Pub Date : 2020-10-16DOI: 10.37213/cjal.2020.30439
A. Beaulne
Striving for greater English proficiency and securing a job are common goals of newcomers to Canada. For newcomers in the Language Instruction for Newcomers to Canada (LINC) program, the Canadian Language Benchmarks (CLB)/Niveaux de competence linguistique canadiens (NCLC) provide an indicator of their abilities and progress in their language acquisition. The CLB have become the backbone of WorkLINC, an industry-specific work readiness program. They anchor curriculum, Portfolio-Based Language Assessment (PBLA) real-world tasks, and classroom activities. WorkLINC participants develop their vocabulary, soft skills, workplace safety knowledge, and get employment support. Instructors have shared the CLB with employers and community partners to increase comprehension of newcomers’ language levels. Though there are challenges meeting the diverse needs in multi-level cohorts, engaging learners about the purpose of classroom tasks and understanding the CLB competency areas in which they need development enables them to focus on achievable goals directly related to their employment aspirations.
{"title":"Using the CLB in WorkLINC","authors":"A. Beaulne","doi":"10.37213/cjal.2020.30439","DOIUrl":"https://doi.org/10.37213/cjal.2020.30439","url":null,"abstract":"Striving for greater English proficiency and securing a job are common goals of newcomers to Canada. For newcomers in the Language Instruction for Newcomers to Canada (LINC) program, the Canadian Language Benchmarks (CLB)/Niveaux de competence linguistique canadiens (NCLC) provide an indicator of their abilities and progress in their language acquisition. The CLB have become the backbone of WorkLINC, an industry-specific work readiness program. They anchor curriculum, Portfolio-Based Language Assessment (PBLA) real-world tasks, and classroom activities. WorkLINC participants develop their vocabulary, soft skills, workplace safety knowledge, and get employment support. Instructors have shared the CLB with employers and community partners to increase comprehension of newcomers’ language levels. Though there are challenges meeting the diverse needs in multi-level cohorts, engaging learners about the purpose of classroom tasks and understanding the CLB competency areas in which they need development enables them to focus on achievable goals directly related to their employment aspirations.\u0000 ","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"72 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2020-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82394546","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 : 2020-10-16DOI: 10.37213/cjal.2020.30461
Diana Burchell, Kathleen Hipfner-Boucher, Janani Selvachandran, P. Cleave, Xi Chen
This study examined the oral language skills of grade-two anglophone children enrolled in French Immersion and English-stream programs. The study had two objectives: (a) to compare performance between the groups on measures of receptive vocabulary, narrative comprehension, and narrative production (i.e., structure and language) in English, and (b) to explore the applicability of the Canadian Language Benchmarks/Niveaux de compétences linguistiques canadiens (CLB/NCLC) to assessment of their conversational competency. All children (English-stream n = 27, French Immersion n = 33, aged 7-8 years) were tested in English. In addition, the French Immersion students were tested using equivalent measures in French. The results comparing performance in English revealed no differences between the groups on receptive vocabulary, narrative comprehension and narrative structure. However, the English-stream children outperformed their French Immersion peers in narrative language. Furthermore, CLB/NCLC listening and speaking criteria were applied to conversational samples yielding level scores in English (both groups) and French (French Immersion only). The range of benchmarks that are appropriate for this population is discussed in detail.
