Pub Date : 2021-01-22DOI: 10.37213/CJAL.2021.29533
Jérémie Séror, A. Weinberg
A great deal of time and resources are invested throughout Canada to encourage students to learn French as a second official language through a variety of programs (core French, intensive French, and French immersion programs). Little is known, however, about the impact of these efforts once French language learners complete their high school studies. This paper reports on longitudinal qualitative case studies of two students registered within a Canadian university-level immersion stream. Drawing on an academic discourse socialization approach, the paper examines students’ perspectives of their literacy development as they transition from high school French language programs to a universitylevel immersion program designed to promote advanced levels of bilingualism. Findings stress how the experience of transitioning from French high school programs to university immersion challenges students’ perception of themselves as French learners and their notion of the legitimacy of their high school French experiences.
{"title":"Students’ Transition from Secondary School French Programs into University Level French Immersion","authors":"Jérémie Séror, A. Weinberg","doi":"10.37213/CJAL.2021.29533","DOIUrl":"https://doi.org/10.37213/CJAL.2021.29533","url":null,"abstract":"A great deal of time and resources are invested throughout Canada to encourage students to learn French as a second official language through a variety of programs (core French, intensive French, and French immersion programs). Little is known, however, about the impact of these efforts once French language learners complete their high school studies. This paper reports on longitudinal qualitative case studies of two students registered within a Canadian university-level immersion stream. Drawing on an academic discourse socialization approach, the paper examines students’ perspectives of their literacy development as they transition from high school French language programs to a universitylevel immersion program designed to promote advanced levels of bilingualism. Findings stress how the experience of transitioning from French high school programs to university immersion challenges students’ perception of themselves as French learners and their notion of the legitimacy of their high school French experiences.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"22 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87566673","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 : 2021-01-22DOI: 10.37213/CJAL.2021.28971
D. Simard, Tatiana Molokopeeva, Yan Zhang
L’etude rapportee dans cet article avait pour objectif d’examiner la relation entre les autoreformulations autoamorcees, soit les revisions que les locuteurs amorcent et executent sur leur propre discours (Salonen et Laakso, 2009, p. 859) et la memoire de travail, definie comme etant un systeme a capacite limitee responsable de l’emmagasinage temporaire et de la manipulation de l’information (Baddeley, 2012). Bien que quelques etudes aient examine la relation entre les autoreformulations autoamorcees et la memoire de travail, les resultats obtenus presentent des divergences que des differences d’ordre methodologique permettent d’expliquer. Nous avons donc voulu jeter un eclairage nouveau sur la relation entre ces deux variables en observant les autoreformulations autoamorcees a l’aide d’une tâche de narration a partir d’images et en ayant recours a une tâche numerique complexe afin de mesurer la memoire de travail. Trente adultes locuteurs non natifs du francais ont participe a l’etude. Les resultats obtenus des analyses factorielles en composantes principales montrent une relation differenciee selon le type d’autoreformulations autoamorcees produit.
{"title":"Production d’autoreformulations autoamorcées par des apprenants adultes du français et capacité de mémoire de travail","authors":"D. Simard, Tatiana Molokopeeva, Yan Zhang","doi":"10.37213/CJAL.2021.28971","DOIUrl":"https://doi.org/10.37213/CJAL.2021.28971","url":null,"abstract":"L’etude rapportee dans cet article avait pour objectif d’examiner la relation entre les autoreformulations autoamorcees, soit les revisions que les locuteurs amorcent et executent sur leur propre discours (Salonen et Laakso, 2009, p. 859) et la memoire de travail, definie comme etant un systeme a capacite limitee responsable de l’emmagasinage temporaire et de la manipulation de l’information (Baddeley, 2012). Bien que quelques etudes aient examine la relation entre les autoreformulations autoamorcees et la memoire de travail, les resultats obtenus presentent des divergences que des differences d’ordre methodologique permettent d’expliquer. Nous avons donc voulu jeter un eclairage nouveau sur la relation entre ces deux variables en observant les autoreformulations autoamorcees a l’aide d’une tâche de narration a partir d’images et en ayant recours a une tâche numerique complexe afin de mesurer la memoire de travail. Trente adultes locuteurs non natifs du francais ont participe a l’etude. Les resultats obtenus des analyses factorielles en composantes principales montrent une relation differenciee selon le type d’autoreformulations autoamorcees produit.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"37 1","pages":"138-158"},"PeriodicalIF":0.5,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80400568","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 : 2021-01-22DOI: 10.37213/CJAL.2021.28999
T. Farrell, Melanie Macapinlac
This paper outlines a case study of the reflections of two novice teaching English to speakers of other languages (TESOL) teachers in South Korea through the lens of a framework for reflecting on practice that included reflections on the teachers’ philosophy, principles, theory, practice, and beyond practice. Overall, the results revealed that connections between their reflections on the hidden aspects of teaching (philosophy, principles, and theory) for both teachers remained consistent with what was observed in their practices, and the connections that emerged between their reflections were grouped into two main categories: the acknowledgement of teacher roles, and the importance of their students’ success.
