180 LIST OF TABLES AND FIGURES Table 1 Characteristics of the grammar-translation method Table 2 Ten observations for e ective L2 learning Table 3 Five prerequisites for course material development Table 4 Overview of participants Table 5 Main characteristics of the SB approach Table 6 Main characteristics of the DUB approach Table 7 Time spent on reading skills (including literature) Table 8 Time spent on listening skills (including literature) Table 9 Reading and listening scores a er six years of instruction Table 10 Overview of holistic scores by expert teachers and morphosyntactic pro ling Table 11 Overview of CAF measures Table 12 Categorization of chunks, adapted from Verspoor et al. (2012, p. 250) Table 13 Summary of CAF measures Table 14 Overall chunk coverage by instructional group Table 15 Di erences in chunk coverage per type of chunk Table 16 CAF measures Table 17 Chunk coverage and CAF measures correlations coe cients Table 18 Overall French l2 oral pro ciency, split per teaching programs Table 19 Scores on four aspects of oral pro ciency compared between two groups Table 20 Categorization of chunks, adapted from Verspoor et al. (2012, p. 250) Table 21 Six principles for CLT programs Table 22 Five principles for course material development Figure 1 Distribution of participants in research groups and cohorts
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