{"title":"The Second Language Acquisition of French Tense, Aspect, Mood and Modality Book review / recension de livre","authors":"Anita Thomas","doi":"10.3138/CMLR.70.3.403","DOIUrl":"https://doi.org/10.3138/CMLR.70.3.403","url":null,"abstract":"","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84541827","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}
Cet article comporte, d'une part, l'analyse des interactions entre un enseignant de langue et un groupe d'apprenants et, d'autre part, l'etude collaborative entre l'enseignant et le chercheur de l'agir professoral du premier. Notre demarche puise dans l'analyse conversationnelle et dans les etudes sur la cognition enseignante. Nos observations confirment que les echanges entre l'enseignant et les apprenants se construisent autour du schema dit IRF - initiation, reponse, feed-back - grâce auquel l'enseignant accomplit des fonctions pedagogiques telles que la correction ou l'encouragement. Nous constatons aussi des echanges eloignes d'une focalisation sur des aspects langagiers et du schema IRF, au cours desquels certains participants ont revendique, face a leurs interlocuteurs, des traits personnels. Nous concluons que l'agenda de la rencontre en classe reste ouvert, d'autant plus que sa gestion releve parfois de l'enseignant, mais aussi du reste des participants. L'interaction didactique demeure un contexte d'echange complexe et dynamique, dont les interactants renegocient les regles et les contenus. Enfin, l'exploration de cette complexite se revele benefique dans le cadre de la formation, initiale et continue, des enseignants de langue.
{"title":"L'assouplissement du schéma IRF en classe de langue comme principe d'un agir professoral : une initiative individuelle, un accomplissement collectif","authors":"J. Río","doi":"10.3138/CMLR.1386","DOIUrl":"https://doi.org/10.3138/CMLR.1386","url":null,"abstract":"Cet article comporte, d'une part, l'analyse des interactions entre un enseignant de langue et un groupe d'apprenants et, d'autre part, l'etude collaborative entre l'enseignant et le chercheur de l'agir professoral du premier. Notre demarche puise dans l'analyse conversationnelle et dans les etudes sur la cognition enseignante. Nos observations confirment que les echanges entre l'enseignant et les apprenants se construisent autour du schema dit IRF - initiation, reponse, feed-back - grâce auquel l'enseignant accomplit des fonctions pedagogiques telles que la correction ou l'encouragement. Nous constatons aussi des echanges eloignes d'une focalisation sur des aspects langagiers et du schema IRF, au cours desquels certains participants ont revendique, face a leurs interlocuteurs, des traits personnels. Nous concluons que l'agenda de la rencontre en classe reste ouvert, d'autant plus que sa gestion releve parfois de l'enseignant, mais aussi du reste des participants. L'interaction didactique demeure un contexte d'echange complexe et dynamique, dont les interactants renegocient les regles et les contenus. Enfin, l'exploration de cette complexite se revele benefique dans le cadre de la formation, initiale et continue, des enseignants de langue.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83442814","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 purpose of this paper is to examine use of English discourse markers in otherwise Spanish language consultations. Data is derived from an audio-recorded corpus of Spanish language consultations that took place in a small community clinic in the United States as well as post-consultation interviews with patients and providers. Through quantification of the use of discourse makers in the corpus and discourse analysis of transcripts, we demonstrate that English-speaking dominant medical providers use English discourse markers more frequently and with a broader range of functions than do Spanish-speaking dominant medical providers and patients. We argue that such use of English discourse markers serves to exacerbate the power relationship between providers and patients even though the use of English discourse markers does not cause overt miscommunication in the ongoing interaction. Implications for providers who use a second language in their medical consultations are discussed.