{"title":"Professional Development Through Reflective Practice: A Framework for TESOL Teachers","authors":"T. Farrell, Melanie Macapinlac","doi":"10.37213/CJAL.2021.28999","DOIUrl":"https://doi.org/10.37213/CJAL.2021.28999","url":null,"abstract":"This paper outlines a case study of the reflections of two novice teaching English to speakers of other languages (TESOL) teachers in South Korea through the lens of a framework for reflecting on practice that included reflections on the teachers’ philosophy, principles, theory, practice, and beyond practice. Overall, the results revealed that connections between their reflections on the hidden aspects of teaching (philosophy, principles, and theory) for both teachers remained consistent with what was observed in their practices, and the connections that emerged between their reflections were grouped into two main categories: the acknowledgement of teacher roles, and the importance of their students’ success.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"74 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78000176","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 : 2021-01-22DOI: 10.37213/CJAL.2021.28992
Katherine Rehner, Ivan Lasan, Anne Popovich, Z. Palta
This study explores the impact of professional learning about the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) on second language (L2) teachers’ classroom practice. Ninety self-selected French as a second language (FSL) teachers across Canada responded to an online survey about their planning, teaching, and assessment/evaluation practices before versus after their professional learning. The results revealed that the impact of such professional learning is wide-reaching and remarkably consistent across all three areas of practice. The teachers reported that their professional learning spurred them to start presenting language through speech acts and based on students’ needs, to emphasize not only linguistic but sociolinguistic and pragmatic competence as well, and to focus more intently on students’ ability to communicate in the L2. The teachers also reported that they increased the use of authentic materials and developed communicative and action-oriented tasks that simulate real-life situations. The findings suggest that CEFR-related professional learning may be used successfully to inspire L2 teachers to implement CEFR-informed classroom practices.
{"title":"The Impact of CEFR-Related Professional Learning on Second-Language Teachers’ Classroom Practice: The Case of French in Canada","authors":"Katherine Rehner, Ivan Lasan, Anne Popovich, Z. Palta","doi":"10.37213/CJAL.2021.28992","DOIUrl":"https://doi.org/10.37213/CJAL.2021.28992","url":null,"abstract":"This study explores the impact of professional learning about the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) on second language (L2) teachers’ classroom practice. Ninety self-selected French as a second language (FSL) teachers across Canada responded to an online survey about their planning, teaching, and assessment/evaluation practices before versus after their professional learning. The results revealed that the impact of such professional learning is wide-reaching and remarkably consistent across all three areas of practice. The teachers reported that their professional learning spurred them to start presenting language through speech acts and based on students’ needs, to emphasize not only linguistic but sociolinguistic and pragmatic competence as well, and to focus more intently on students’ ability to communicate in the L2. The teachers also reported that they increased the use of authentic materials and developed communicative and action-oriented tasks that simulate real-life situations. The findings suggest that CEFR-related professional learning may be used successfully to inspire L2 teachers to implement CEFR-informed classroom practices.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"48 1","pages":"26-53"},"PeriodicalIF":0.5,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72835308","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 : 2021-01-22DOI: 10.37213/CJAL.2021.28959
M. Barker
The Canadian government implemented the Language Instruction for Newcomers to Canada (LINC) program to help immigrants integrate into Canada. However, research indicates that the LINC program fails to achieve its integrative goals. Using Fairclough’s analytical concepts of genre, discourse and style, this article closely examines a unit of LINC lesson plans to understand how they advance an understanding integration among classroom stakeholders (Canadian teachers and immigrant students). The analysis reveals that the LINC curriculum proliferates inequality between Canadians and newcomers by fostering an assimilative orientation that subjugates immigrants as problematic Others. Immigrants are expected to conform to dominant Canadian ways of being and ways using language. This article calls for a rethinking of integration by identifying possibilities for resistance that could shift immigrants’ positioning and reduce discrimination. This could occur through better recognizing bias and dominance, and through acknowledging and validating newcomers’ ways of speaking and interacting.
