This project firstly explored Iranian English as a foreign language (EFL) students’ perceptions about written corrective feedback (WCF)-related practices and preferences. Secondly, the student participants’ first language (L1; e.g., Farsi) learner identities were operationalized, especially focusing on the skill of writing, WCF, and grammar-centred WCF. Thirdly, the students’ affective engagement with WCF was scrutinized, particularly in light of L1 student identities. The participants in the study were 15 students in an Iranian EFL context. Analysis of interview data revealed that the skill of writing was held in low regard by the students. Also, several discrepancies emerged vis-à-vis WCF methods (e.g., direct vs. coded), error correctors (e.g., teacher feedback vs. peer feedback), the amount of correction (e.g., selective vs. comprehensive correction), and the relative importance of different components of writing (e.g., grammar vs. content vs. organization). In particular, the findings showed that the students’ L1 identities involved low regard for writing, but high regard for speaking skills, and that they attached high value to grammatical accuracy and teacher explicit feedback. Finally, the findings indicated that: (a) the students’ second language (L2) identities (e.g., WCF-related preferences) were profoundly affected by their L1 student identities, and (b) the discrepancies between the students’ L2 writing preferences (e.g., preferred amount of WCF) and the teachers’ reported practices could potentially hinder students’ affective engagement with WCF.
{"title":"Student Writers’ Affective Engagement with Grammar-Centred Written Corrective Feedback: The Impact of (Mis)Aligned Practices and Perceptions","authors":"Hooman Saeli, A. Cheng","doi":"10.7202/1065058ar","DOIUrl":"https://doi.org/10.7202/1065058ar","url":null,"abstract":"This project firstly explored Iranian English as a foreign language (EFL) students’ perceptions about written corrective feedback (WCF)-related practices and preferences. Secondly, the student participants’ first language (L1; e.g., Farsi) learner identities were operationalized, especially focusing on the skill of writing, WCF, and grammar-centred WCF. Thirdly, the students’ affective engagement with WCF was scrutinized, particularly in light of L1 student identities. The participants in the study were 15 students in an Iranian EFL context. Analysis of interview data revealed that the skill of writing was held in low regard by the students. Also, several discrepancies emerged vis-à-vis WCF methods (e.g., direct vs. coded), error correctors (e.g., teacher feedback vs. peer feedback), the amount of correction (e.g., selective vs. comprehensive correction), and the relative importance of different components of writing (e.g., grammar vs. content vs. organization). In particular, the findings showed that the students’ L1 identities involved low regard for writing, but high regard for speaking skills, and that they attached high value to grammatical accuracy and teacher explicit feedback. Finally, the findings indicated that: (a) the students’ second language (L2) identities (e.g., WCF-related preferences) were profoundly affected by their L1 student identities, and (b) the discrepancies between the students’ L2 writing preferences (e.g., preferred amount of WCF) and the teachers’ reported practices could potentially hinder students’ affective engagement with WCF.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"18 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76474923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
French immersion programs in Saskatchewan have traditionally served to further the goals of additive bilingualism between Canada’s two official languages, French and English. Whereas these programs have historically consisted of predominantly Anglophone populations, recent trends in immigration have contributed to the increasingly diverse linguistic backgrounds of students throughout the province. The motivation, family support, and high academic achievement of allophone students learning French as an additional language have been documented extensively in Canada (Dagenais & Jacquet, 2000; Mady, 2013, 2014, 2015). Nevertheless, allophone students often do not benefit from the same access to second language education programs as their Anglophone and Francophone peers; indeed, such learners are sometimes excluded from French immersion programs on the basis of their lack of English language proficiency (Roy, 2015). Through Likert-scale surveys and semi-structured interviews, this mixed-methods research explored the perceived suitability of French immersion for allophone students by examining the perspectives of parents and educators in several schools in Saskatoon, Saskatchewan. This study will share the triangulated findings of the research, discuss the suitability of French immersion programs for allophone students, and provide recommendations for the future of such programs in Saskatchewan.