{"title":"Well, Now, Okey Dokey: English Discourse Markers in Spanish Language Medical Consultations.","authors":"Caroline H Vickers, Ryan Goble","doi":"10.1353/cml.2011.0025","DOIUrl":"https://doi.org/10.1353/cml.2011.0025","url":null,"abstract":"<p><p>The purpose of this paper is to examine use of English discourse markers in otherwise Spanish language consultations. Data is derived from an audio-recorded corpus of Spanish language consultations that took place in a small community clinic in the United States as well as post-consultation interviews with patients and providers. Through quantification of the use of discourse makers in the corpus and discourse analysis of transcripts, we demonstrate that English-speaking dominant medical providers use English discourse markers more frequently and with a broader range of functions than do Spanish-speaking dominant medical providers and patients. We argue that such use of English discourse markers serves to exacerbate the power relationship between providers and patients even though the use of English discourse markers does not cause overt miscommunication in the ongoing interaction. Implications for providers who use a second language in their medical consultations are discussed.</p>","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2011-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3859236/pdf/nihms521937.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31964199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article presents a sociolinguistically responsive model of pedagogy situated within existing sociocultural and communicative approaches to language learning and teaching. The specific focus of the discussion is on the French pronouns of address, tu and vous. The article reviews previous research on second-person address in educational and non-educational contexts, and then describes the model of a sociolinguistically responsive pedagogy that bridges language learning theory and classroom practice. The recommendations include a number of sample tasks and task components whose aim is to raise learners' awareness of the variable use of these pronouns, both within and beyond the classroom.
{"title":"Towards a Sociolinguistically Responsive Pedagogy: Teaching Second-Person Address Forms in French","authors":"R. A. V. Compernolle","doi":"10.3138/CMLR.66.3.445","DOIUrl":"https://doi.org/10.3138/CMLR.66.3.445","url":null,"abstract":"Abstract This article presents a sociolinguistically responsive model of pedagogy situated within existing sociocultural and communicative approaches to language learning and teaching. The specific focus of the discussion is on the French pronouns of address, tu and vous. The article reviews previous research on second-person address in educational and non-educational contexts, and then describes the model of a sociolinguistically responsive pedagogy that bridges language learning theory and classroom practice. The recommendations include a number of sample tasks and task components whose aim is to raise learners' awareness of the variable use of these pronouns, both within and beyond the classroom.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2010-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81496238","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 reports on a study aimed at testing the hypothesis that, because of strategic and temporal variables, composing rate and text quantity may not be valid measures of writing fluency. A second objective was to validate the mean length of writers' translating episodes as a process-based indicator that mirrors their fluent written production rather than the factors that may be related to it. The translating episode is defined as any chunk that has been written down and terminated by a pause of three or more seconds or by any composing behaviour. Data for the study were drawn from the think-aloud protocols generated by 30 Egyptian university students writing in their second language (L2) and from their retrospective interviews. To examine the validity of the three indicators, the participants' composing rates, text quantity, and translating episodes were related to their scores on an argumentative writing task and on three linguistic tests. The results of the quantitative and qualitative analyses confirm the hypothesis tested and provide evidence for the validity of this newly developed indicator of writing fluency. Implications and suggestions for further research are presented. Resume: Cet article rapporte les resultats d'une etude visant a tester l'hypothese que, du fait de variables strategiques et temporelles, le rythme de composition et la longueur du texte redige ne sont peut-etre pas des mesures valides des competences a l'ecrit ; un autre objectif de la recherche decrite dans cet article etait de valider la longueur moyenne des episodes de traduction, chez les redacteurs, a titre d'indice du processus d'ecriture refletant leurs competences en expression ecrite, plutot que les facteurs qui y sont relies. Un episode de traduction est defini comme tout segment qui a ete ecrit puis interrompu par une pause de trois secondes ou plus ou par tout comportement de composition. Les donnees ont ete recueillies aupres de 30 etudiants egyptiens au niveau universitaire, qui ont effectue des reflexions a voix haute pendant qu'ils redigeaient dans leur langue seconde et qui ont participe a des entrevues retrospectives. Pour evaluer la validite des trois indices, le rythme de composition, la longueur du texte redige et les episodes de traduction ont ete mis en relation avec les scores qu'ont obtenus les participants dans une tâche de redaction argumentative et dans trois tests de langue. Les resultats des analyses quantitatives et qualitatives confirment l'hypothese qui a ete testee et ils attestent de la validite de ce nouvel indice des competences en expression ecrite. L'article se termine par une discussion des implications de cette etude et des suggestions de recherche.
