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. 4, Winter

A Discourse-Based Approach to CALL Training and Professional Development
BackgroundComputer-mediated communication (CMC) tools have been used for a variety of purposes across different types of courses and instructional contexts (see Hubbard, 2008; Kessler, 2013). For example, CMC tools such as discussion boards and forums...
A Pragmatist Perspective on Building Intercultural Communicative Competency: From Theory to Classroom Practice
Language teaching should prepare learners as world citizens instead of global human capital.-Byram, 2011, p. 29IntroductionThe importance of intercultural competence has found considerable resonance in the last several decades (Witte & Harden, 2011)....
Development and Assessment of the Effectiveness of an Undergraduate General Education Foreign Language Requirement
The purpose of this report is to contribute to the ongoing efforts to enhance foreign language education and assessment through an analysis of a multiyear faculty-led process of formulating learning objectives and assessing the effectiveness of adding...
Does Measuring L2 Utterance Fluency Equal Measuring Overall L2 Proficiency? Evidence from Five Languages
IntroductionUnderstanding the relationship between a second language (L2) learner's oral fluency and oral proficiency has important implications for L2 acquisition theories, pedagogical practices, high-stakes testing, and so on (de Jong, Groenhout, Schoonen,...
Dual-Modality Input in Repeated Reading for Foreign Language Learners with Different Learning Styles
(ProQuest: ... denotes non-US-ASCII text omitted.)IntroductionLanguage teaching professionals have tended to champion a "more is more" approach, a conviction reflected in the query: "What more can I do to enhance the depth of my students' learning?"...
Dynamic Processes of Speech Development by Seven Adult Learners of Japanese in a Domestic Immersion Context
IntroductionAlthough much has been written about study abroad, only a very limited number of existing studies have addressed language learning in domestic immersion programs, i.e., in contexts where adult learners participate in intensive formal study...
Editor's Message
It is with sincere and abundant thanks that we bid farewell to Managing Editor Dr. Michael Everson. During the last two years, Mike has brought a deep knowledge of the profession to his work on behalf of Foreign Language Annals and has served the journal...
It Takes a Department! A Study of the Culture of Proficiency in Three Successful Foreign Language Teacher Education Programs
IntroductionThe American Council on the Teaching of Foreign Languages/Council for the Accreditation of Educator Preparation (ACTFL/CAEP) Program Standards for the Preparation of Foreign Language Teachers state that "pre-service teachers will speak in...
Native Chinese-Speaking K-12 Language Teachers' Beliefs and Practices
(ProQuest: ... denotes non-US-ASCII text omitted.)IntroductionBecause interest and enrollment in Chinese language programs in K-12 schools in the United States are growing rapidly, the nation is challenged with the task of developing and equipping a...
Reaching Global Competence-Our Profession, Our Students' Future
It is often difficult for educators to find a silver lining in the cloud of uncertainty that we all endure from year to year as we ride the waves of education reform and economic struggles. The field of world language education is particularly vulnerable...
World Language Teacher Candidate Performance on edTPA: An Exploratory Study
Gauging and monitoring teacher effectiveness occupies a critical place in federal and state educational policy. The No Child Left Behind Act (U.S. Department of Education, 2002) brought highly qualified into common parlance, and the later Race to the...
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