Pub Date : 2020-07-10DOI: 10.37213/cjal.2020.31214
Marie-Pier Bastien, Carole Fleuret
Cette etude s'interesse aux connaissances que detiennent les eleves hispanophones au regard du francais de scolarisation, dans l'objectif de mieux comprendre les difficultes rencontrees par cette communaute. Precisement, l'etude explore les competences initiales relatives au francais langue de scolarisation de 10 eleves hispanophones scolarises en Outaouais au regard du principe alphabetique (ex. linearite, orientation, etc.) et du code alphabetique (ex.connaissance des lettres, des syllabes et des phonemes). Pour en rendre compte, une recherche qualitative a ete menee. Les resultats montrent que certaines tendances sont observables, notamment que l'eleve hispanophone de premiere annee peut reconnaitre et identifier les lettres de l'alphabet. L'identification des allographes s'est egalement averee une activite facile a realiser. Nos resultats nous invitent aussi a decrire les fonctions du francais de scolarisation chez les participants de notre etude, a savoir que l'utilite du lire-ecrire reside principalement dans des activites qu'ils accomplissent au quotidien. Relativement aux aspects paratextuels et aux divers types de livres, ceux-ci semblent totalement inconnus par les eleves participants. On peut supposer que l'exposition aux livres a la maison soit plutot rare.
{"title":"Exploration des compétences initiales relatives au français de scolarisation chez des élèves hispanophones de 1re année scolarisés en Outaouais","authors":"Marie-Pier Bastien, Carole Fleuret","doi":"10.37213/cjal.2020.31214","DOIUrl":"https://doi.org/10.37213/cjal.2020.31214","url":null,"abstract":"Cette etude s'interesse aux connaissances que detiennent les eleves hispanophones au regard du francais de scolarisation, dans l'objectif de mieux comprendre les difficultes rencontrees par cette communaute. Precisement, l'etude explore les competences initiales relatives au francais langue de scolarisation de 10 eleves hispanophones scolarises en Outaouais au regard du principe alphabetique (ex. linearite, orientation, etc.) et du code alphabetique (ex.connaissance des lettres, des syllabes et des phonemes). Pour en rendre compte, une recherche qualitative a ete menee. Les resultats montrent que certaines tendances sont observables, notamment que l'eleve hispanophone de premiere annee peut reconnaitre et identifier les lettres de l'alphabet. L'identification des allographes s'est egalement averee une activite facile a realiser. Nos resultats nous invitent aussi a decrire les fonctions du francais de scolarisation chez les participants de notre etude, a savoir que l'utilite du lire-ecrire reside principalement dans des activites qu'ils accomplissent au quotidien. Relativement aux aspects paratextuels et aux divers types de livres, ceux-ci semblent totalement inconnus par les eleves participants. On peut supposer que l'exposition aux livres a la maison soit plutot rare.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"115 1","pages":"71-92"},"PeriodicalIF":0.5,"publicationDate":"2020-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89848830","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.2020.28845
Aarnes Gudmestad, Amanda Edmonds, B. Donaldson, Katie Carmichael
This study aims to advance the understanding of sociolinguistic competence among near-native speakers and to further knowledge about the acquisition of variable structures. We conduct a quantitative analysis of variable future-time expression in informal conversations between near-native and native speakers of French. In addition to examining linguistic constraints that have been investigated in previous research, we build on prior work by introducing a new factor that enables us to consider the role that formality of the variants plays in the use of variable future-time expression. We conclude by comparing these new findings to those for the same dataset and other variable structures (namely, negation and interrogatives, Donaldson, 2016, 2017) and by advocating for more research that consists of multiple, complementary analyses of the same dataset.
