Abstract
This article examines the role of classroom climate as it is generated by student-to-student interaction, rather than instructor-to-student interaction in the post-secondary French classroom. Using an instrument originally developed to measure classroom climate in native language public speaking courses, classroom climate in a beginning postsecondary French class and in an advanced French conversation class is measured and compared. Classroom climate scores are also compared to performance as measured by final course grades. Based on results of the literature review and the present study, this article also applies findings from research in small group dynamics to the language learning classroom.
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