How do L2 students work together to accomplish their public, in-class tasks? From a sociocultural perspective (e.g., Duff, 1995; Lantolf, 2000), the present study takes a behind-the-scenes look at peer collaboration in which a group of three Japanese undergraduate students engaged to accomplish an academic presentation task during their year-long studies in a content-based ESL program at a Canadian university. Methods for data collection reflected a qualitative case study approach and included audio-recorded observations of project work, in-depth interviews, and students' journals and papers. Data showed that students' preparatory activities outside the classroom included negotiating task definition and teacher expectations, sharing experiences, collaborative dialogue (Swain, 2000) in preparing presentation materials, and rehearsing and peer-coaching. Analysis shed useful light on students' contextualization of and orientation to the task, the interdependence of spoken and written language in task prepara...
{"title":"The Role of Peer Support in ESL Students' Accomplishment of Oral Academic Tasks","authors":"Masaki Kobayashi","doi":"10.3138/CMLR.59.3.337","DOIUrl":"https://doi.org/10.3138/CMLR.59.3.337","url":null,"abstract":"How do L2 students work together to accomplish their public, in-class tasks? From a sociocultural perspective (e.g., Duff, 1995; Lantolf, 2000), the present study takes a behind-the-scenes look at peer collaboration in which a group of three Japanese undergraduate students engaged to accomplish an academic presentation task during their year-long studies in a content-based ESL program at a Canadian university. Methods for data collection reflected a qualitative case study approach and included audio-recorded observations of project work, in-depth interviews, and students' journals and papers. Data showed that students' preparatory activities outside the classroom included negotiating task definition and teacher expectations, sharing experiences, collaborative dialogue (Swain, 2000) in preparing presentation materials, and rehearsing and peer-coaching. Analysis shed useful light on students' contextualization of and orientation to the task, the interdependence of spoken and written language in task prepara...","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2003-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76195354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L'A. examine l'evolution du role des enseignants dans l'enseignement des langues secondes/etrangeres. L'arrivee en milieu scolaire des nouvelles technologies de communication amene l'enseignant a proposer a l'eleve des situations de communication interactive. L'internet permet a l'etudiant de developper des competences qu'il pourra ensuite transferer a d'autres situations d'apprentissage. Avec l'internet, l'enseignant dispose d'une ressource technique pour developper des activites favorisant la creativite
{"title":"Internet Technology and Second/Foreign Language Education: Activities for the Classroom Teacher","authors":"K. MacDonald","doi":"10.3138/CMLR.59.3.455","DOIUrl":"https://doi.org/10.3138/CMLR.59.3.455","url":null,"abstract":"L'A. examine l'evolution du role des enseignants dans l'enseignement des langues secondes/etrangeres. L'arrivee en milieu scolaire des nouvelles technologies de communication amene l'enseignant a proposer a l'eleve des situations de communication interactive. L'internet permet a l'etudiant de developper des competences qu'il pourra ensuite transferer a d'autres situations d'apprentissage. Avec l'internet, l'enseignant dispose d'une ressource technique pour developper des activites favorisant la creativite","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2003-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90626234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The characterization of learner interlanguage has been largely confined to the early acquisition of speech in a second language (L2), with later acquisition not commonly analyzed in this framework for lack of theory, lack of data, and the fact that late acquisition is intermeshed with the acquisition of literacy. The current trend to electronic submission of classroom writing relieves the data problem, defines steps in the acquisition of literacy, and may even contribute to the growth of theory. When assembled by teachers or researchers into a learner corpus (LC) of suitable size and character, such a corpus provides the empirical means to discover what advanced learners know and do not know about their L2. A strong tradition of LC analysis has emerged in Europe; the present study introduces this work and tests its applicability to a North American context.
