Integrating Grammar and Vocabulary in Second Language Cultural Content

The intent of this book is to provide ideas and support for integrating form with content; this is done through presenting qualitative and quantitative results from an experiment involving beginning and intermediate learners of French. The quantitative experiment tests the effect of integrating grammatical and lexical forms (i.e., focus-on-form) into a content- (culture) enriched lesson. The results show positive support for integrating grammar and vocabulary within a cultural lesson. The qualitative aspects of the study concern teachers? implementation of specific instructions during a lesson, as well as their language choice in the classroom (English vs. French). The data reveal that even when given specific instructions to carry out a lesson, teachers tend to follow their natural teaching style. Regarding language choice, teachers choose English in instances of immediate translations, delayed translations, and feedback to their students. Suggestions of pedagogical applications for teaching second language culture and of theoretical implications are proposed for second language teachers, teacher educators, and researchers.