Examined the motivation of 180 university-bound Lebanese students to learn English as a foreign language (EFL). Data were gathered through a a motivation scale. Findings revealed that integrative motivation, effort, valence, expectancy, and self-estimation of ability were internally related determinants of motivation for learning EFL. Findings…

College Students enrolled in East Asian language classes were surveyed about their language learning motivational orientations (MOs). MOs were classified and measured on seven subscales; integrative, instrumental, heritage-related, travel, interest, school-related, and language use. Learners were highly influenced by interest, language use, and…

Studied the effect of grading classroom communicative activities on student performance at two different levels. Results indicated no significant difference in scores between the experimental and control groups at either level. (10 references) (VWL)

The theory that the goal of public performance can be used as a motivating tool in foreign language learning is the basis for the annual German-cafe theater evening described here. The evening of refreshments and entertainment, entirely produced by the German classes, illustrates authentic German cultural activities. (PMJ)

Examines whether and to what extent differences exist between learners of French, German, and Spanish with respect to range of motivational or motivation-related factors and whether the factor time has any significant effect in this. Concentrates on general or institution-wide language programs in universities. (Author/VWL)

Communication-based teaching techniques are described that lead German language students from input to output in a stimulating and motivating learning environment. Input activities are most useful for presenting speech acts, vocabulary, and grammar; output activities, for fine-tuning those areas as well as for expanding students' productive…

Suggests that the European perspective on adult second language learning provides important background information for adapting such instruction for American adults. Factors discussed include: adults' specific learning biographies; motivation; learning styles; individual differences; teacher-student partnerships; language skill development and…

A positive reinforcement method in a foreign language course is described that emphasizes the relationship between evaluation and the entire learning process. The teacher's role in the formation of student attitudes and the exact nature of the evaluation method are described. (SW)

Sets out the advantages of a functional/notional syllabus as opposed to a grammatical syllabus. Presents topics around which to build a functional/notional syllabus in teaching college-level French. Makes suggestions, based on students' perception of their communicative needs, for the sequencing of these materials. (PMJ)

Evaluates a bilingual/bicultural education pilot program in which native speakers of Vietnamese, Korean, Spanish, and English participated. Language classes were integrated within the overall curriculum. School attendance, motivation, language proficiency, and academic grades all improved. (PMJ)

Describes the use of Daedalus Integrated Writing Environment in the networked computer classroom to teach Spanish grammar and composition. Notes that second language teachers can benefit from advances made in Writing-Across-the-Curriculum programs and that incorporating writing in all disciplines develops critical-thinking skills. (nine…

This paper reports the findings of an investigation of university students' attitudes toward the study of literature and culture in a foreign language program. Discussion centers on why language students consistently rate the study of literature below other aspects of their language courses. (19 references) (JL)