The French-as-a-second-language learning experience of anglophone and allophone university students

To compare the French-as-a-second-language learning experience of anglophones (n=187) and allophones (n=61), demographic and background information, selfevaluations, data on language anxiety, and final grades are analysed for students taking first-, second-, and third-year French courses at a Canadian university. It was found that both groups share more characteristics than they differ in the process of learning a second language. More important, they experience comparable anxiety levels, and their final grades in language courses do not differ significantly.