{"title":"Evaluating the Oral Language Skills of English-Stream and French Immersion Students: Are the CLB/NCLC Applicable?","authors":"Diana Burchell, Kathleen Hipfner-Boucher, Janani Selvachandran, P. Cleave, Xi Chen","doi":"10.37213/cjal.2020.30461","DOIUrl":"https://doi.org/10.37213/cjal.2020.30461","url":null,"abstract":"This study examined the oral language skills of grade-two anglophone children enrolled in French Immersion and English-stream programs. The study had two objectives: (a) to compare performance between the groups on measures of receptive vocabulary, narrative comprehension, and narrative production (i.e., structure and language) in English, and (b) to explore the applicability of the Canadian Language Benchmarks/Niveaux de compétences linguistiques canadiens (CLB/NCLC) to assessment of their conversational competency. All children (English-stream n = 27, French Immersion n = 33, aged 7-8 years) were tested in English. In addition, the French Immersion students were tested using equivalent measures in French. The results comparing performance in English revealed no differences between the groups on receptive vocabulary, narrative comprehension and narrative structure. However, the English-stream children outperformed their French Immersion peers in narrative language. Furthermore, CLB/NCLC listening and speaking criteria were applied to conversational samples yielding level scores in English (both groups) and French (French Immersion only). The range of benchmarks that are appropriate for this population is discussed in detail.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"83 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2020-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85552886","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 : 2020-10-16DOI: 10.37213/cjal.2020.30436
Peiyu Wang, Karen L. Coetzee, Andy Strachan, S. Monteiro, Liying Cheng
Internationally educated nurses’ (IENs) English language proficiency is critical to professional licensure as communication is a key competency for safe practice. The Canadian English Language Benchmark Assessment for Nurses (CELBAN) is Canada’s only Canadian Language Benchmarks (CLB) referenced examination used in the context of healthcare regulation. This high-stakes assessment claims proof of proficiency for IENs seeking licensure in Canada and a measure of public safety for nursing regulators. Understanding the quality of rater performance when examination results are used for high-stakes decisions is crucial to maintaining speaking test quality as it involves judgement, and thus requires strong reliability evidence (Koizumi et al., 2017). This study examined rater performance on the CELBAN Speaking component using a Many-Facets Rasch Measurement (MFRM). Specifically, this study identified CELBAN rater reliability in terms of consistency and severity, rating bias, and use of rating scale. The study was based on a sample of 115 raters across eight test sites in Canada and results on 2698 examinations across four parallel versions. Findings demonstrated relatively high inter-rater reliability and intra-rater reliability, and that CLB-based speaking descriptors (CLB 6-9) provided sufficient information for raters to discriminate examinees’ oral proficiency. There was no influence of test site or test version, offering validity evidence to support test use for high-stakes purposes. Grammar, among the eight speaking criteria, was identified as the most difficult criterion on the scale, and the one demonstrating most rater bias. This study highlights the value of MFRM analysis in rater performance research with implications for rater training. This study is one of the first research studies using MFRM with a CLB-referenced high-stakes assessment within the Canadian context.
{"title":"Examining Rater Performance on the CELBAN Speaking: A Many-Facets Rasch Measurement Analysis","authors":"Peiyu Wang, Karen L. Coetzee, Andy Strachan, S. Monteiro, Liying Cheng","doi":"10.37213/cjal.2020.30436","DOIUrl":"https://doi.org/10.37213/cjal.2020.30436","url":null,"abstract":"Internationally educated nurses’ (IENs) English language proficiency is critical to professional licensure as communication is a key competency for safe practice. The Canadian English Language Benchmark Assessment for Nurses (CELBAN) is Canada’s only Canadian Language Benchmarks (CLB) referenced examination used in the context of healthcare regulation. This high-stakes assessment claims proof of proficiency for IENs seeking licensure in Canada and a measure of public safety for nursing regulators. Understanding the quality of rater performance when examination results are used for high-stakes decisions is crucial to maintaining speaking test quality as it involves judgement, and thus requires strong reliability evidence (Koizumi et al., 2017). This study examined rater performance on the CELBAN Speaking component using a Many-Facets Rasch Measurement (MFRM). Specifically, this study identified CELBAN rater reliability in terms of consistency and severity, rating bias, and use of rating scale. The study was based on a sample of 115 