{"title":"Near-Native Sociolinguistic Competence in French: Evidence from Variable Future-Time Expression","authors":"Aarnes Gudmestad, Amanda Edmonds, B. Donaldson, Katie Carmichael","doi":"10.37213/cjal.2020.28845","DOIUrl":"https://doi.org/10.37213/cjal.2020.28845","url":null,"abstract":"This study aims to advance the understanding of sociolinguistic competence among near-native speakers and to further knowledge about the acquisition of variable structures. We conduct a quantitative analysis of variable future-time expression in informal conversations between near-native and native speakers of French. In addition to examining linguistic constraints that have been investigated in previous research, we build on prior work by introducing a new factor that enables us to consider the role that formality of the variants plays in the use of variable future-time expression. We conclude by comparing these new findings to those for the same dataset and other variable structures (namely, negation and interrogatives, Donaldson, 2016, 2017) and by advocating for more research that consists of multiple, complementary analyses of the same dataset.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"8 1","pages":"169-191"},"PeriodicalIF":0.5,"publicationDate":"2020-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88606749","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.2020.26963
C. Lavoie
Cet article compare le recours à deux différents supports, la tablette tactile et le papier, sur l’acquisition des relations sémantiques durant la démarche didactique de la communauté de recherche lexicale. La communauté de recherche lexicale est une démarche didactique dialogique et multimodale d’enseignement-apprentissage de relations sémantiques (Lavoie, Pellerin, Brel-Cloutier et Beauparlant, 2019). Il pose la question : Est-ce que le support (papier ou tablette tactile) de réalisation de la carte lexicale heuristique influe l’acquisition des relations sémantiques lors de la démarche didactique de la communauté de recherche lexicale ? 31 élèves (groupe papier) et 32 élèves (groupe tablette) de 3e année du primaire ont participé à l’étude. Cette étude s’est déroulée dans un milieu économiquement défavorisé et plurilingue. Les résultats quantitatifs indiquent que le recours à une application vidéo de capture d’écran sur tablette tactile pour réaliser la carte lexicale heuristique n’influe pas l’acquisition des relations sémantiques. Par contre, la verbalisation permise avec l’application vidéo de capture d’écran sur la tablette tactile faciliterait l’acquisition des mots thématiques. Après 4 cycles de la démarche de la communauté de recherche lexicale, la moyenne des deux groupes s’est améliorée.
{"title":"L’effet de la tablette tactile sur l’acquisition des relations sémantiques","authors":"C. Lavoie","doi":"10.37213/cjal.2020.26963","DOIUrl":"https://doi.org/10.37213/cjal.2020.26963","url":null,"abstract":"Cet article compare le recours à deux différents supports, la tablette tactile et le papier, sur l’acquisition des relations sémantiques durant la démarche didactique de la communauté de recherche lexicale. La communauté de recherche lexicale est une démarche didactique dialogique et multimodale d’enseignement-apprentissage de relations sémantiques (Lavoie, Pellerin, Brel-Cloutier et Beauparlant, 2019). Il pose la question : Est-ce que le support (papier ou tablette tactile) de réalisation de la carte lexicale heuristique influe l’acquisition des relations sémantiques lors de la démarche didactique de la communauté de recherche lexicale ? 31 élèves (groupe papier) et 32 élèves (groupe tablette) de 3e année du primaire ont participé à l’étude. Cette étude s’est déroulée dans un milieu économiquement défavorisé et plurilingue. Les résultats quantitatifs indiquent que le recours à une application vidéo de capture d’écran sur tablette tactile pour réaliser la carte lexicale heuristique n’influe pas l’acquisition des relations sémantiques. Par contre, la verbalisation permise avec l’application vidéo de capture d’écran sur la tablette tactile faciliterait l’acquisition des mots thématiques. Après 4 cycles de la démarche de la communauté de recherche lexicale, la moyenne des deux groupes s’est améliorée.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"6 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2020-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79550994","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.2020.26448
Hélène Le Levier, C. Brissaud
Nous etudions le vocabulaire grammatical utilise par des eleves de la quatrieme annee du secondaire francais lors d’entretiens sur les procedures ou representations metagraphiques mobilisees lorsqu’ils orthographient. Le vocabulaire utilise est emprunte a la grammaire scolaire. Sa densite et sa pertinence varient beaucoup. Certains termes utilises des l’ecole primaire sont maitrises par une proportion etonnamment faible d’eleves. Ainsi adjectif n’est utilise de maniere pertinente que dans 76,2 % des occurrences, pronom dans 58,3 % et determinant dans 52,4 %. Afin d’evaluer le role de ce vocabulaire dans l’analyse orthographique des eleves, des tests de correlation ont ete effectues pour mettre en relation d’une part la reussite orthographique et d’autre part la diversite des termes grammaticaux utilises de facon pertinente, le nombre de procedures de substitution et le nombre d’analyses syntaxiques. Toutes ces correlations se sont revelees positives et significatives, mais les analyses syntaxiques sont plus fortement correlees a la reussite orthographique. L’utilisation du vocabulaire grammatical ne se revele pas indispensable puisque certains eleves orthographient correctement sans y avoir recours, mais il est notable qu’aucun eleve ayant recours a du vocabulaire pertinent n’aboutisse a un grand nombre d’erreurs. Ces resultats valident donc l’interet du recours a un vocabulaire grammatical precis a l’appui d’analyses syntaxiques pour developper la performance orthographique.
