This study examined the relationship between time spent on reading and reading comprehension in a second language (L2). Eighty-one French-speaking learners of English, from beginners to advanced, were tested for reading comprehension in French and in English as well as for English grammar and vocabulary competence. Low-proficiency learners showed…

This study examined how two motivational substrates may be differentially important depending upon the learner's language background. Students registered in German classes (N = 99) completed a questionnaire that assessed (a) their intrinsic, extrinsic, integrative, and instrumental reasons for learning German; (b) their feelings of autonomy,…

A discussion of reading comprehension examines the notion of "mediators," the motivational, contextual, and referential factors that contribute to comprehension, and explores the means for introducing these factors into the second language classroom. (MSE)

Differences between the academic (American Council on the Teaching of Foreign Languages) and government (Foreign Service Institute) versions of the oral proficiency interview test are examined, and data from two studies of interrater reliability are presented and discussed. (MSE)

Presents comparison of three types of exchange programs between anglophone and francophone students in Quebec and their effects on students' language and cultural attitudes. Results showed that direct contact between geographically distant groups is more successful than exchanges between geographically close groups and between distant groups where…

A sociolinguistic approach and ethnographic information are essential to the development of successful French native language instruction in Alberta and other francophone minority settings in Canada. Teachers should develop an appreciation of the local French and the sociocultural context to enhance students' motivation to learn and maintain their…

A method of assessing language dominance using self-reports of language usage in social interaction, language preference in answering a written questionnaire, and language proficiency measured by equivalent tests of linguistic aptitude is outlined. The results of the method's application on francophone ninth and twelfth graders in northeastern…

Differences in procedures used by academic institutions and government agencies in administering the American Council on the Teaching of Foreign Languages' Oral Proficiency Interview test are examined, and results and implications of two studies of interrater reliability are discussed. (MSE)

The status and future of commercial French, widely used in Canada but not widely taught, are discussed and the relevance of Canadian commercial French textbooks for instruction is examined. (MSE)

A collection of gross errors in language usage can be used effectively for classroom practice in error analysis and can increase students' understanding of the conceptual and functional frameworks of language use by appealing to their sense of humor. (MSE)

Two studies performed in secondary schools and at the University of Ottawa investigated the usefulness of Georges Henry's 1975 short readability formula, designed specifically for French, for evaluating instructional texts. (MSE)

The design and evaluation of two cross-cultural workshops, one for teacher trainees in English as a second language (ESL) and one for teachers and administrators in a school district, are described, and the relationship of the specific evaluation methods to course improvement is discussed. (MSE)

A program model designed to provide intercultural training and foster a global approach to professional education is described. The steps and components necessary to construct a foreign language intercultural course according to this model are outlined. (MSE)

Exercises exploiting the proximity of two French registers (vernacular and standard) are proposed as a means of solving interference problems in Acadians learning standard spoken French. (MSE)

A taxonomy of the forms of literacy found in the Northwest Territories is proposed. The forms include Biblical, pragmatic vernacular, high vernacular, schooled vernacular, pragmatic English language, and essayist literacy. General and specific literacy functions, addressor-addressee relationships, and typical message form and script are noted for…