raters across eight test sites in Canada and results on 2698 examinations across four parallel versions. Findings demonstrated relatively high inter-rater reliability and intra-rater reliability, and that CLB-based speaking descriptors (CLB 6-9) provided sufficient information for raters to discriminate examinees’ oral proficiency. There was no influence of test site or test version, offering validity evidence to support test use for high-stakes purposes. Grammar, among the eight speaking criteria, was identified as the most difficult criterion on the scale, and the one demonstrating most rater bias. This study highlights the value of MFRM analysis in rater performance research with implications for rater training. This study is one of the first research studies using MFRM with a CLB-referenced high-stakes assessment within the Canadian context.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"76 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2020-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84037611","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 : 2020-10-16DOI: 10.37213/cjal.2020.31121
Nwara Abdulhamid, Janna Fox
This study examined seven Language Instruction for Newcomers to Canada (LINC) teachers’ accounts of current Portfolio Based Language Assessment (PBLA) practices, elicited through semi-structured interviews, in order to explore washback - the effects of PBLA on teaching and learning. Portfolios are primarily useful as formative assessment tools (i.e., informing teaching and learning) (Fox, 2014; Little, 2007); conversely, when used solely as summative tools (i.e., achievement measures), they can result in portfolio prisons, which undermine teaching and learning (Hargreaves et al., 2002). To investigate the washback effect of PBLA, data were qualitatively analyzed, synthesized, and merged in development of recurring themes (Charmaz, 2006). Findings suggest that PBLA may have had washback on both teaching and learning. However, teachers’ individual classroom situations determined the direction and intensity of reported PBLA washback. The study highlights leverage points (Fox, 2004) where interventions (e.g., additional support, resources) might address negative washback.
本研究调查了7位加拿大新移民语言教学教师对当前基于组合的语言评估(PBLA)实践的描述，通过半结构化访谈得出，以探讨PBLA对教学和学习的反作用。作品集主要用作形成性评估工具(即为教学和学习提供信息)(Fox, 2014;少,2007);相反，当仅作为总结工具(即成就衡量标准)使用时，它们可能导致组合监狱，从而破坏教学(Hargreaves et al.， 2002)。为了研究PBLA的反拨效应，在重复主题的发展过程中对数据进行了定性分析、综合和合并(Charmaz, 2006)。研究结果表明，PBLA可能对教学和学习都有反作用。然而，教师的个人课堂情况决定了报告的PBLA反冲的方向和强度。该研究强调了杠杆点(Fox, 2004)，其中干预措施(例如，额外的支持，资源)可能会解决负面的反作用力。
{"title":"Portfolio Based Language Assessment (PBLA) in Language Instruction for Newcomers to Canada (LINC) Programs: Taking Stock of Teachers' Experience","authors":"Nwara Abdulhamid, Janna Fox","doi":"10.37213/cjal.2020.31121","DOIUrl":"https://doi.org/10.37213/cjal.2020.31121","url":null,"abstract":"This study examined seven Language Instruction for Newcomers to Canada (LINC) teachers’ accounts of current Portfolio Based Language Assessment (PBLA) practices, elicited through semi-structured interviews, in order to explore washback - the effects of PBLA on teaching and learning. Portfolios are primarily useful as formative assessment tools (i.e., informing teaching and learning) (Fox, 2014; Little, 2007); conversely, when used solely as summative tools (i.e., achievement measures), they can result in portfolio prisons, which undermine teaching and learning (Hargreaves et al., 2002). To investigate the washback effect of PBLA, data were qualitatively analyzed, synthesized, and merged in development of recurring themes (Charmaz, 2006). Findings suggest that PBLA may have had washback on both teaching and learning. However, teachers’ individual classroom situations determined the direction and intensity of reported PBLA washback. The study highlights leverage points (Fox, 2004) where interventions (e.g., additional support, resources) might address negative washback. ","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"22 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2020-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82043208","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 : 2020-10-16DOI: 10.37213/cjal.2020.30438
R. M. McCollum, Elena Tornar Reed
Teaching multilingual, multilevel language classes presents many challenges including helping students learn level-appropriate language. This learner-centred approach is complicated in a multilevel classroom where the teacher cannot always focus on each student’s needs. As a result, learner motivation and attendance are frequent problems. This article details the adaptation of the Canadian Language Benchmarks (CLB) into a badge system to help learners in a community English as a Second Language (ESL) program set and track personalized language learning goals. The authors explain the purposes of badges, including motivation and assessment, and describe how to create a CLB-based badge system for curriculum and assessment purposes. The authors also share feedback from students and instructors in the community ESL program about the badge-based curriculum.