{"title":"Analyzing Late Interlanguage with Learner Corpora: Québec Replications of Three European Studies","authors":"Tom Cobb","doi":"10.3138/CMLR.59.3.393","DOIUrl":"https://doi.org/10.3138/CMLR.59.3.393","url":null,"abstract":"The characterization of learner interlanguage has been largely confined to the early acquisition of speech in a second language (L2), with later acquisition not commonly analyzed in this framework for lack of theory, lack of data, and the fact that late acquisition is intermeshed with the acquisition of literacy. The current trend to electronic submission of classroom writing relieves the data problem, defines steps in the acquisition of literacy, and may even contribute to the growth of theory. When assembled by teachers or researchers into a learner corpus (LC) of suitable size and character, such a corpus provides the empirical means to discover what advanced learners know and do not know about their L2. A strong tradition of LC analysis has emerged in Europe; the present study introduces this work and tests its applicability to a North American context.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2003-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82609787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article attempts to bridge the apparent gap between L2 listening theory and practice by examining the effect of two tasks designed to teach students how to listen. This small-scale study involved two groups of students (N=41) registered in the second semester of a beginner-level French as a Second Language course. Students completed each task and then reflected on its usefulness in facilitating comprehension and its effectiveness in raising their awareness of the listening process. Students reacted positively to both listening tasks and provided suggestions for improving the second task. Student responses highlighted the benefit of predictions, the usefulness of discussion with a partner, and the motivational effect of focusing attention on the process as well as the product of listening. This study illustrates the potential of applying current knowledge about developing metacognitive processes and metacognitive knowledge in L2 listening pedagogy.
{"title":"From Prediction Through Reflection: Guiding Students: Through the Process of L2 Listening","authors":"Larry Vandergrift","doi":"10.3138/CMLR.59.3.425","DOIUrl":"https://doi.org/10.3138/CMLR.59.3.425","url":null,"abstract":"This article attempts to bridge the apparent gap between L2 listening theory and practice by examining the effect of two tasks designed to teach students how to listen. This small-scale study involved two groups of students (N=41) registered in the second semester of a beginner-level French as a Second Language course. Students completed each task and then reflected on its usefulness in facilitating comprehension and its effectiveness in raising their awareness of the listening process. Students reacted positively to both listening tasks and provided suggestions for improving the second task. Student responses highlighted the benefit of predictions, the usefulness of discussion with a partner, and the motivational effect of focusing attention on the process as well as the product of listening. This study illustrates the potential of applying current knowledge about developing metacognitive processes and metacognitive knowledge in L2 listening pedagogy.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2003-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87620653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dans cet article, l'auteur decrit comment un module sur l'histoire acadienne concu pour des eleves en immersion francaise de niveau intermediaire peut etre construit a partir d'elements dynamiques propres au theâtre. Ce module peut etre adapte a differents niveaux, autant au secondaire qu'a l'ecole elementaire. L'auteur se propose de decrire les activites de ce module dans cet article...
{"title":"A Touch of … Class!","authors":"G. Belliveau","doi":"10.3138/CMLR.59.3.441","DOIUrl":"https://doi.org/10.3138/CMLR.59.3.441","url":null,"abstract":"Dans cet article, l'auteur decrit comment un module sur l'histoire acadienne concu pour des eleves en immersion francaise de niveau intermediaire peut etre construit a partir d'elements dynamiques propres au theâtre. Ce module peut etre adapte a differents niveaux, autant au secondaire qu'a l'ecole elementaire. L'auteur se propose de decrire les activites de ce module dans cet article...","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2003-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75592249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A travers l'utilisation optimale des nouveaux outils de la communication et de l'information et principalement l'Internet, l'auteur recommande une serie d'activites destinees aux enseignants en langue etrangere ou seconde langue, permettant aux eleves d'enrichir leurs experiences d'apprentissage grâce a cette source d'informations inepuisable. Les avantages de l'integration de l'Internet au niveau pratique et au niveau theorique sont decrits ici a travers le detail des etapes de deux activites majeures destinees a des ecoles elementaires dans des classes de francais seconde langue et anglais langue etrangere...