{"title":"Utilisation du vocabulaire grammatical dans des entretiens métagraphiques d’élèves de troisième","authors":"Hélène Le Levier, C. Brissaud","doi":"10.37213/cjal.2020.26448","DOIUrl":"https://doi.org/10.37213/cjal.2020.26448","url":null,"abstract":"Nous etudions le vocabulaire grammatical utilise par des eleves de la quatrieme annee du secondaire francais lors d’entretiens sur les procedures ou representations metagraphiques mobilisees lorsqu’ils orthographient. Le vocabulaire utilise est emprunte a la grammaire scolaire. Sa densite et sa pertinence varient beaucoup. Certains termes utilises des l’ecole primaire sont maitrises par une proportion etonnamment faible d’eleves. Ainsi adjectif n’est utilise de maniere pertinente que dans 76,2 % des occurrences, pronom dans 58,3 % et determinant dans 52,4 %. Afin d’evaluer le role de ce vocabulaire dans l’analyse orthographique des eleves, des tests de correlation ont ete effectues pour mettre en relation d’une part la reussite orthographique et d’autre part la diversite des termes grammaticaux utilises de facon pertinente, le nombre de procedures de substitution et le nombre d’analyses syntaxiques. Toutes ces correlations se sont revelees positives et significatives, mais les analyses syntaxiques sont plus fortement correlees a la reussite orthographique. L’utilisation du vocabulaire grammatical ne se revele pas indispensable puisque certains eleves orthographient correctement sans y avoir recours, mais il est notable qu’aucun eleve ayant recours a du vocabulaire pertinent n’aboutisse a un grand nombre d’erreurs. Ces resultats valident donc l’interet du recours a un vocabulaire grammatical precis a l’appui d’analyses syntaxiques pour developper la performance orthographique.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"44 1","pages":"1-22"},"PeriodicalIF":0.5,"publicationDate":"2020-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86277331","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 : 2020-01-01DOI: 10.37213/cjal.2020.28700
Dmitri Priven
Complex noun phrases (CNP) are a major vehicle of academic written discourse (Halliday, 1988; 2004). However, in spite of the view that they pose significant challenges to English language learners, they are often overlooked in preparatory English for Academic Purposes (EAP) programs. This mixed methods study aims to investigate to what extent CNP present syntactic parsing challenges for upper-level college EAP students, and whether there is a perceived need for direct instruction in CNP in EAP programs. A special CNP proficiency test was administered to 70 upper-level Ontario college EAP students and a native speaker comparator group, and the results were compared with those obtained from interviews with seven of the test-takers. The results obtained from the statistical analyses and the interviews indicate that CNP are challenging to parse for upper-level EAP students and that direct instruction in CNP may be beneficial for improving their reading comprehension. Some teaching implications of the findings are also addressed.
