The present study aimed to replicate the findings of Dounavi (Journal of Applied Behavior Analysis, 47(1), 165-170 2014) by evaluating the effects of foreign tact and bidirectional intraverbal training on emergent verbal relations. Training involved teaching three English-speaking adults to tact visual stimuli according to their foreign (French) referents, and to vocally emit the reverse relation following the presentation of written words in native-to-foreign (English-to-French) and foreign-to-native (French-to-English) intraverbal relations. A modified multiple probe design using pre-and posttraining probes was used to assess the efficacy of each training method in teaching a small foreign language vocabulary and to probe for emergent relations following training. The findings showed that foreign tact and native-to-foreign intraverbal training was more efficient and resulted in greater emergent responding than training in the foreign-to-native relation. Follow-up probes were conducted 4 weeks after the posttraining probes to evaluate the levels of responding for each of the trained and emergent relations. Results from maintenance probes were varied across the trained and emergent relations; it is interesting that the levels of responding in the emergent relations was greater.