{"title":"The Suitability of French Immersion for Allophone Students in Saskatchewan: Exploring Diverse Perspectives on Language Learning and Inclusion","authors":"Stephen Davis, Susan Ballinger, Mela Sarkar","doi":"10.7202/1063773ar","DOIUrl":"https://doi.org/10.7202/1063773ar","url":null,"abstract":"French immersion programs in Saskatchewan have traditionally served to further the goals of additive bilingualism between Canada’s two official languages, French and English. Whereas these programs have historically consisted of predominantly Anglophone populations, recent trends in immigration have contributed to the increasingly diverse linguistic backgrounds of students throughout the province. The motivation, family support, and high academic achievement of allophone students learning French as an additional language have been documented extensively in Canada (Dagenais & Jacquet, 2000; Mady, 2013, 2014, 2015). Nevertheless, allophone students often do not benefit from the same access to second language education programs as their Anglophone and Francophone peers; indeed, such learners are sometimes excluded from French immersion programs on the basis of their lack of English language proficiency (Roy, 2015). Through Likert-scale surveys and semi-structured interviews, this mixed-methods research explored the perceived suitability of French immersion for allophone students by examining the perspectives of parents and educators in several schools in Saskatoon, Saskatchewan. This study will share the triangulated findings of the research, discuss the suitability of French immersion programs for allophone students, and provide recommendations for the future of such programs in Saskatchewan.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"34 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75492183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Introduction au numéro spécial","authors":"M. Hamel, Jennifer St. John","doi":"10.7202/1060902AR","DOIUrl":"https://doi.org/10.7202/1060902AR","url":null,"abstract":"","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"6 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78686559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Introduction to the Special Issue","authors":"Marie-Josée Hamel, J. St. John","doi":"10.7202/1060903ar","DOIUrl":"https://doi.org/10.7202/1060903ar","url":null,"abstract":"","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"64 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80833293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Change and innovation in education require carefully thought-through procedures as well as time, and benefit both from exchanges of expertise between contexts and from quality assurance (QA) processes. A key document that stimulates change in planning, teaching, and assessment is the Council of Europe’s (2001) Common European Framework of Reference for Languages (CEFR). However, its innovation potential in language education has been affected by a lack of impact studies and QA procedures. This article reports on the QualiCEFR study, which aims to encourage a culture of QA in relation to planning, teaching, and assessment and to identify promising practices in those processes. The study compared CEFR implementation in Switzerland and Canada employing a mixed-methods design and a QA approach, thematically analyzing data from over 40 interviews. Results have helped to inform the development of an online tool produced in a sister project of the European Centre for Modern Languages (ECML).
{"title":"Innovation and Reform in Course Planning, Teaching, and Assessment: The CEFR in Canada and Switzerland, A Comparative Study","authors":"E. Piccardo, B. North, Eleonora Maldina","doi":"10.7202/1060908AR","DOIUrl":"https://doi.org/10.7202/1060908AR","url":null,"abstract":"Change and innovation in education require carefully thought-through procedures as well as time, and benefit both from exchanges of expertise between contexts and from quality assurance (QA) processes. A key document that stimulates change in planning, teaching, and assessment is the Council of Europe’s (2001) Common European Framework of Reference for Languages (CEFR). However, its innovation potential in language education has been affected by a lack of impact studies and QA procedures. This article reports on the QualiCEFR study, which aims to encourage a culture of QA in relation to planning, teaching, and assessment and to identify promising practices in those processes. The study compared CEFR implementation in Switzerland and Canada employing a mixed-methods design and a QA approach, thematically analyzing data from over 40 interviews. Results have helped to inform the development of an online tool produced in a sister project of the European Centre for Modern Languages (ECML).","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"52 3 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74350619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research synthesis aims to investigate the broader trends in K-12 French as a second language (FSL) published research from 2000-2017 (inclusive). We assembled a database of 181 peer-reviewed articles relating to FSL education to examine what we already know about specific issues. We used Nvivo 11 (Pro) to facilitate coding the articles for key words and findings (among other codes). Four prevalent research topics emerged in terms of frequency of occurrence: literacy, French language form, French language instruction, and student background. In this article, after exploring each issue by synthesizing main findings, we summarize what we know and what remains to be discovered about each topic. We conclude by suggesting relevant directions for future research, such as focusing on programs other than French immersion and working with First Nations, Metis, and Inuit communities to better understand FSL learning in these contexts.