{"title":"Developing a Badge System for a Community ESL Class Based on the Canadian Language Benchmarks","authors":"R. M. McCollum, Elena Tornar Reed","doi":"10.37213/cjal.2020.30438","DOIUrl":"https://doi.org/10.37213/cjal.2020.30438","url":null,"abstract":"Teaching multilingual, multilevel language classes presents many challenges including helping students learn level-appropriate language. This learner-centred approach is complicated in a multilevel classroom where the teacher cannot always focus on each student’s needs. As a result, learner motivation and attendance are frequent problems. This article details the adaptation of the Canadian Language Benchmarks (CLB) into a badge system to help learners in a community English as a Second Language (ESL) program set and track personalized language learning goals. The authors explain the purposes of badges, including motivation and assessment, and describe how to create a CLB-based badge system for curriculum and assessment purposes. The authors also share feedback from students and instructors in the community ESL program about the badge-based curriculum.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"9 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2020-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82487172","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 : 2020-07-10DOI: 10.37213/cjal.2020.28958
M. McGregor
This article reports on part of a mixed-methods study framed by sociocultural theory and aimed at assessing the impact of an intervention to promote metalinguistic awareness in language study abroad sojourners. Participants utilized a social media platform as a space to develop personalized e-portfolios for the purpose of in-depth metalinguistic reflection, paired with entirely computer-mediated researcher-participant mentoring. As such, this study addresses the importance of intervention in second language learning in study abroad, while also adding to the research available on its intersections within a 24/7 digitally connected world. Analysis of the data suggests that carrying out reflective practices and engaging with a mentor, even at distance, may be contributory in enhancing Spanish language proficiency. Further, this provides evidence that interventionist approaches to study abroad can be made accessible and meaningful even in the absence of significant resources, and without implementing prohibitively onerous tasks for either a student or practitioner.
{"title":"Metalinguistic Reflection and Computer-Mediated Communication: An Interventionist approach to Language Study Abroad","authors":"M. McGregor","doi":"10.37213/cjal.2020.28958","DOIUrl":"https://doi.org/10.37213/cjal.2020.28958","url":null,"abstract":"\u0000\u0000\u0000This article reports on part of a mixed-methods study framed by sociocultural theory and aimed at assessing the impact of an intervention to promote metalinguistic awareness in language study abroad sojourners. Participants utilized a social media platform as a space to develop personalized e-portfolios for the purpose of in-depth metalinguistic reflection, paired with entirely computer-mediated researcher-participant mentoring. As such, this study addresses the importance of intervention in second language learning in study abroad, while also adding to the research available on its intersections within a 24/7 digitally connected world. Analysis of the data suggests that carrying out reflective practices and engaging with a mentor, even at distance, may be contributory in enhancing Spanish language proficiency. Further, this provides evidence that interventionist approaches to study abroad can be made accessible and meaningful even in the absence of significant resources, and without implementing prohibitively onerous tasks for either a student or practitioner.\u0000\u0000\u0000","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"12 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2020-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77741607","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 : 2020-07-10DOI: 10.37213/cjal.2020.28661
I. Wouters, Véronique Fortier
L’enseignement de la prononciation est loin d’avoir ete aussi etudie que, par exemple, l’enseignement de la grammaire et du vocabulaire (Saito, 2015), et les participants des etudes sur le sujet ont le plus souvent l’anglais comme langue maternelle ou langue cible (Lee, Jang, et Plonsky, 2015). Ainsi, afin d’enrichir la recherche dans ce domaine et d’en etendre la portee a d’autres langues, nous avons mene une etude exploratoire basee sur un devis quasi experimental aupres de 64 participants francophones apprenant l’allemand comme langue etrangere. Nous nous sommes penchees sur cinq sons consonantiques juges problematiques pour les francophones, vises lors de cinq courtes sequences d’enseignement explicite offertes a deux groupes experimentaux. Les resultats des participants aux tests (perception et production) faits avant et apres les sequences experimentales montrent que l’enseignement propose, bien que de courte duree (total : 65 minutes), a permis aux groupes experimentaux de montrer des gains significatifs.