{"title":"“All These Nouns Together Just Don’t Make Sense!”: An Investigation of EAP Students’ Challenges with Complex Noun Phrases in First-Year College-Level Textbooks","authors":"Dmitri Priven","doi":"10.37213/cjal.2020.28700","DOIUrl":"https://doi.org/10.37213/cjal.2020.28700","url":null,"abstract":"Complex noun phrases (CNP) are a major vehicle of academic written discourse (Halliday, 1988; 2004). However, in spite of the view that they pose significant challenges to English language learners, they are often overlooked in preparatory English for Academic Purposes (EAP) programs. This mixed methods study aims to investigate to what extent CNP present syntactic parsing challenges for upper-level college EAP students, and whether there is a perceived need for direct instruction in CNP in EAP programs. A special CNP proficiency test was administered to 70 upper-level Ontario college EAP students and a native speaker comparator group, and the results were compared with those obtained from interviews with seven of the test-takers. The results obtained from the statistical analyses and the interviews indicate that CNP are challenging to parse for upper-level EAP students and that direct instruction in CNP may be beneficial for improving their reading comprehension. Some teaching implications of the findings are also addressed.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"40 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80909435","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 aims to describe occurrences of homophone words and frequencies of grammatical homophone errors in 119 free texts of 9 to 12-year-old Quebec students from a list of 22 series of homophones. This analysis made it possible to confirm that grammatical homophones are widely used by students, but that, considering all the possibilities in the different series, they are more successful than we had anticipated. Thus, our results made it possible not only to establish a current portrait of the homophone words spontaneously used by 9 to 12-year-old students in their texts, but also to identify constants in the successes (related to the frequency). Some syntactic contexts were also analyzed to identify priority areas to work on for teachers. Finally, our study identifies areas of vulnerability among students based on three factors: gender, age, and socio-economic background. The discussion concludes with recommendations for teaching grammatical categories.
{"title":"Les homophones grammaticaux, portrait actuel des occurrences et des taux de réussite chez des élèves de 9 à 12 ans","authors":"Marie-Hélène Giguère, Rebeca Aldama","doi":"10.7202/1067311AR","DOIUrl":"https://doi.org/10.7202/1067311AR","url":null,"abstract":"This study aims to describe occurrences of homophone words and frequencies of grammatical homophone errors in 119 free texts of 9 to 12-year-old Quebec students from a list of 22 series of homophones. This analysis made it possible to confirm that grammatical homophones are widely used by students, but that, considering all the possibilities in the different series, they are more successful than we had anticipated. Thus, our results made it possible not only to establish a current portrait of the homophone words spontaneously used by 9 to 12-year-old students in their texts, but also to identify constants in the successes (related to the frequency). Some syntactic contexts were also analyzed to identify priority areas to work on for teachers. Finally, our study identifies areas of vulnerability among students based on three factors: gender, age, and socio-economic background. The discussion concludes with recommendations for teaching grammatical categories.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"10 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90204194","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":"Review of: Carrio-Pastor, M. L. (Ed.). (2016). Technology implementation in second language teaching and translation studies: New tools, new approaches. Singapore: Springer. pp. vi+258","authors":"Negin Maddah, Leila Moeinpour","doi":"10.7202/1067314ar","DOIUrl":"https://doi.org/10.7202/1067314ar","url":null,"abstract":"<jats:p />","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"14 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85993428","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 dubbing of foreign films in Quebec has, in recent decades, received attention in translation studies. Screen characters appear to speak a French that is quite different from current Quebec French with little account for linguistic variation. However, most studies were based on few examples, rendering them potentially anecdotal, and their observations somewhat contradictory. Often, the examples themselves were not further investigated with respect to correlation with the formality of the situation. We measured, in 10 films dubbed in France and Quebec, four linguistic elements explicitly associated with a higher degree of formality: maintenance of the consonant [l] of personal pronouns il and ils and impersonal il, maintenance the final consonant clusters, use of variable liaisons and of the particle ne of the discontinuous negation. This study provided a quantified picture of the phenomenon and verified that the language in Quebec dubbing is exemplary of a high degree of formality.