{"title":"Literature Circles as a Differentiated Instructional Strategy for Including ESL Students in Mainstream Classrooms","authors":"R. Heydon","doi":"10.3138/CMLR.59.3.463","DOIUrl":"https://doi.org/10.3138/CMLR.59.3.463","url":null,"abstract":"A travers l'utilisation optimale des nouveaux outils de la communication et de l'information et principalement l'Internet, l'auteur recommande une serie d'activites destinees aux enseignants en langue etrangere ou seconde langue, permettant aux eleves d'enrichir leurs experiences d'apprentissage grâce a cette source d'informations inepuisable. Les avantages de l'integration de l'Internet au niveau pratique et au niveau theorique sont decrits ici a travers le detail des etapes de deux activites majeures destinees a des ecoles elementaires dans des classes de francais seconde langue et anglais langue etrangere...","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2003-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88944947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The examination of identity issues in learning a second language has recently become a focus issue in SLA research and especially in the field of sociocultural linguistics, which seeks to examine not only how languages are learned, but also the context in which learning takes place and the individual involved. This study addresses the question of L2 (second language) and C2 (second culture) acquisition by focusing on identity, and specifically on one particular aspect, the appropriation of accent. A first-person account of identity phenomena in learning a second language, it seeks to explain changes in the L2 accent - and later also in the L1 accent - applying the metaphor of self-translation as a general framework for explaining processes of L2 learning and L1 loss, and the construction and reconstruction of learner identity.
{"title":"Never Quite a ‘Native Speaker’: Accent and Identity in the L2 - and the L1","authors":"Nicole Marx","doi":"10.3138/CMLR.59.2.264","DOIUrl":"https://doi.org/10.3138/CMLR.59.2.264","url":null,"abstract":"The examination of identity issues in learning a second language has recently become a focus issue in SLA research and especially in the field of sociocultural linguistics, which seeks to examine not only how languages are learned, but also the context in which learning takes place and the individual involved. This study addresses the question of L2 (second language) and C2 (second culture) acquisition by focusing on identity, and specifically on one particular aspect, the appropriation of accent. A first-person account of identity phenomena in learning a second language, it seeks to explain changes in the L2 accent - and later also in the L1 accent - applying the metaphor of self-translation as a general framework for explaining processes of L2 learning and L1 loss, and the construction and reconstruction of learner identity.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2002-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85488133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents partial findings of a study of teachers' beliefs about teaching and learning French as a second or foreign language using the Internet. Use of an international, on-line discussion list as well as an open-ended questionnaire provided an opportunity for teachers to ‘talk’ about their experiences with the new tools of the Internet. Two main categories emerged from the coding of data. Reported in this paper is the category of challenges related to teaching of French using the Internet. Six sub-categories are described and discussed as follows: the curriculum; resources and information; roles and responsibilities; control and monitoring; training; and access and equipment. The experiences of teachers reported on in this paper suggest that effective use of the Internet in the teaching of French requires an understanding and acceptance of the way in which the tools redefine classroom control, knowledge and the practice of teaching in general.
{"title":"New Tools in an Old Trade: Teachers Talk About Use of the Internet in the Teaching of French as a Second or Foreign Language","authors":"Elizabeth Murphy","doi":"10.3138/CMLR.59.2.215","DOIUrl":"https://doi.org/10.3138/CMLR.59.2.215","url":null,"abstract":"This paper presents partial findings of a study of teachers' beliefs about teaching and learning French as a second or foreign language using the Internet. Use of an international, on-line discussion list as well as an open-ended questionnaire provided an opportunity for teachers to ‘talk’ about their experiences with the new tools of the Internet. Two main categories emerged from the coding of data. Reported in this paper is the category of challenges related to teaching of French using the Internet. Six sub-categories are described and discussed as follows: the curriculum; resources and information; roles and responsibilities; control and monitoring; training; and access and equipment. The experiences of teachers reported on in this paper suggest that effective use of the Internet in the teaching of French requires an understanding and acceptance of the way in which the tools redefine classroom control, knowledge and the practice of teaching in general.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2002-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75212148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L'utilisation du travail sur projet dans l'enseignement d'une langue seconde est souvent considere comme fastidieux. Cette methode pedagogique qui consiste a mettre en oeuvre un projet de groupe autour d'un theme permet pourtant d'apprendre une langue de maniere appliquee et motivee en entrant notamment en contact avec des natifs. L'A. veut montrer l'interet pedagogique de ce type de travail et propose aux enseignants quelques lignes directrices pour mettre en oeuvre un tel projet. L'exemple choisi concerne un projet de maison ecologique avec des etudiants de Hong Kong en anglais langue etrangere. Il decrit les differentes phases de la mise en place du projet permettant de definir, par rapport au niveau et a l'âge des etudiants le sujet, le contexte et les activites du projet.
