Priorities for Intermediate-Level Language Instruction

Effectiveness of a Guided Inductive Versus a Deductive Approach on the Learning of Grammar in the Intermediate‐Level College French Classroom

“…Through practice first, students were able to see “when” the grammar was used in conversation. This finding on increasing confidence relates to Harlow and Muyskens' (1994) findings on the goals of FL instruction at the intermediate level. The affective goal of increased self‐confidence in overall use of the language was in the top third of goals set for intermediate‐level instruction, as ranked by students (Harlow & Muyskens, 1994).…”

“…This finding on increasing confidence relates to Harlow and Muyskens' (1994) findings on the goals of FL instruction at the intermediate level. The affective goal of increased self‐confidence in overall use of the language was in the top third of goals set for intermediate‐level instruction, as ranked by students (Harlow & Muyskens, 1994). Participants in the present study linked grammar instruction to the development of confidence in language production and therefore to successful language learning, a finding that is consistent with Schulz (1996).…”

Effects of Narrative Script Advance Organizer Strategies Used to Introduce Video in the Foreign Language Classroom

“…Manning () maintained that video instruction in language acquisition is aided by class discussion focused on the students’ background information regarding the video's topic with an emphasis on key words, cognates, and visual cues. In their study, Harlow and Muyskens () reported that students identified film and video as among the most effective classroom and out‐of‐classroom activities for language learning. Huberman and Medish () also reported high student enthusiasm for the value of video materials to create realistic situations while depicting native speakers in action.…”

Using Speaking Test Data to Define the Advanced Proficiency Level for L2 Arabic Speakers

“…While learners' developing proficiency levels across the three communicative modes (interpersonal, interpretive, and presentational) are undoubtedly intertwined to varying degrees, second language (L2) learners are often particularly focused on acquiring a high level of speaking proficiency (Harlow & Muyskens, ; Walker, ). Rivera and Matsuzawa () found that speaking was the number one foreign language learning goal identified by the 48 learners whom they surveyed, including students of both commonly taught and some less commonly taught languages.…”