{"title":"Exploring Trends in 21st Century Canadian K-12 French as Second Language Research: A Research Synthesis","authors":"Stephanie Arnott, Mimi Masson, Sharon Lapkin","doi":"10.7202/1060906AR","DOIUrl":"https://doi.org/10.7202/1060906AR","url":null,"abstract":"This research synthesis aims to investigate the broader trends in K-12 French as a second language (FSL) published research from 2000-2017 (inclusive). We assembled a database of 181 peer-reviewed articles relating to FSL education to examine what we already know about specific issues. We used Nvivo 11 (Pro) to facilitate coding the articles for key words and findings (among other codes). Four prevalent research topics emerged in terms of frequency of occurrence: literacy, French language form, French language instruction, and student background. In this article, after exploring each issue by synthesizing main findings, we summarize what we know and what remains to be discovered about each topic. We conclude by suggesting relevant directions for future research, such as focusing on programs other than French immersion and working with First Nations, Metis, and Inuit communities to better understand FSL learning in these contexts.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"82 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73043215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The current study investigates how second language (L2) listening comprehension is associated with three dimensions of L2 vocabulary knowledge: size, depth, and fluency. Vocabulary knowledge tests administered to 290 participants measured L2 auditory vocabulary size, depth, and fluency. Afterward, participants took an International English Language Testing System (IELTS) listening test that measured L2 listening comprehension. Using a structural equation modeling technique, we found that all three dimensions of vocabulary knowledge are significant predictors of L2 listening comprehension. Size of auditory vocabulary in the L2 has the strongest predictive power over L2 listening comprehension. The results of the current study offer useful pedagogical implications for improving L2 listening comprehension.
{"title":"L2 Vocabulary Knowledge and L2 Listening Comprehension: A Structural Equation Model","authors":"Yang Li, Xian Zhang","doi":"10.7202/1060907AR","DOIUrl":"https://doi.org/10.7202/1060907AR","url":null,"abstract":"The current study investigates how second language (L2) listening comprehension is associated with three dimensions of L2 vocabulary knowledge: size, depth, and fluency. Vocabulary knowledge tests administered to 290 participants measured L2 auditory vocabulary size, depth, and fluency. Afterward, participants took an International English Language Testing System (IELTS) listening test that measured L2 listening comprehension. Using a structural equation modeling technique, we found that all three dimensions of vocabulary knowledge are significant predictors of L2 listening comprehension. Size of auditory vocabulary in the L2 has the strongest predictive power over L2 listening comprehension. The results of the current study offer useful pedagogical implications for improving L2 listening comprehension.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"6 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72534011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ResumeLa recherche portant sur l’enseignement des langues base sur les tâches (ELBT) montre que les apprenants de langue seconde ou etrangere developpent leurs competences langagieres grâce aux interactions ayant lieu lors de la realisation de tâches avec leurs pairs (Bygate, 2015 ; Kim, 2017). Pour cette raison, un nombre important de chercheurs se sont interesses aux caracteristiques des tâches qui favorisent l’interaction, ainsi qu’a la facon optimale d’executer ces dernieres et aux perceptions des enseignants concernant cette approche basee sur les tâches (East, 2012 ; Hu, 2013 ; McDonough et Chaikitmongkol, 2007). Cependant, malgre l’enthousiasme qui entoure l’ELBT, le point de vue des apprenants sur cette approche demeure peu documente. La presente etude a donc examine les perceptions qu’avaient 12 apprenants de francais langue etrangere a propos de l’ELBT en general, ainsi que leurs perceptions de quatre types de tâches langagieres specifiques (Ellis, 2003). L’analyse qualitative des donnees, lesquelles ont ete recueillies par le biais d’entrevues, montre que ces apprenants ont apprecie les tâches et, elle permet de mettre en lumiere les caracteristiques devant etre prises en compte lors de la creation des tâches. AbstractResearch on task-based language teaching (TBLT) shows that second and foreign language learners develop their language skills through learner-learner interactions that take place when performing pedagogical tasks (Bygate, 2015; Kim, 2017). To date, a significant number of researchers have focused on task characteristics that promote interaction, on task implementation, as well as on teachers’ perceptions of TBLT (East, 2012; Hu, 2013; McDonough & Chaikitmongkol, 2007). Despite the enthusiasm surrounding TBLT, learners’ perspectives on this approach remain underexplored. Consequently, the present study examined the perceptions of 12 learners of French as a foreign language with regard to TBLT in general, as well as their perceptions of four types of pedagogical tasks (Ellis, 2003). The qualitative analysis of data collected via interviews with each learner shows that they benefited from participating in task-based interaction and highlights task characteristics that should be taken into account when creating pedagogical tasks.
