Foreign Language Annals

Foreign Language Annals is a quarterly journal that was founded in 1967. It is published by the American Council on the Teaching of Foreign Languages. The journal is dedicated to the advancement of foreign language teaching and learning. It has a circulation of about 11,000 subscribers, most of whom are foreign language instructors. The publication is edited by Leslie L. Schrier with the help of managing editor, Jennifer Henriquez.

Articles from Vol. 47, No. 2, Summer

Assessing the Validity of Can-Do Statements in Retrospective (Then-Now) Self-Assessment
IntroductionSeveral years ago, a former student related an experience he had after completing an intensive 12-week Russian course in preparation for spending 2 years in Russia. Just prior to boarding his plane, he called his parents to say goodbye and...
Converting Data to Knowledge: One District's Experience Using Large-Scale Proficiency Assessment
Particularly during the last decade, foreign language teachers have been largely uninvolved in the high-stakes testing movement initiated by such legislation as No Child LeftBehind (NCLB, 2002) that has linked government funding to yearly test scores...
Digital News Stories: Building Language Learners' Content Knowledge and Speaking Skills
IntroductionThe advent of Web 2.0 technology1 brought new dimensions to foreign language learning and afforded learners new avenues to explore functional use of the target language. Because it is challenging to help students develop communicative language...
Editor's Message
My Editor's Message in the spring issue of Foreign Language Annals invited readers to pose critical questions about the teaching of languages-in particular, about the many ways in which educators can provide meaningful, age-appropriate, differentiated,...
Focused Instruction in Spanish Syllabification
IntroductionMany second language learners find the development of native or near]native pronunciation of vowels and vowel sequences to be particularly challenging due to differences in articulatory reference points between the native and the new language....
Language Use in the Foreign Language Classroom
IntroductionStudents' first and target language are often used by both teachers and students during instruction in the foreign language classroom (Levine, 2011). Changes from one language to another, called code-switching, have been defined in a variety...
Preparing Global Professionals through Commitment and Collaboration
Recently, I had an experience that most educators have infrequently in their careers, one that causes us to pause and reflect on our time in the profession. Two former students whom I taught many years ago in a French language course, one who now works...
Service Learning, Phonemic Perception, and Learner Motivation: A Quantitative Study
IntroductionService learning, a beneficial form of experiential education that combines meaningful community service with reflection and course instruction, has increased in popularity over the years. In fact, given its potential for students' personal...
Spoken Spanish Language Development at the High School Level: A Mixed-Methods Study
The rise of communicative language learning has led to widespread acceptance of communicative competence as a primary goal of language education and, as such, central to good classroom practice (Savignon, 1997). This approach to language instruction...
The Use of Pre-/Posttest and Self-Assessment Tools in a French Pronunciation Course
The teaching of second language (L2) pronunciation has received increasing attention, particularly as it pertains to the acquisition of "intelligible," but not necessarily unaccented, English1 (e.g., Derwing, 2008; Derwing & Munro, 2005; Derwing...
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