发音教学远没有像语法和词汇教学那样被研究(Saito, 2015)，这一主题研究的参与者通常以英语为母语或目标语言(Lee, Jang, and Plonsky, 2015)。因此，为了丰富这一领域的研究并将其扩展到其他语言，我们进行了一项探索性研究，该研究基于准实验引用，对64名将德语作为外语学习的法语参与者进行了研究。在向两个实验组提供的五个简短的明确教学序列中，我们研究了法语使用者认为有问题的五个辅音。参与者在实验序列前后进行的测试(知觉和生产)的结果表明，尽管教学时间很短(总共65分钟)，但实验组显示出显著的收益。
{"title":"Tu vas à la cerise les dimanches ? L’importance de travailler la perception et la production de phonèmes en allemand langue étrangère","authors":"I. Wouters, Véronique Fortier","doi":"10.37213/cjal.2020.28661","DOIUrl":"https://doi.org/10.37213/cjal.2020.28661","url":null,"abstract":"L’enseignement de la prononciation est loin d’avoir ete aussi etudie que, par exemple, l’enseignement de la grammaire et du vocabulaire (Saito, 2015), et les participants des etudes sur le sujet ont le plus souvent l’anglais comme langue maternelle ou langue cible (Lee, Jang, et Plonsky, 2015). Ainsi, afin d’enrichir la recherche dans ce domaine et d’en etendre la portee a d’autres langues, nous avons mene une etude exploratoire basee sur un devis quasi experimental aupres de 64 participants francophones apprenant l’allemand comme langue etrangere. Nous nous sommes penchees sur cinq sons consonantiques juges problematiques pour les francophones, vises lors de cinq courtes sequences d’enseignement explicite offertes a deux groupes experimentaux. Les resultats des participants aux tests (perception et production) faits avant et apres les sequences experimentales montrent que l’enseignement propose, bien que de courte duree (total : 65 minutes), a permis aux groupes experimentaux de montrer des gains significatifs.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"3 1","pages":"23-51"},"PeriodicalIF":0.5,"publicationDate":"2020-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91142399","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 : 2020-07-10DOI: 10.37213/cjal.2020.28736
L. A. Channa
An exploration of literature on second/foreign language (L2/FL) teaching suggests that the phenomenon in question has been investigated either by examining classroom processes or by exploring teachers’ lived experiences. Situated in the latter area, this paper reports a qualitative study that understands how Pakistani primary school teachers learn to teach English—the subject mandated in recent curricular reforms—and develop their English teacher identity. The findings problematize the apprenticeship of observation concept and demonstrate that the teachers agentively draw upon their favorite English learning experiences. They teach English not the way they were taught, rather, they teach the way they loved learning English. Thus, they develop the English teacher identities they adored while they were students. The paper presents pertinent implications.
