitive Ability, Cognitive Style, Data Analysis
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Nixon, St. John – Modern Language Journal, 1968
Development of an intensive course in English which is offered to Dutch businessmen at the Netherland's School of Business is described in this article. The duration, scope, and level of the two-week conversational course are examined with particular emphasis on problems characteristic of this type of program. The author includes a sample program…
Descriptors: Business Education, Business English, Conversational Language Courses, Curriculum Development
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Keilstrup, Duane V. – Modern Language Journal, 1981
Describes a summer intensive advanced German language program at the University of Texas at Arlington that has been conducted since 1975. Discusses course organization, teaching methods, class activities, testing, and the success of the program in terms of increasingly higher achievement ratings. (MES)
Descriptors: Advanced Courses, Class Activities, Classroom Techniques, College Second Language Programs