{"title":"La langue du doublage québécois : un français parlé « sous bonne surveillance »","authors":"Kristin Reinke, L. Ostiguy","doi":"10.7202/1063772ar","DOIUrl":"https://doi.org/10.7202/1063772ar","url":null,"abstract":"The dubbing of foreign films in Quebec has, in recent decades, received attention in translation studies. Screen characters appear to speak a French that is quite different from current Quebec French with little account for linguistic variation. However, most studies were based on few examples, rendering them potentially anecdotal, and their observations somewhat contradictory. Often, the examples themselves were not further investigated with respect to correlation with the formality of the situation. We measured, in 10 films dubbed in France and Quebec, four linguistic elements explicitly associated with a higher degree of formality: maintenance of the consonant [l] of personal pronouns il and ils and impersonal il, maintenance the final consonant clusters, use of variable liaisons and of the particle ne of the discontinuous negation. This study provided a quantified picture of the phenomenon and verified that the language in Quebec dubbing is exemplary of a high degree of formality.","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":"81705085","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 article presents the results of a study whose goal was to support French language learners and their teachers, in kindergarten classes in a French language school in Ontario. Data were collected through classroom observations and interviews with the teachers and early childhood educators, who also participated in a professional learning community addressing the needs of French language learners. The participants revealed that language use was their biggest concern. The majority of these teachers and early childhood educators indicated that participation in the professional learning community influenced their use of English in class. The participants stated that they had increased consciousness and confidence in students’ ability to learn French without the use of English, which motivated them to progressively reduce their English use while encouraging students’ French use.
{"title":"L’usage de l’anglais dans une école de langue française en milieu minoritaire : un véritable enjeu ?","authors":"Callie Mady","doi":"10.7202/1063774ar","DOIUrl":"https://doi.org/10.7202/1063774ar","url":null,"abstract":"This article presents the results of a study whose goal was to support French language learners and their teachers, in kindergarten classes in a French language school in Ontario. Data were collected through classroom observations and interviews with the teachers and early childhood educators, who also participated in a professional learning community addressing the needs of French language learners. The participants revealed that language use was their biggest concern. The majority of these teachers and early childhood educators indicated that participation in the professional learning community influenced their use of English in class. The participants stated that they had increased consciousness and confidence in students’ ability to learn French without the use of English, which motivated them to progressively reduce their English use while encouraging students’ French use.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"39 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88131193","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}
Task-based language teaching (TBLT) is well known for providing authentic opportunities for second and foreign language (L2) skill development. However, for many learners the use of traditional grammar within TBLT lacks the functional support necessary to create accurate and fluent L2 output. The current study replaced traditional grammar explanations with a semantic meaning-order approach to pedagogical grammar (MAP or MAP grammar) as a means to bridge the language in tasks to their function and thereby strengthen form-to-meaning understanding. The study combined TBLT and MAP grammar to look for changes in the complexity, accuracy, and fluency of 127 L2 learners’ writings. The results showed TBLT and MAP separately increased syntactic complexity, whereas the combination of the two provided gains in accuracy and fluency. This was achieved by systematically directing learners’ attention to a sequence of functional choices thereby simplifying necessary metalinguistic explanations.
{"title":"Task-Based Language Teaching With a Semantic-Centred Pedagogic Grammar","authors":"James W. Gray, Ryan W. Smithers","doi":"10.7202/1063775ar","DOIUrl":"https://doi.org/10.7202/1063775ar","url":null,"abstract":"Task-based language teaching (TBLT) is well known for providing authentic opportunities for second and foreign language (L2) skill development. However, for many learners the use of traditional grammar within TBLT lacks the functional support necessary to create accurate and fluent L2 output. The current study replaced traditional grammar explanations with a semantic meaning-order approach to pedagogical grammar (MAP or MAP grammar) as a means to bridge the language in tasks to their function and thereby strengthen form-to-meaning understanding. The study combined TBLT and MAP grammar to look for changes in the complexity, accuracy, and fluency of 127 L2 learners’ writings. The results showed TBLT and MAP separately increased syntactic complexity, whereas the combination of the two provided gains in accuracy and fluency. This was achieved by systematically directing learners’ attention to a sequence of functional choices thereby simplifying necessary metalinguistic explanations.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"94 1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87667471","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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