{"title":"Agentive Apprenticeship of Observation and English Teacher Identity: A Pakistani Case of Learning to Teach English","authors":"L. A. Channa","doi":"10.37213/cjal.2020.28736","DOIUrl":"https://doi.org/10.37213/cjal.2020.28736","url":null,"abstract":"An exploration of literature on second/foreign language (L2/FL) teaching suggests that the phenomenon in question has been investigated either by examining classroom processes or by exploring teachers’ lived experiences. Situated in the latter area, this paper reports a qualitative study that understands how Pakistani primary school teachers learn to teach English—the subject mandated in recent curricular reforms—and develop their English teacher identity. The findings problematize the apprenticeship of observation concept and demonstrate that the teachers agentively draw upon their favorite English learning experiences. They teach English not the way they were taught, rather, they teach the way they loved learning English. Thus, they develop the English teacher identities they adored while they were students. The paper presents pertinent implications.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"54 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2020-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78346790","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 : 2020-07-10DOI: 10.37213/cjal.2020.30818
Eva Kartchava
Book review: Wen, Z. & Ahmadian, M. J. (Eds.). (2019). Researching L2 task performance and pedagogy: In honour of Peter Skehan. Amsterdam: John Benjamins. https://doi.org/10.1075/tblt.13
{"title":"Review of Wen, Z. & Ahmadian, M. J. (Eds.). (2019). Researching L2 task performance and pedagogy: In honour of Peter Skehan. Amsterdam: John Benjamins.","authors":"Eva Kartchava","doi":"10.37213/cjal.2020.30818","DOIUrl":"https://doi.org/10.37213/cjal.2020.30818","url":null,"abstract":"Book review: Wen, Z. & Ahmadian, M. J. (Eds.). (2019). Researching L2 task performance and pedagogy: In honour of Peter Skehan. Amsterdam: John Benjamins. https://doi.org/10.1075/tblt.13","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"74 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2020-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80628423","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 : 2020-07-10DOI: 10.37213/cjal.2020.28750
Sara Shahab, N. Rashidi, F. Sadighi, M. Yamini
This study attempted to scrutinize the disciplinary and cross-disciplinary generic variations of textbook introductions in humanities and basic sciences with reference to the onion model. The data included a sample of 60 introductions (i.e. ten each from applied linguistics, sociology, and psychology within humanities, and ten each from biology, agriculture, and geology within basic sciences). Humphrey and Economou’s (2015) onion model of discourse analysis was adopted, and MAXQDA 10 software of qualitative analysis was used for coding. The findings revealed similarities and differences not only within but also between the two disciplines, which can be attributed to the nature of disciplines as well as the generically accepted conventions in each discipline. Moreover, the results of the study highlighted the predominance of descriptive and analytical phases in textbook introductions not only in isolation but also in establishing more complicated genres like persuasion and critique. The study highlights the importance of teaching which is concerned with learners' rhetorical consciousness-raising of the disciplines as well as the discipline-specific lexico-grammatical features in expert texts.
本研究试图以洋葱模型为参照，检视人文与基础科学教科书导言的学科与跨学科通用性变化。数据包括60个介绍的样本(即人文学科中的应用语言学、社会学和心理学各10个，基础科学中的生物学、农业和地质学各10个)。采用Humphrey and Economou(2015)的话语分析洋葱模型，使用定性分析的MAXQDA 10软件进行编码。研究结果揭示了两个学科之间的相似和差异，这可以归因于学科的性质以及每个学科普遍接受的惯例。此外，研究结果强调了教科书介绍中描述性和分析性阶段的优势，不仅在孤立的情况下，而且在建立更复杂的类型(如说服和批评)时也是如此。该研究强调了教学的重要性，即关注学习者对学科的修辞意识的提高以及专业文本中特定学科的词汇语法特征。
{"title":"A Textual Discourse Analysis of Introductions in Textbooks of Humanities and Basic Sciences","authors":"Sara Shahab, N. Rashidi, F. Sadighi, M. Yamini","doi":"10.37213/cjal.2020.28750","DOIUrl":"https://doi.org/10.37213/cjal.2020.28750","url":null,"abstract":"This study attempted to scrutinize the disciplinary and cross-disciplinary generic variations of textbook introductions in humanities and basic sciences with reference to the onion model. The data included a sample of 60 introductions (i.e. ten each from applied linguistics, sociology, and psychology within humanities, and ten each from biology, agriculture, and geology within basic sciences). Humphrey and Economou’s (2015) onion model of discourse analysis was adopted, and MAXQDA 10 software of qualitative analysis was used for coding. The findings revealed similarities and differences not only within but also between the two disciplines, which can be attributed to the nature of disciplines as well as the generically accepted conventions in each discipline. Moreover, the results of the study highlighted the predominance of descriptive and analytical phases in textbook introductions not only in isolation but also in establishing more complicated genres like persuasion and critique. The study highlights the importance of teaching which is concerned with learners' rhetorical consciousness-raising of the disciplines as well as the discipline-specific lexico-grammatical features in expert texts.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"24 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2020-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78731499","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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