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Viakinnou-Brinson, Lucie; Herron, Carol; Cole, Steven P.; Haight, Carrie – Foreign Language Annals, 2012
Grammar instruction is at the center of the target language (TL) and code-switching debate. Discussion revolves around whether grammar should be taught in the TL or using the TL and the native language (L1). This study investigated the effects of French-only grammar instruction and French/English grammar instruction on elementary-level students'…
Descriptors: College Students, Scores, French, Code Switching (Language)
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Vogel, Severine; Herron, Carol; Cole, Steven P.; York, Holly – Foreign Language Annals, 2011
This study investigated how to present grammatical structures to intermediate-level French college students. It compared the effects of a guided inductive and a deductive approach on short- and long-term learning of 10 structures. A mixed-methods design was adopted to assess learning of the structures and to investigate preference of approach.…
Descriptors: Grammar, Logical Thinking, French, Second Language Learning
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Haight, Carrie; Herron, Carol; Cole, Steven P. – Foreign Language Annals, 2007
This study investigates the effectiveness of deductive and guided inductive approaches for teaching grammar in college French classrooms. Forty-seven second-semester French students were taught eight grammatical structures: four with a deductive instructional approach and four with a guided inductive instructional approach. A quasi-experimental…
Descriptors: Second Language Learning, Tests, Teaching Methods, French
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Mills, Nicole; Pajares, Frank; Herron, Carol – Foreign Language Annals, 2006
Research findings from several academic domains have demonstrated that students' judgments of their own academic capabilities, or self-efficacy beliefs, influence their academic behaviors and performances. Absent from this body of research are studies assessing self-efficacy beliefs and their relation to foreign language proficiency. Informed by…
Descriptors: Epistemology, Language Proficiency, French, Anxiety
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Allen, Heather Willis; Herron, Carol – Foreign Language Annals, 2003
Investigated linguistic and affective outcomes of summer study abroad participation by 25 college French students. Sought to determine if significant changes occurred in two linguistic factors--oral and listening French skills--and two affective factors--integrative motivation and language anxiety after study abroad. (Author/VWL)
Descriptors: College Students, Communication Apprehension, French, Higher Education
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Herron, Carol – Foreign Language Annals, 1982
The popular image of foreign language study as primarily for academically talented college-bound students is explored, and related historical documentation examined. It is suggested that contemporary versions of the theory on which this myth is based can support open-door rather than elitist policy toward foreign language study and reinforce…
Descriptors: Academic Ability, Basic Skills, College Bound Students, Educational Objectives