{"title":"Project Work in Second / Foreign Language Classrooms","authors":"Icy Lee","doi":"10.3138/CMLR.59.2.282","DOIUrl":"https://doi.org/10.3138/CMLR.59.2.282","url":null,"abstract":"L'utilisation du travail sur projet dans l'enseignement d'une langue seconde est souvent considere comme fastidieux. Cette methode pedagogique qui consiste a mettre en oeuvre un projet de groupe autour d'un theme permet pourtant d'apprendre une langue de maniere appliquee et motivee en entrant notamment en contact avec des natifs. L'A. veut montrer l'interet pedagogique de ce type de travail et propose aux enseignants quelques lignes directrices pour mettre en oeuvre un tel projet. L'exemple choisi concerne un projet de maison ecologique avec des etudiants de Hong Kong en anglais langue etrangere. Il decrit les differentes phases de la mise en place du projet permettant de definir, par rapport au niveau et a l'âge des etudiants le sujet, le contexte et les activites du projet.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2002-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82316950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L'utilisation des indices typographiques dans le but d'attirer l'attention des apprenants d'une L2 sur des elements linguistiques, a savoir la mise en evidence textuelle, a retenu l'attention de nombreux chercheurs depuis quelques annees. Toutefois, les resultats des etudes portant sur la MET sont contradictoires. Ces resultats divergents peuvent vraisemblablement s'expliquer par les choix d'ordre methodologique tres varies qu'effectuent les chercheurs. Dans le cadre de cet article, nous allons d'abord effectuer un bref retour historique sur l'utilisation des indices typographiques, apres quoi nous exposerons les motifs sous-jacents a l'utilisation de la MET en classe de L2. Nous presenterons ensuite une recension des ecrits ainsi qu'un sommaire des elements de la recherche sur la MET. Enfin, nous conclurons en formulant quelques pistes pour la recherche sur la MET dans l'enseignement d'une L2.
{"title":"La mise en évidence textuelle: d'où venons-nous et où allons-nous?","authors":"D. Simard","doi":"10.3138/CMLR.59.2.236","DOIUrl":"https://doi.org/10.3138/CMLR.59.2.236","url":null,"abstract":"L'utilisation des indices typographiques dans le but d'attirer l'attention des apprenants d'une L2 sur des elements linguistiques, a savoir la mise en evidence textuelle, a retenu l'attention de nombreux chercheurs depuis quelques annees. Toutefois, les resultats des etudes portant sur la MET sont contradictoires. Ces resultats divergents peuvent vraisemblablement s'expliquer par les choix d'ordre methodologique tres varies qu'effectuent les chercheurs. Dans le cadre de cet article, nous allons d'abord effectuer un bref retour historique sur l'utilisation des indices typographiques, apres quoi nous exposerons les motifs sous-jacents a l'utilisation de la MET en classe de L2. Nous presenterons ensuite une recension des ecrits ainsi qu'un sommaire des elements de la recherche sur la MET. Enfin, nous conclurons en formulant quelques pistes pour la recherche sur la MET dans l'enseignement d'une L2.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2002-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80094768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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