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Direct linkAudrey Rousse-Malpat; Lise Koote; Rasmus Steinkrauss; Marjolijn Verspoor – Language Teaching Research, 2024
We investigated the effectiveness of two different teaching methods based on two different theoretical views of how languages are learned in oral proficiency after three years of L2 French instruction. The first method is commonly used in the Netherlands and is in line with structure-based (SB) principles, viewing language as a set of grammar…
Descriptors: French, Oral Language, Second Language Learning, Second Language Instruction
Van de Guchte, Marrit; Rijlaarsdam, Gert; Braaksma, Martine; Bimmel, Peter – Language Teaching Research, 2019
The present experimental study examined whether a different focus during a pre-task planning observation task affects learners' subsequent oral task performance. Forty-eight ninth-grade students learning German as a foreign language were randomly assigned to two different planning conditions: video observations with a focus on language (FonL) and…
Descriptors: Second Language Learning, Second Language Instruction, Oral Language, Grammar
Kohn, Kurt; Hoffstaedter, Petra – Computer Assisted Language Learning, 2017
This article discusses insights gained from a case study on telecollaboration for intercultural communication in foreign language school contexts. Focus was on non-native English and German lingua franca conversations between pairs of students (aged 14-16, B1 level) from schools in France, Germany, the Netherlands and Spain. Telecollaboration…
Descriptors: Video Technology, Foreign Countries, Case Studies, Intercultural Communication
Michel, Marije C. – Modern Language Journal, 2013
The present study explores the use of conjunctions in simple versus complex argumentative tasks performed by second language (L2) learners as a specific measure for the amount of reasoning involved in task performance. The Cognition Hypothesis (Robinson, 2005) states that an increase in cognitive task complexity promotes improvements in L2…
Descriptors: Oral Language, Second Language Learning, Linguistic Performance, Language Usage
