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An elementary Grammar of the German language: With exercises, readings, conversations, paradigms, and a vocabulary (Worman's series for the modern.
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Changes may occur in all areas, including course offerings, faculty, schedules, degree requirements, policies, fees, and related matters. The Schedule , which describes course offerings, locations and schedules for all CCV academic centers, is published each semester and is available at all CCV offices. Discusses activity of beginning each day's class with a "news flash" presented by a student "reporter.
Language Center
Tourist or explorer? Reflection in the foreign language classroom. Uses metaphors of "tourist" and "explorer" to illuminate the distinction between acquiring linguistic forms and cultural facts on the one hand and using a second language to construct an understanding of another social reality on the other.
E-mail messages of English and German students are used to illustrate this point. Advocates insightful questioning to get at the heart of the cultural issue. Communicative competence and beliefs about language among graduate teaching assistants in French. Modern language Journal , 77 3. Some teaching assistants responded to the Survey of First Year Graduate Teaching Assistants in French, part of which focused on handling typical student questions on grammar.
Analysis suggests that TAs do not conceptualize language according to the model of communicative competence proposed by Canale and SwainAdvocates higher grammatical competence for graduate TA's in French.
Suggests more courses to improve sociolinguistic competence. Hispania , 81 1 , Examination of the cultural content in grammar exercises in recent college-level Spanish textbooks suggests a trend toward integration of cultural content with grammar, in a accordance with recent research on form-based practice within a communicative context. Teachers can supplement their texts' offerings by creating form-focused activities with cultural content and by expanding cultural activities with grammar practice. An overview of new approaches to articulating Spanish programs. Hispania , 79 3 , Argues that coordinated language-learning sequences provide continuity for learners and clearer understandings about the interrelationships of curriculum, instruction, outcomes, and evaluation for teachers.
The article discusses articulation in French, German, and Spanish programs; vertical models of articulation; horizontal articulation; program goals; networking; and individual differences.
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Advocates articulation across levels and institutions of language instruction to avoid needless repetition of already taught and learned material. Time that could be spent on learning new language is wasted on repetition to the point of redundancy. Examines the relationship between anxiety and native-language skill and foreign-language aptitude measures among high school foreign-language learners using the Foreign Language Classroom Anxiety Scale FLCAS.
Findings suggest that skill in one's native language may affect aptitude for learning a foreign language and that the FLCAS may provide an early indicator of basic language problems.
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Differences in language performance among high-, average-, and low-anxious college foreign language learners. Modern Language Journal, 78 1 , Describes and presents results of a study to determine the relationship between native language skills, anxiety, and foreign language competence.
Findings suggest that for some students, FL anxiety may be related to weaknesses in understanding and applying the systems of linguistic codes, in particular, phonological code. Bloom's taxonomy suggests that the learning process moves hierarchically, from simple to complex, in both the cognitive and affective domains. Spanish curriculum typically emphasizes the cognitive over the affective domain. However, the two domains appear to be interrelated. Spanish FLES programs could be enhanced by emphasizing the learning hierarchy of the affective domain.
Argues for inclusion of affective domain in classroom FLES instruction in order to promote whole child development. Hispania , 73 2 , Hispania , 77 2 , Describes a lesson using a big book reading in the TL and discusses follow-up activities to be used in an elementary school classroom. Although using children's literature as the core of an elementary school foreign language program can be time consuming and tedious, with sufficient preparation, it can become a meaningful and memorable experience for both teachers and students.
Foreign Language Annals , 31 1 , Modern Language Journal , 84 2 , Investigated the effect of first-language L1 translations on males and females who are beginning French students emerged in a computer assisted language learning CALL lesson. Specifically, examined whether access to L1 translations affected performance differently on receptive vocabulary tests and whether there were differences in how much time they spent looking up translations.
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Aims to provide language teachers with an impetus to integrate resources available on the Internet into the foreign language classroom. To do so, the teacher must become acquainted with cyberspace culture; establish a hardware link to the Internet; become aware of the breadth, depth, and limitations of the Internet; and integrate these resources into the language classroom.
Modern Language Journal , 77 1 , A study investigated the effectiveness of communicative and noncommunicative class activities for English second-language instruction in relation to student perceptions of the degree to which those activities were enjoyable. Results indicate a positive correlation between enjoyableness and perceived effectiveness but do not show a causal relationship. Computers and teaching composition in a foreign language. Demonstrates how text editing programs can become the platform for a higher volume of student foreign language production, provide a greater variety of writing assignments in the second language, and make grading and writing management easier for language teachers.
Teaching about the environment in the foreign language classroom.
Discusses an approach to teaching about the environment in the Spanish classroom. The approach incorporates oral proficiency goals and is based on authentic materials that are accompanied by worksheets that include prereading exercises, small-group discussion activities and structured conversation and composition suggestions. La France contemporaine: pourquoi l'eduier et comment l'enseigner? The French Review , 69, Advocates renewed interest in teaching and learning French, and presents multifaceted approach to reestablishing this interest.
Using a video camera and task-based activities to make classroom oral testing a more realistic communicative experience. Suggests a low anxiety method for oral testing that allows students to perform at their maximum competence. Francophone learners of English as a foreign language performed metalingual and preference tasks requiring them to utilize second-language knowledge brought to mind under an aural priming activity or a written task.
Results indicate important differences between recall with awareness and recall without awareness, which strongly suggests a positive role for "priming" via the written channel in foreign language learning.
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Suggests ways to integrate films into classroom activities, including pre-film activities that prepare the students for what they will see and what they should look for, questions that draw on the story line, and simple grammar exercises that reflect language used in the film. Advocates inclusion of special needs students in the regular foreign language classroom.
Illustrates how mainstreaming of these students can be successful with proper preparation and support. Modern Language Journal , 83 4 , Investigates whether students learn culture embedded in a video-based language program. Beginning-level French students watched 10 videos as part of the curriculum. A pretest and posttest assessed long-term gains. Do prequestioning techniques facilitate comprehension of French video? The French Review , 72 6 , Discusses advance organizers AOs and their role in student comprehension. Using video to introduce children to a foreign culture.
Foreign Language Annals , 5, Discusses an "experiment" to determine impact of video on learning cultural topics. The experimental group watched a video and read a similar passage while the control group merely read the passage. Author clarifies that use of video for comprehension and retention has not been experimentally tested in the true sense, but nevertheless provides compelling arguments for its usefulness. A comparison study of the effects of video-based versus text-based instruction in the foreign language classroom.
The French Review , 68 5 , Significant differences found in listening comprehension for video-based group, but they also improved their writing skills. The French Review , 65 5 , Argues that the Guided Induction presentation is superior to a deductive one for the teaching of certain grammatical structures to beginning foreign language students. A study is presented that compared both approaches when applied to the learning of French grammatical structures by beginning level U. Advocates inductive grammar presentations in contextualized setting.