Pub Date : 2022-10-20DOI: 10.37213/cjal.2022.32478
Hanan Jalali, M. Rahimi
Implicit theory (Dweck, 2000) suggests that learners’ theories about the malleability of their individual traits (learning style, here) determine the extent to which they can stretch their learning style (Gregersen & MacIntyre, 2014; Young, 2010) and benefit from the instruction that mismatches their preferred styles. The present study aimed at investigating the extent to which Iranian EFL learners with inductive vs. deductive learning styles would benefit from the written corrective feedback (WCF) that does not match their learning styles (i.e., implicit vs. explicit WCF). The study also examined if their success (or lack of) in style stretching and improving their written accuracy is due to the implicit theory (entity vs. incremental) they hold about their learning style. The result showed that students with an incremental theory significantly improved their written accuracy more than those with an entity theory. Also, the findings revealed that inductive learners were more successful in adapting to the mismatched WCF (explicit) and made greater improvement in their written accuracy than deductive students who received implicit WCF.
{"title":"Incongruence Between Learning Style and Written Corrective Feedback Type: Mediating Effect of Implicit Theory of Learning Style","authors":"Hanan Jalali, M. Rahimi","doi":"10.37213/cjal.2022.32478","DOIUrl":"https://doi.org/10.37213/cjal.2022.32478","url":null,"abstract":"\u0000\u0000\u0000Implicit theory (Dweck, 2000) suggests that learners’ theories about the malleability of their individual traits (learning style, here) determine the extent to which they can stretch their learning style (Gregersen & MacIntyre, 2014; Young, 2010) and benefit from the instruction that mismatches their preferred styles. The present study aimed at investigating the extent to which Iranian EFL learners with inductive vs. deductive learning styles would benefit from the written corrective feedback (WCF) that does not match their learning styles (i.e., implicit vs. explicit WCF). The study also examined if their success (or lack of) in style stretching and improving their written accuracy is due to the implicit theory (entity vs. incremental) they hold about their learning style. The result showed that students with an incremental theory significantly improved their written accuracy more than those with an entity theory. Also, the findings revealed that inductive learners were more successful in adapting to the mismatched WCF (explicit) and made greater improvement in their written accuracy than deductive students who received implicit WCF.\u0000\u0000\u0000","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"14 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86482300","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}
Pub Date : 2022-10-20DOI: 10.37213/cjal.2022.32728
Gladys Jean
{"title":"Review of McNamara, T., Knoch, U., & Fan, J. (2019). Fairness, Justice, and Language Assessment: The Role of Measurement. Oxford University Press.","authors":"Gladys Jean","doi":"10.37213/cjal.2022.32728","DOIUrl":"https://doi.org/10.37213/cjal.2022.32728","url":null,"abstract":" ","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"24 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76552133","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}
Pub Date : 2022-10-20DOI: 10.37213/cjal.2022.32477
Shinjae Park
Despite writing and speaking being related activities, their end-products are entirely different. However, previous studies have not shown consistency in terms of grammar use in these two modes. Accordingly, in the present study, I aim to define the syntactic characteristics in these two modes with large-scale data and organized research designs. This study examined 14 indices of syntactic complexity and specific grammar factors in 224 monologues and 139 writings of Korean EFL undergraduates. The results revealed that learners tended to use more finite complement clauses and relative clauses while writing but used because- fragments independently and ‘and’ sentence-initially more frequently while speaking. When compared with previous studies, the characteristics of syntactic complexity of Korean EFL learners, regardless of age, are defined by the use of coordination in speaking and the use of subordination in writing.