{"title":"Exploring Canadian Integration through Critical Discourse Analysis of English Language Lesson Plans for Immigrant Learners","authors":"M. Barker","doi":"10.37213/CJAL.2021.28959","DOIUrl":"https://doi.org/10.37213/CJAL.2021.28959","url":null,"abstract":"The Canadian government implemented the Language Instruction for Newcomers to Canada (LINC) program to help immigrants integrate into Canada. However, research indicates that the LINC program fails to achieve its integrative goals. Using Fairclough’s analytical concepts of genre, discourse and style, this article closely examines a unit of LINC lesson plans to understand how they advance an understanding integration among classroom stakeholders (Canadian teachers and immigrant students). The analysis reveals that the LINC curriculum proliferates inequality between Canadians and newcomers by fostering an assimilative orientation that subjugates immigrants as problematic Others. Immigrants are expected to conform to dominant Canadian ways of being and ways using language. This article calls for a rethinking of integration by identifying possibilities for resistance that could shift immigrants’ positioning and reduce discrimination. This could occur through better recognizing bias and dominance, and through acknowledging and validating newcomers’ ways of speaking and interacting.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75375795","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 : 2021-01-22DOI: 10.37213/CJAL.2021.28995
Ben Naismith, Matthew Kanwit
Despite substantial scholarship relating to word structure (Anderson, 2018), for English affixes the relationship between productivity, genre, and second language (L2) learning remains unclear. Analysis of the existing literature reveals that deadjectival noun suffixes (i.e., nouns derived from adjectives such as appropriacy or goodness) have been underexamined. To address this gap, we examine two rival suffixes, -acy and -ness, through the lens of Construction Morphology (Booij, 2010), considering numerous factors which might condition their varying usage. Critically, corpus data in the Corpus of Contemporary American English and the British National Corpus (Davies, 2008-) reveal the importance of considering these affixes’ productivity in relation to genre, since -acy is especially frequent in academic texts, principally within certain social sciences. The implications for learners and teachers of English as a second language are discussed, particularly higher-level learners building communicative competence in academic contexts, along with a preliminary learner corpus comparison of the two variants.
