Psychological models of first language (L1) textual comprehension distinguish between expository and narrative texts but are unclear on differences of inference generation between the two types of texts in a second language (L2). Forty-seven undergraduate students performed a comprehension task using two narrative and two expository texts in an L2. Participants generated questions at specific points throughout each text. Responses were categorised under six question types: scripturally implicit, textually implicit, textually explicit, linguistic and miscomprehension. Results showed that subjects generated more inferences for narrative texts while exhibiting more miscomprehension for expository texts.

This article examines the process by which college‐level foreign language programs evaluate and select instructional materials for beginning level courses. A review of the relevant literature reveals an ambivalent relationship with textbooks, often the default curriculum for language courses. Despite textbooks' apparent key role in language programs, there is a surprising lack of cohesive recommendations from the field on evaluating and selecting textbooks. Results of an informal survey illustrate how the textbook selection process, individuals involved, and individuals' satisfaction with the selection process varied across programs. Respondents with established selection processes involving more stakeholders tended to be more content with process and selection. The authors conclude that there is a need for greater transparency and a broader professional discussion of this critical matter in language learning and teaching.

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