{"title":"A Corpus-Based Comparison of Syntactic Complexity in Spoken and Written Learner Language","authors":"Shinjae Park","doi":"10.37213/cjal.2022.32477","DOIUrl":"https://doi.org/10.37213/cjal.2022.32477","url":null,"abstract":"\u0000\u0000\u0000Despite writing and speaking being related activities, their end-products are entirely different. However, previous studies have not shown consistency in terms of grammar use in these two modes. Accordingly, in the present study, I aim to define the syntactic characteristics in these two modes with large-scale data and organized research designs. This study examined 14 indices of syntactic complexity and specific grammar factors in 224 monologues and 139 writings of Korean EFL undergraduates. The results revealed that learners tended to use more finite complement clauses and relative clauses while writing but used because- fragments independently and ‘and’ sentence-initially more frequently while speaking. When compared with previous studies, the characteristics of syntactic complexity of Korean EFL learners, regardless of age, are defined by the use of coordination in speaking and the use of subordination in writing.\u0000\u0000\u0000","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"126 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74930255","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}
Pub Date : 2022-03-07DOI: 10.37213/cjal.2022.29682
Maude Roy-Vallières, Anila Fejzo
Cette recherche explore les effets d’une séquence d’écriture collaborative sur l’apprentissage du lexique chez des élèves de 6e année du primaire scolarisés en français. Deux groupes de sixième année ont participé à cette étude quasi expérimentale. Chaque groupe a participé à deux séances de préparation, ainsi que trois séances d’écriture précédées par un enseignement explicite de 5 mots cibles. Les participants du groupe expérimental écrivaient en équipe de quatre tandis que ceux du groupe contrôle écrivaient individuellement. Avant et après l’intervention, des mesures de la connaissance des mots ciblés par l’intervention ont été prises auprès des deux groupes de recherche. Les résultats d’une analyse de variance ANOVA n’ont révélé aucune différence significative entre les deux groupes sur le plan de l’apprentissage des mots cibles. Nos résultats suggèrent que l’écriture collaborative et l’écriture individuelle mènent à un apprentissage semblable des mots et invitent à réfléchir aux conditions qui favorisent l’enseignement du lexique.
{"title":"Effets d'une séquence d'écriture collaborative sur l'apprentissage du lexique au 3e cycle du primaire","authors":"Maude Roy-Vallières, Anila Fejzo","doi":"10.37213/cjal.2022.29682","DOIUrl":"https://doi.org/10.37213/cjal.2022.29682","url":null,"abstract":"Cette recherche explore les effets d’une séquence d’écriture collaborative sur l’apprentissage du lexique chez des élèves de 6e année du primaire scolarisés en français. Deux groupes de sixième année ont participé à cette étude quasi expérimentale. Chaque groupe a participé à deux séances de préparation, ainsi que trois séances d’écriture précédées par un enseignement explicite de 5 mots cibles. Les participants du groupe expérimental écrivaient en équipe de quatre tandis que ceux du groupe contrôle écrivaient individuellement. Avant et après l’intervention, des mesures de la connaissance des mots ciblés par l’intervention ont été prises auprès des deux groupes de recherche. Les résultats d’une analyse de variance ANOVA n’ont révélé aucune différence significative entre les deux groupes sur le plan de l’apprentissage des mots cibles. Nos résultats suggèrent que l’écriture collaborative et l’écriture individuelle mènent à un apprentissage semblable des mots et invitent à réfléchir aux conditions qui favorisent l’enseignement du lexique.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"6 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82051677","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}
Pub Date : 2022-03-07DOI: 10.37213/cjal.2022.31841
Belinda Daniels, Andrea Sterzuk
This conceptual paper examines the relationship between two academic areas: applied linguistics and Indigenous language revitalization. While the two domains have shared interests, they tend to operate separately. This paper examines: 1) possible reasons for this separateness; 2) mutually beneficial reasons to be in closer conversation and 3) changes necessary for the creation of an ethical space of engagement (Ermine, 2007) between these academic areas. We write from distinct positions: Belinda, a nēhiyaw woman working in Indigenous language resurgence and Andrea, a white settler woman working in language issues related to settler-colonialism. Drawing from our joint and individual experiences, we explore how these research fields can complement each other as well as intersect to create richer interdisciplinary knowledge.