{"title":"A Corpus Study of the English Suffixes -ness and -acy: Productivity, Genre, and Implications for L2 Learning","authors":"Ben Naismith, Matthew Kanwit","doi":"10.37213/CJAL.2021.28995","DOIUrl":"https://doi.org/10.37213/CJAL.2021.28995","url":null,"abstract":"Despite substantial scholarship relating to word structure (Anderson, 2018), for English affixes the relationship between productivity, genre, and second language (L2) learning remains unclear. Analysis of the existing literature reveals that deadjectival noun suffixes (i.e., nouns derived from adjectives such as appropriacy or goodness) have been underexamined. To address this gap, we examine two rival suffixes, -acy and -ness, through the lens of Construction Morphology (Booij, 2010), considering numerous factors which might condition their varying usage. Critically, corpus data in the Corpus of Contemporary American English and the British National Corpus (Davies, 2008-) reveal the importance of considering these affixes’ productivity in relation to genre, since -acy is especially frequent in academic texts, principally within certain social sciences. The implications for learners and teachers of English as a second language are discussed, particularly higher-level learners building communicative competence in academic contexts, along with a preliminary learner corpus comparison of the two variants.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75422205","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 : 2021-01-22DOI: 10.37213/CJAL.2021.28951
Simon Collin, O. Calonne
L’augmentation du nombre de travailleurs etrangers temporaires (TET) constitue une tendance marquante des migrations contemporaines. Dans nombre de travaux, les problematiques linguistiques reviennent en filigrane en ceci qu'elles affectent l’experience migratoire des TET. Pourtant, leur situation sociolinguistique n'a pas ete etudiee en tant qu’objet. A partir d'un questionnaire et d'entrevues de groupe aupres de 24 TET dans une ferme quebecoise, cette recherche a pour objectif de mieux comprendre la situation sociolinguistique des TET lors de leur sejour au Quebec. Les participants rapportent un niveau linguistique limite en espagnol ecrit, en anglais et en francais. Ils ont peu d’occasions de parler une autre langue que l’espagnol dans leur quotidien. Cette situation s’explique en partie par le role ambigu joue par la societe hote. Les participants vivent une situation sociolinguistique caracterisee par des barrieres communicationnelles, situation qui hypotheque largement leurs possibilites d'appropriation linguistique du francais. Pour finir, quelques resultats esquissent des pistes d'intervention didactique qui permettraient aux TET d’avoir acces des cours de francais adaptes a leurs besoins sociolinguistiques.
{"title":"Portrait sociolinguistique de travailleurs étrangers temporaires agricoles au Québec : entre barrières et besoins","authors":"Simon Collin, O. Calonne","doi":"10.37213/CJAL.2021.28951","DOIUrl":"https://doi.org/10.37213/CJAL.2021.28951","url":null,"abstract":"L’augmentation du nombre de travailleurs etrangers temporaires (TET) constitue une tendance marquante des migrations contemporaines. Dans nombre de travaux, les problematiques linguistiques reviennent en filigrane en ceci qu'elles affectent l’experience migratoire des TET. Pourtant, leur situation sociolinguistique n'a pas ete etudiee en tant qu’objet. A partir d'un questionnaire et d'entrevues de groupe aupres de 24 TET dans une ferme quebecoise, cette recherche a pour objectif de mieux comprendre la situation sociolinguistique des TET lors de leur sejour au Quebec. Les participants rapportent un niveau linguistique limite en espagnol ecrit, en anglais et en francais. Ils ont peu d’occasions de parler une autre langue que l’espagnol dans leur quotidien. Cette situation s’explique en partie par le role ambigu joue par la societe hote. Les participants vivent une situation sociolinguistique caracterisee par des barrieres communicationnelles, situation qui hypotheque largement leurs possibilites d'appropriation linguistique du francais. Pour finir, quelques resultats esquissent des pistes d'intervention didactique qui permettraient aux TET d’avoir acces des cours de francais adaptes a leurs besoins sociolinguistiques.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"5 1","pages":"92-114"},"PeriodicalIF":0.5,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87291049","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 : 2021-01-22DOI: 10.37213/CJAL.2021.30667
Hanife Taşdemir, Nurdan Gürbüz
Culture, a commonly visited concept in English language teaching research, has been integral to language classes. The present study investigated the place of culture in English as a foreign language classes for ten English language instructors teaching at tertiary level across state and private universities in Turkey. The findings revealed that the English language instructors’ opportunities to raise their students’ cultural awareness were not satisfactory, and there was a mismatch between their wishes and practices. This mismatch was mainly attributed to learners’ lack of motivation/interest and their opportunities for visits abroad. The findings also indicated that the participants’ conceptualization of culture in English language classes was predominantly modern, i.e. either as part of the humanistic (big C) paradigm representing canonical literary work produced via a standard language or sociolinguistic (little c) paradigm representing everyday interaction, communication, and patterns of behavior.
