Although previous work has analyzed the communication strategies (CS) of L2 learners (e.g., Faerch & Kasper, 1983; Tarone, 1980, 1977), this research is an attempt at studying CS used by both 12 speakers and their interviewers during a videotaped interview. Fifty-three beginning French learners were interviewed and the videotape was analyzed for CS used by both interactants; learners' performance was also rated (ACTFL, 1982). Subjects were instructed either by Total Physical Response (Asher, 1977, 1969) or Strategic Interaction (SI) (Di Pietro, 1982, 1979).Data were subjected to correlational and MANOVA analyses. Significant differences were detected between groups. In general, the higher the proficiency rating, the lower was the use of CS. The method of instruction appeared to have an important bearing on amount and kind of CS used and on proficiency ratings received. SI students and their interviewers used fewer CS; SI learners also received higher ratings.It appears that SI facilitated students' development of at least two underlying competencies, linguistic and interactional (Palmer, 1979; Canale & Swain, 1980). It is also posited that SI students' diminished use of CS indicates a higher degree of control over the activity, as proposed by the Vygotskian paradigm (Vygotsky, 1962).

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Upon reviewing the data from a previous study (Masuda and Labarca forthcoming) on the effects of using a Cognitive Linguistics (CL) explanation and schematic diagrams to teach Japanese polysemous particles to college students, a tendency to longer-term retention was detected. In this chapter, we analyze student languaging (Swain et al. 2009) in audio-recorded protocols made while higher and lower pairs worked on activities. The relationship between pair level and type of languaging was found to be significant (p = <.05). Qualitative analyses indicate that there is a relationship between languaging quality and the pairs' ability to correctly identify and use particle functions. Progress, as measured in contextualized fill-in-the-blank exercises as well as in story writing, seems to be facilitated by higher-level languaging, e.g., proposing theory about particles used. Moreover, schematic diagrams seem to better support understanding of difficult grammatical concepts as well.

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