{"title":"Indigenous Language Revitalization and Applied Linguistics: Conceptualizing an Ethical Space of Engagement Between Academic Fields","authors":"Belinda Daniels, Andrea Sterzuk","doi":"10.37213/cjal.2022.31841","DOIUrl":"https://doi.org/10.37213/cjal.2022.31841","url":null,"abstract":"This conceptual paper examines the relationship between two academic areas: applied linguistics and Indigenous language revitalization. While the two domains have shared interests, they tend to operate separately. This paper examines: 1) possible reasons for this separateness; 2) mutually beneficial reasons to be in closer conversation and 3) changes necessary for the creation of an ethical space of engagement (Ermine, 2007) between these academic areas. We write from distinct positions: Belinda, a nēhiyaw woman working in Indigenous language resurgence and Andrea, a white settler woman working in language issues related to settler-colonialism. Drawing from our joint and individual experiences, we explore how these research fields can complement each other as well as intersect to create richer interdisciplinary knowledge.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"92 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79425749","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}
Pub Date : 2022-03-07DOI: 10.37213/cjal.2022.31466
B. Nguyen, J. Newton
Research on the acquisition order of inflectional morphemes in English has shown that third-person singular –s (3SG–s) is challenging to acquire and acquired later than be copula by both L1 and L2 learners of English. In a departure from the usual practice of controlled elicitation, the current study investigated the production of these two forms by Vietnamese EFL learners in oral communication tasks performed in intact classrooms. Vietnamese L1 does not inflectionally mark 3SG–s although the construction of be copula in Vietnamese and English shares some features. These differences motivated the selection of the two target forms. Nine pairs of Vietnamese EFL university students were recorded performing five communicative tasks generated contexts for use of 3SG–s. over three weeks in their normal classes. Performance data were transcribed and analyzed for frequencies of production and omission of the two target forms in obligatory contexts. After completing the tasks, the students were interviewed about what they attended to when performing the tasks. Interview transcripts were analyzed thematically. Results show that the learners omitted 3SG–s in most obligatory contexts and across all tasks. They were better at accurately producing be copula than 3SG–s but accuracy rates varied between learners. Interview data revealed the conscious decisions learners made concerning the accuracy of their language production. The findings are discussed with reference to different theoretical models. The study advances understanding of acquisition of 3SG–s and be copula by EFL learners and offers pedagogical implications for how a focus on inflectional forms can be managed in oral communicative task performance.
{"title":"Production of Third-Person Singular –s And be Copula in Communication Tasks by Vietnamese EFL Learners: Acquisition Order and Learner Orientation to Form","authors":"B. Nguyen, J. Newton","doi":"10.37213/cjal.2022.31466","DOIUrl":"https://doi.org/10.37213/cjal.2022.31466","url":null,"abstract":"Research on the acquisition order of inflectional morphemes in English has shown that third-person singular –s (3SG–s) is challenging to acquire and acquired later than be copula by both L1 and L2 learners of English. In a departure from the usual practice of controlled elicitation, the current study investigated the production of these two forms by Vietnamese EFL learners in oral communication tasks performed in intact classrooms. Vietnamese L1 does not inflectionally mark 3SG–s although the construction of be copula in Vietnamese and English shares some features. These differences motivated the selection of the two target forms. Nine pairs of Vietnamese EFL university students were recorded performing five communicative tasks generated contexts for use of 3SG–s. over three weeks in their normal classes. Performance data were transcribed and analyzed for frequencies of production and omission of the two target forms in obligatory contexts. After completing the tasks, the students were interviewed about what they attended to when performing the tasks. Interview transcripts were analyzed thematically. Results show that the learners omitted 3SG–s in most obligatory contexts and across all tasks. They were better at accurately producing be copula than 3SG–s but accuracy rates varied between learners. Interview data revealed the conscious decisions learners made concerning the accuracy of their language production. The findings are discussed with reference to different theoretical models. The study advances understanding of acquisition of 3SG–s and be copula by EFL learners and offers pedagogical implications for how a focus on inflectional forms can be managed in oral communicative task performance.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79020239","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}
Pub Date : 2022-03-07DOI: 10.37213/cjal.2022.32024
Cameron Smith, Stephanie Arnott
In 2020, the coronavirus (COVID-19) pandemic forced teachers in Ontario to move online. Since then, teaching online or in hybrid models has been common across the province. To understand how French as a Second Language (FSL) teachers navigated these spaces, four Ontario French teachers were interviewed about their experience using educational technology and teaching online. Findings were analyzed in light of Hargreaves and Fullan’s (2020) reframing of classic understandings of teachers’ work in the context of the global pandemic. Findings show that factors influencing these teachers’ professional capital reflect common concerns among Canadian educators, alongside those specific to the FSL context. Participants' professional marginalization and seclusion demonstrates the importance of both the psychic rewards of teaching and cultures of collaboration. Ongoing efforts to capture ways in which teaching FSL has been shaped by the pandemic experience, therefore, require looking beyond individual classrooms to connected systems and systematic efforts of reform.