{"title":"An Investigation into the Cultural Dimension in EFL Classes: Turkish Instructors’ Views and Practices","authors":"Hanife Taşdemir, Nurdan Gürbüz","doi":"10.37213/CJAL.2021.30667","DOIUrl":"https://doi.org/10.37213/CJAL.2021.30667","url":null,"abstract":"Culture, a commonly visited concept in English language teaching research, has been integral to language classes. The present study investigated the place of culture in English as a foreign language classes for ten English language instructors teaching at tertiary level across state and private universities in Turkey. The findings revealed that the English language instructors’ opportunities to raise their students’ cultural awareness were not satisfactory, and there was a mismatch between their wishes and practices. This mismatch was mainly attributed to learners’ lack of motivation/interest and their opportunities for visits abroad. The findings also indicated that the participants’ conceptualization of culture in English language classes was predominantly modern, i.e. either as part of the humanistic (big C) paradigm representing canonical literary work produced via a standard language or sociolinguistic (little c) paradigm representing everyday interaction, communication, and patterns of behavior.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"20 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84506195","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 : 2021-01-22DOI: 10.37213/CJAL.2021.31199
Yali Feng, Gyewon Jang
Book review: Taguchi, N., & Kim, Y. (Eds.). (2018). Task-based approaches to teaching and assessing pragmatics. John Benjamins Publishing Company. https://doi.org/10.1075/tblt.10
{"title":"Review of Taguchi, N., & Kim, Y. (Eds.). (2018). Task-based approaches to teaching and assessing pragmatics. John Benjamins Publishing Company.","authors":"Yali Feng, Gyewon Jang","doi":"10.37213/CJAL.2021.31199","DOIUrl":"https://doi.org/10.37213/CJAL.2021.31199","url":null,"abstract":"Book review:\u0000Taguchi, N., & Kim, Y. (Eds.). (2018). Task-based approaches to teaching and assessing pragmatics. John Benjamins Publishing Company. https://doi.org/10.1075/tblt.10","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"60 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85655488","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 : 2021-01-01DOI: 10.37213/cjal.2021.31382
Bo Sun, A. Révész
While the role of task repetition has received much attention in task-based research, few studies have examined how exact task repetition affects the performance of child second language learners. Also, little is known about the impact of exact task repetition on trade-off effects between linguistic performance areas among child learners. To help fill this gap, we investigated the impact of task repetition on 40 Chinese EFL learners’ oral production. The children repeated the same story-telling task three times, and transcripts of their performance were coded for linguistic complexity, accuracy, and fluency. Complexity was expressed in terms of overall complexity and subordination and phrasal complexity. We assessed accuracy with weighted clause ratios and proportion of errors. Fluency was captured by repair and breakdown fluency measures. Wilcoxon signed rank tests revealed positive effects for task repetition on fluency and accuracy. Trade-off effects observed during participants’ first performance had decreased by their third retelling. These results support Skehan’s (1998) Limited Capacity model and suggest that task repetition is a useful pedagogical tool in instructed child L2 contexts.
{"title":"The Effects of Task Repetition on Child EFL Learners’ Oral Performance","authors":"Bo Sun, A. Révész","doi":"10.37213/cjal.2021.31382","DOIUrl":"https://doi.org/10.37213/cjal.2021.31382","url":null,"abstract":"While the role of task repetition has received much attention in task-based research, few studies have examined how exact task repetition affects the performance of child second language learners. Also, little is known about the impact of exact task repetition on trade-off effects between linguistic performance areas among child learners. To help fill this gap, we investigated the impact of task repetition on 40 Chinese EFL learners’ oral production. The children repeated the same story-telling task three times, and transcripts of their performance were coded for linguistic complexity, accuracy, and fluency. Complexity was expressed in terms of overall complexity and subordination and phrasal complexity. We assessed accuracy with weighted clause ratios and proportion of errors. Fluency was captured by repair and breakdown fluency measures. Wilcoxon signed rank tests revealed positive effects for task repetition on fluency and accuracy. Trade-off effects observed during participants’ first performance had decreased by their third retelling. These results support Skehan’s (1998) Limited Capacity model and suggest that task repetition is a useful pedagogical tool in instructed child L2 contexts.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85153928","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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