{"title":"Toward a New Process-Based Indicator for Measuring Writing Fluency: Evidence from L2 Writers' Think-Aloud Protocols","authors":"M. M. Latif","doi":"10.3138/CMLR.65.4.531","DOIUrl":"https://doi.org/10.3138/CMLR.65.4.531","url":null,"abstract":"This article reports on a study aimed at testing the hypothesis that, because of strategic and temporal variables, composing rate and text quantity may not be valid measures of writing fluency. A second objective was to validate the mean length of writers' translating episodes as a process-based indicator that mirrors their fluent written production rather than the factors that may be related to it. The translating episode is defined as any chunk that has been written down and terminated by a pause of three or more seconds or by any composing behaviour. Data for the study were drawn from the think-aloud protocols generated by 30 Egyptian university students writing in their second language (L2) and from their retrospective interviews. To examine the validity of the three indicators, the participants' composing rates, text quantity, and translating episodes were related to their scores on an argumentative writing task and on three linguistic tests. The results of the quantitative and qualitative analyses confirm the hypothesis tested and provide evidence for the validity of this newly developed indicator of writing fluency. Implications and suggestions for further research are presented. Resume: Cet article rapporte les resultats d'une etude visant a tester l'hypothese que, du fait de variables strategiques et temporelles, le rythme de composition et la longueur du texte redige ne sont peut-etre pas des mesures valides des competences a l'ecrit ; un autre objectif de la recherche decrite dans cet article etait de valider la longueur moyenne des episodes de traduction, chez les redacteurs, a titre d'indice du processus d'ecriture refletant leurs competences en expression ecrite, plutot que les facteurs qui y sont relies. Un episode de traduction est defini comme tout segment qui a ete ecrit puis interrompu par une pause de trois secondes ou plus ou par tout comportement de composition. Les donnees ont ete recueillies aupres de 30 etudiants egyptiens au niveau universitaire, qui ont effectue des reflexions a voix haute pendant qu'ils redigeaient dans leur langue seconde et qui ont participe a des entrevues retrospectives. Pour evaluer la validite des trois indices, le rythme de composition, la longueur du texte redige et les episodes de traduction ont ete mis en relation avec les scores qu'ont obtenus les participants dans une tâche de redaction argumentative et dans trois tests de langue. Les resultats des analyses quantitatives et qualitatives confirment l'hypothese qui a ete testee et ils attestent de la validite de ce nouvel indice des competences en expression ecrite. L'article se termine par une discussion des implications de cette etude et des suggestions de recherche.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2009-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89178595","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}
{"title":"McEnery, Tony, Xiao, Richard, & Tonio, Yukio. (2006). Corpus-Based Language Studies: An Advanced Resource Book. New York: Routledge. Pp. xx, 386, US$33.95 (paper).","authors":"Tom Cobb","doi":"10.3138/CMLR.64.3.523","DOIUrl":"https://doi.org/10.3138/CMLR.64.3.523","url":null,"abstract":"","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2008-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89545251","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}
{"title":"Introduction au numéro spécial","authors":"Alister Cumming, M. Laurier","doi":"10.3138/cmlr.64.1.005","DOIUrl":"https://doi.org/10.3138/cmlr.64.1.005","url":null,"abstract":"","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2007-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90512549","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}
{"title":"Li, Guofang. (2006). Culturally contested pedagogy: Battles of literacy and schooling between mainstream teachers and Asian immigrant parents. Albany: State University of New York Press. Pp. 265. $85.66 US (cloth).","authors":"P. Kinnear","doi":"10.3138/CMLR.63.4.575","DOIUrl":"https://doi.org/10.3138/CMLR.63.4.575","url":null,"abstract":"","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2007-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89078232","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}
{"title":"Valdés, Guadalupe, Fishman, Joshua A., Chávez, Rebecca, & Pérez, William. (2006). Developing Minority Language Resources: The Case of Spanish in California. Clevedon, UK: Multilingual Matters. Pp. xiii, 317, £24.95 (paper).","authors":"Gabriela C. Zapata","doi":"10.3138/CMLR.63.4.583","DOIUrl":"https://doi.org/10.3138/CMLR.63.4.583","url":null,"abstract":"","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2007-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73003071","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}
{"title":"Hyland, Ken. (2006). English for academic purposes: An advanced resource book. London: Routledge. Pp. 340, $42.50 (paper).","authors":"Marian J. Rossiter","doi":"10.3138/cmlr.63.4.578","DOIUrl":"https://doi.org/10.3138/cmlr.63.4.578","url":null,"abstract":"","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2007-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85039546","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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