{"title":"“French Teachers Can Figure It Out”: Understanding French as a Second Language (FSL) Teachers’ Work in the Context of the COVID-19 Pandemic","authors":"Cameron Smith, Stephanie Arnott","doi":"10.37213/cjal.2022.32024","DOIUrl":"https://doi.org/10.37213/cjal.2022.32024","url":null,"abstract":"In 2020, the coronavirus (COVID-19) pandemic forced teachers in Ontario to move online. Since then, teaching online or in hybrid models has been common across the province. To understand how French as a Second Language (FSL) teachers navigated these spaces, four Ontario French teachers were interviewed about their experience using educational technology and teaching online. Findings were analyzed in light of Hargreaves and Fullan’s (2020) reframing of classic understandings of teachers’ work in the context of the global pandemic. Findings show that factors influencing these teachers’ professional capital reflect common concerns among Canadian educators, alongside those specific to the FSL context. Participants' professional marginalization and seclusion demonstrates the importance of both the psychic rewards of teaching and cultures of collaboration. Ongoing efforts to capture ways in which teaching FSL has been shaped by the pandemic experience, therefore, require looking beyond individual classrooms to connected systems and systematic efforts of reform.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"16 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91111737","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}
Pub Date : 2022-03-07DOI: 10.37213/cjal.2022.31339
Ava Becker-Zayas
{"title":"Review of Guardado, M. (2018). Discourse, ideology and heritage language socialization: Micro and macro perspectives. Walter de Gruyter, pp. 283.","authors":"Ava Becker-Zayas","doi":"10.37213/cjal.2022.31339","DOIUrl":"https://doi.org/10.37213/cjal.2022.31339","url":null,"abstract":" ","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"4 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88000163","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}
Pub Date : 2022-03-07DOI: 10.37213/cjal.2022.32704
J. Bouchard
{"title":"Review of Filipi, A., & Markee, N. (Eds.). (2018). Conversation analysis and language alternation, capturing transitions in the classroom. John Benjamins Publishing Company.","authors":"J. Bouchard","doi":"10.37213/cjal.2022.32704","DOIUrl":"https://doi.org/10.37213/cjal.2022.32704","url":null,"abstract":" ","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"37 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80179840","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}
Pub Date : 2022-03-07DOI: 10.37213/cjal.2022.31288
Caroline Payant, Zeina Maatouk
Recent years have witnessed major development in plurilingual pedagogies which support the use of learners’ repertoire of languages in language learning contexts (Payant & Galante, 2022; Piccardo, 2013). However, little research has been undertaken to examine adult plurilingual learners’ perceptions towards the use of their languages during authentic collaborative writing tasks and contrasted these views with their actual behaviours. In this case study, six plurilingual adult learners of English in a Canadian university with three unique L1s (Romanian, Russian, Spanish) completed two collaborative writing tasks on two separate occasions. Each dyad shared the same linguistic profiles and were encouraged to draw on their entire repertoire to complete the tasks. Semi-structured interview data shows differing levels of openness towards L1 and L2 (French) use during language-learning writing tasks. The analysis of the interaction confirms multiple uses for the L1; however, the L2 was seldom observed during interactions. The findings are discussed from a plurilingual lens and pedagogical implications are discussed.
{"title":"Collaborative Writing in a Third Language: How Writers Use and View Their Plurilingual Repertoire During Collaborative Writing Tasks","authors":"Caroline Payant, Zeina Maatouk","doi":"10.37213/cjal.2022.31288","DOIUrl":"https://doi.org/10.37213/cjal.2022.31288","url":null,"abstract":"Recent years have witnessed major development in plurilingual pedagogies which support the use of learners’ repertoire of languages in language learning contexts (Payant & Galante, 2022; Piccardo, 2013). However, little research has been undertaken to examine adult plurilingual learners’ perceptions towards the use of their languages during authentic collaborative writing tasks and contrasted these views with their actual behaviours. In this case study, six plurilingual adult learners of English in a Canadian university with three unique L1s (Romanian, Russian, Spanish) completed two collaborative writing tasks on two separate occasions. Each dyad shared the same linguistic profiles and were encouraged to draw on their entire repertoire to complete the tasks. Semi-structured interview data shows differing levels of openness towards L1 and L2 (French) use during language-learning writing tasks. The analysis of the interaction confirms multiple uses for the L1; however, the L2 was seldom observed during interactions. The findings are discussed from a plurilingual lens and pedagogical implications are discussed.\u0000 ","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"10 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84090641","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}
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