Strategy instruction in listening for lower-intermediate learners of French

Second language listening has historically proved to be a difficult skill. Strategy instruction studies have sought to bring about improvements in subjects’ listening but with mixed results. This lack of success might be due to the nature of listening strategy theory and its influence on conceptualizations of listening strategy instruction. The current study, based on an initial descriptive investigation of a specific population of learners, measured the effects of strategy instruction on both the listening performance and self-efficacy of 68 lower-intermediate learners of French in England, against a comparison group. Moreover, the effects of high- and low-scaffolded interventions were compared. Results suggest that the program improved listening proficiency and learners’ confidence about listening. Implications for pedagogy and strategy theory are discussed.

Giving up on modern foreign languages? Students' perceptions of learning French

This article reports on the findings of an investigation into the attitudes of English students aged 16 to 19 years towards French and how they view the reasons behind their level of achievement. Those students who attributed success to effort, high ability, and effective learning strategies had higher levels of achievement, and students intending to continue French after age 16 were more likely than noncontinuers to attribute success to these factors. Low ability and task difficulty were the main reasons cited for lack of achievement in French, whereas the possible role of learning strategies tended to be overlooked by students. It is argued that learners' self-concept and motivation might be enhanced through approaches that encourage learners to explore the causal links between the strategies they employ and their academic performance, thereby changing the attributions they make for success or failure.

The effects of low-temperature potato storage and washing and soaking pre-treatments on the acrylamide content of French fries

BACKGROUND: Since the discovery in 2002 of acrylamide in a wide range of foods, there has been much work done to explore mechanisms of formation and to reduce acrylamide in commercial products. This study aimed to investigate simple measures which could be used to reduce acrylamide formation in home-cooked French fries, using potatoes from three cultivars stored under controlled conditions and sampled at three time points. RESULTS: The reducing sugar content for all three cultivars increased during storage, which led to increased acrylamide levels in the French fries. Washing and soaking (30 min or 2 h) raw French fries before cooking led to reductions in acrylamide of up to 23, 38 and 48% respectively. Pre-treated fries were lighter in colour after cooking than the corresponding controls. CONCLUSION: Pre-treatments such as soaking or washing raw French fries in water reduce acrylamide and colour formation in the final product when cooking is stopped at a texture-determined endpoint. (c) 2008 Society of Chemical Industry.

Aroma compounds in French fries from three potato varieties

Sugars and free amino acids were measured in three potato varieties widely available in the United Kingdom. French fries were cooked for 6, 9 and 12 min at 180°C, and the effects of cooking time and variety on volatile composition were examined. Maillard reaction-derived aroma compounds increased as cooking time increased. Varieties Desiree and Maris Piper were relatively high in sugars and aroma compounds derived from sugars, e.g. 5-methylfurfural and dihydro-2-methyl- 3[2H]-furanone, whereas variety King Edward was relatively high in free amino acids and their associated aroma compounds, such as pyrazines and Strecker aldehydes.