The teaching of foreign language advanced grammar (AG) at the college level nowadays continues largely to focus on form, with little attention to its functions and meanings. The practice agrees with neither the Standards for Foreign Language Learning in the 21st Century (National Standards, 2006) nor the advances made in basic language teaching…

This study investigated the effects of processing instruction (PI) and structured input (SI) on the acquisition of the subjunctive in adjectival clauses by 92 second-semester distance learners of Spanish. Computerized visual input enhancement (VIE) was combined with PI and SI in an attempt to increase the salience of the targeted grammatical form…

Visuals depicting places and high frequency nouns (car, tree, bike, bus, etc.) which students learn in the first semester of studying French are described. These will facilitate instructional presentations and, by reinforcing grammatical concepts, assist language acquisition. (PMJ)

Suggests criteria and strategies for an efficient use of textbook grammar presentations to give students a useful and native-like language. Shows how text deficiencies can be remedied through rearrangement and deletion of grammatical points and emphasizes the need for reentering useful, high frequency items in new contexts throughout the course.…

Describes the process by which an authentic document may be integrated into first- and second-year college and high school classes to form a cultural component of foreign language study. A discussion is presented on how linguistic and cultural information can be extracted from these documents to form the grammatical level of students. (Author/VWL)

Driver instruction through the medium of a foreign language is useful in teaching vocabulary, grammar, and culture. The maps, driving manuals, and cars stimulate discussion and communication. Course techniques can include Asher's concept of Total Physical Response wherein students act in response to commands in the foreign language. (PMJ)

This article discusses an approach that uses Socratic questioning to instill grammar awareness in advanced, academically bound second-language learners. Natural versus formal teaching and learning of language forms is reviewed, the theoretical framework is discussed, and the pedagogical concepts on which the theoretical framework is based is…

Discusses a foreign language pedagogy that facilitates teaching for communication and teaching grammar, which is defined as a system for converting meaning into language. The teacher is advised to do in the classroom only what cannot be done elsewhere. Four instructional tactics are described. (SED)