MSI Press Blog

  Achieving Native-Like Second Language Proficiency  (Speaking) by Betty Lou Leaver is a research-based catalogue of factors that would seem to predict ability to reach the highest level of foreign language proficiency and is based on common characteristics shared by more than 200 near-native speakers, identified by self-report, survey, and interviews by master testers. Following up on previous posts, one of the motivational frameworks considered was achievement motivation. Twenty-six percent of the interviewees mentioned several aspects of achievement motivation . Many of them said that performing well in language learning was important to them, or at least had been so in at early levels of proficiency when they were in beginning language classes. In a few cases, interviewees defined “doing well” as getting a good grade; more commonly, these being adult learners, they defined it as earning the respect and approbation of their peers in the same class. (Teacher approbation has not been

  Achieving Native-Like Second Language Proficiency  (Speaking) by Betty Lou Leaver is a research-based catalogue of factors that would seem to predict ability to reach the highest level of foreign language proficiency and is based on common characteristics shared by more than 200 near-native speakers, identified by self-report, survey, and interviews by master testers. Contrary to popular belief, far from all the interviewees, including the polyglots, were good classroom language students. One remembers receiving a D in a college Japanese course and being told to give up on languages and take an easier course. In a bygone day (clearly), a French professor threw a book at a current Level-4 speaker of French in exasperation at her then very strongly non-Parisian accent. A near-native speaker of Russian got C after C in college Russian courses and was gently encouraged to consider other languages. Many of the interviewees reported frustration with their early language-learning experience

Excerpt from Practices That Work by Thomas Jesus Garza.  Be Sensitive to Learning Styles   Betty Lou Leaver (Defense Language Institute Foreign Language Center) Madeline Ehrman (Foreign Service Institute) Teachers working with language learners at all levels have for some decades now recognized that learners have specific sensory and cognitive preferences when it comes to learning and specific ways of interacting with classmates. These individual differences can be very important both in positive and negative ways in the language process, the significance of which may change as one progresses up the ladder of proficiency. One phenomenon that has been observed by language teachers and their learners over time is the “tortoise and hare” syndrome. Learners who are painfully accurate—and therefore slow— in the beginning of language study often outdistance their faster peers who can plateau at the Advanced/Superior threshold because they have become comfortable with being

  Today (October 24) is the anniversary of Madeline E. Ehrman' s death in 2015. It seems difficult to believe that seven years have passed since she was sitting with the MSI Press editor, talking about what would be her last (still unpublished, but posthumously planned publication) book, The E&L Construct -- an  instrument , copyrighted at the US Library of Congress in 2002,. The E&L instrumnt identifies neurodiversity preferences that she (the E) designed and validated with Betty Lou Leaver, MSI Press managing editor (the L), when they both worked for US government institutions. The E&L Cognitive Styles Construct is not the first posthumous book that MSI Press has published, nor is it likely to be the last. It is a tribute to Madeline, however, that interest in the instrument has grown and become such that a posthumous book is considered viable. Madeline worked her entire career at the Foreign Service Institute. After she died (from stomach cancer, likely resulting fr