{"title":"Étude de la perception des apprenants de français langue étrangère concernant l’enseignement des langues basé sur les tâches","authors":"C. Payant","doi":"10.7202/1060904AR","DOIUrl":"https://doi.org/10.7202/1060904AR","url":null,"abstract":"ResumeLa recherche portant sur l’enseignement des langues base sur les tâches (ELBT) montre que les apprenants de langue seconde ou etrangere developpent leurs competences langagieres grâce aux interactions ayant lieu lors de la realisation de tâches avec leurs pairs (Bygate, 2015 ; Kim, 2017). Pour cette raison, un nombre important de chercheurs se sont interesses aux caracteristiques des tâches qui favorisent l’interaction, ainsi qu’a la facon optimale d’executer ces dernieres et aux perceptions des enseignants concernant cette approche basee sur les tâches (East, 2012 ; Hu, 2013 ; McDonough et Chaikitmongkol, 2007). Cependant, malgre l’enthousiasme qui entoure l’ELBT, le point de vue des apprenants sur cette approche demeure peu documente. La presente etude a donc examine les perceptions qu’avaient 12 apprenants de francais langue etrangere a propos de l’ELBT en general, ainsi que leurs perceptions de quatre types de tâches langagieres specifiques (Ellis, 2003). L’analyse qualitative des donnees, lesquelles ont ete recueillies par le biais d’entrevues, montre que ces apprenants ont apprecie les tâches et, elle permet de mettre en lumiere les caracteristiques devant etre prises en compte lors de la creation des tâches. AbstractResearch on task-based language teaching (TBLT) shows that second and foreign language learners develop their language skills through learner-learner interactions that take place when performing pedagogical tasks (Bygate, 2015; Kim, 2017). To date, a significant number of researchers have focused on task characteristics that promote interaction, on task implementation, as well as on teachers’ perceptions of TBLT (East, 2012; Hu, 2013; McDonough & Chaikitmongkol, 2007). Despite the enthusiasm surrounding TBLT, learners’ perspectives on this approach remain underexplored. Consequently, the present study examined the perceptions of 12 learners of French as a foreign language with regard to TBLT in general, as well as their perceptions of four types of pedagogical tasks (Ellis, 2003). The qualitative analysis of data collected via interviews with each learner shows that they benefited from participating in task-based interaction and highlights task characteristics that should be taken into account when creating pedagogical tasks.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"11 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86127542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explores the relationship between Core French teachers’ beliefs and their instructional practices. In the literature, contextual elements, as well as the compatibility between teacher beliefs and second language teaching approaches such as communicative language teaching (CLT) have been regularly cited as key factors contributing to discrepancy between beliefs and practices. However, these factors did not adequately explain what I had witnessed as a teacher educator. To explore this topic, data were gathered via questionnaire, observations, and individual interviews on the beliefs and practices of Core French teachers in the Toronto, Ontario region. In analyzing the data through the lens of a hybrid framework of complexity theory and the theory of self-efficacy, small differences in how teachers handled chaos, the term used in complexity theory to describe periods of instability in non-linear systems such as Core French classrooms, were found to be a key factor in explaining discrepancies between beliefs and practices. Moreover, levels of self-efficacy were found to influence how teachers handled chaos. Findings also revealed important differences in outcome (e.g., teacher and student comfort with and use of the target language) in classes taught by teachers with a high degree of self-efficacy versus those with lower levels of self-efficacy.
{"title":"Understanding the Relationship Between Second Language Teacher Beliefs and Their Instructional Practices: A Case Study of Core French Teachers","authors":"U. Viswanathan","doi":"10.7202/1060905AR","DOIUrl":"https://doi.org/10.7202/1060905AR","url":null,"abstract":"This study explores the relationship between Core French teachers’ beliefs and their instructional practices. In the literature, contextual elements, as well as the compatibility between teacher beliefs and second language teaching approaches such as communicative language teaching (CLT) have been regularly cited as key factors contributing to discrepancy between beliefs and practices. However, these factors did not adequately explain what I had witnessed as a teacher educator. To explore this topic, data were gathered via questionnaire, observations, and individual interviews on the beliefs and practices of Core French teachers in the Toronto, Ontario region. In analyzing the data through the lens of a hybrid framework of complexity theory and the theory of self-efficacy, small differences in how teachers handled chaos, the term used in complexity theory to describe periods of instability in non-linear systems such as Core French classrooms, were found to be a key factor in explaining discrepancies between beliefs and practices. Moreover, levels of self-efficacy were found to influence how teachers handled chaos. Findings also revealed important differences in outcome (e.g., teacher and student comfort with and use of the target language) in classes taught by teachers with a high degree of self-efficacy versus those with lower levels of self-efficacy.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91077065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：