Pub Date : 2007-03-23DOI: 10.3138/V725-56M3-4382-6801
Marzieh H. Tafaghodtari
{"title":"Bruthiaux, P., Atkinson, D., Eggington, W., Grabe, W., & Ramanathan, V. (Eds.). (2005). Directions in Applied Linguistics. Clevedon, UK: Multilingual Matters. Pp. 327, US$99.95 (cloth).","authors":"Marzieh H. Tafaghodtari","doi":"10.3138/V725-56M3-4382-6801","DOIUrl":"https://doi.org/10.3138/V725-56M3-4382-6801","url":null,"abstract":"","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"61 1","pages":"437-439"},"PeriodicalIF":1.0,"publicationDate":"2007-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73793283","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}
Pub Date : 2007-03-23DOI: 10.3138/5222-537Q-53WJ-17J1
P. Kinnear
{"title":"Hall, J.K., Vitanova, G., & Marchenkova, L. (Eds.). (2005). Dialogue with Bakhtin on Second and Foreign Language Learning: New Perspectives. Mahwah, NJ: Lawrence Erlbaum. Pp. v, 241. $US75.00.","authors":"P. Kinnear","doi":"10.3138/5222-537Q-53WJ-17J1","DOIUrl":"https://doi.org/10.3138/5222-537Q-53WJ-17J1","url":null,"abstract":"","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"30 1","pages":"433-435"},"PeriodicalIF":1.0,"publicationDate":"2007-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77690849","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}
Pub Date : 2007-03-23DOI: 10.3138/LW85-1491-X866-5J17
M. Munro
{"title":"Yavas, Mehmet. (2005). Applied English Phonology. Malden, MA: Blackwell. Pp. 245, US$34.95.","authors":"M. Munro","doi":"10.3138/LW85-1491-X866-5J17","DOIUrl":"https://doi.org/10.3138/LW85-1491-X866-5J17","url":null,"abstract":"","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"258 1","pages":"435-437"},"PeriodicalIF":1.0,"publicationDate":"2007-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76207691","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}
Pub Date : 2007-03-23DOI: 10.3138/3305-4341-6485-LN56
Heather Lotherington
{"title":"Swaffar, J., & Arens, K. (2005). Remapping the Foreign Language Curriculum: An Approach through Multiple Literacies. New York: MLA. Pp. xvi, 217, US$22.00 (paper).","authors":"Heather Lotherington","doi":"10.3138/3305-4341-6485-LN56","DOIUrl":"https://doi.org/10.3138/3305-4341-6485-LN56","url":null,"abstract":"","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"6 1","pages":"429-431"},"PeriodicalIF":1.0,"publicationDate":"2007-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88541018","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}
Pub Date : 2007-03-23DOI: 10.3138/4523-XT50-2225-1137
M. Calder
{"title":"Berlin, Lawrence N. (2005). Contextualizing College ESL Classroom Praxis: A Participatory Approach to Effective Instruction. Mahwah, NJ: Lawrence Erlbaum. Pp. 133, US$24.50.","authors":"M. Calder","doi":"10.3138/4523-XT50-2225-1137","DOIUrl":"https://doi.org/10.3138/4523-XT50-2225-1137","url":null,"abstract":"","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"65 1","pages":"431-433"},"PeriodicalIF":1.0,"publicationDate":"2007-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88333332","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":"Nesselhauf, Nadja. (2005). Collocations in a Learner Corpus. Amsterdam: John Benjamins. Pp. xii, 332. US$126.00 / €105.00 (cloth).","authors":"Tom Cobb","doi":"10.3138/CMLR.63.2.293","DOIUrl":"https://doi.org/10.3138/CMLR.63.2.293","url":null,"abstract":"","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"74 1","pages":"293-302"},"PeriodicalIF":1.0,"publicationDate":"2006-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73939869","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}
Abstract: The study compares the effectiveness of Focus on Form (FonF) and Focus on FormS (FonFs) approaches in learning new L2 words by 158 high-school learners of English as L2. In phase 1 of the study, the FonF group read a text containing the target words, discussed it in small groups, and answered comprehension questions. The FonFs group studied the target words as discrete items with their meanings and examples of usage. In phase 2 of the study, all learners received the target words with their meanings and studied them for 15 minutes for a quiz. They were tested immediately after each phase, and two weeks later. Results revealed significantly higher scores for FonFs group after phase 1, but the difference disappeared after phase 2. As learners cannot be expected to study all vocabulary for tests, form-focused instruction - and particularly FonFs - is claimed to be indispensable for L2 vocabulary learning.
摘要:本研究以158名高中英语学习者为对象，比较了注重形式(Focus on Form, FonF)和注重形式(Focus on FormS, FonF)两种学习方法在二语新单词学习中的效果。在研究的第一阶段，FonF小组阅读一篇包含目标单词的文章，小组讨论，并回答理解问题。FonFs组将目标单词作为独立的条目来研究其含义和用法示例。在研究的第二阶段，所有的学习者都收到了目标单词及其含义，并在15分钟的测试中学习了这些单词。他们在每个阶段结束后立即接受测试，两周后接受测试。结果显示，第一阶段后，FonFs组得分明显提高，第二阶段后差异消失。由于学习者不可能为了考试而学习所有的词汇，所以以形式为中心的教学——尤其是以形式为中心的教学——被认为是二语词汇学习不可或缺的。
{"title":"Comparing Focus on Form and Focus on Forms in Second-Language Vocabulary Learning.","authors":"B. Laufer","doi":"10.3138/CMLR.63.1.149","DOIUrl":"https://doi.org/10.3138/CMLR.63.1.149","url":null,"abstract":"Abstract: The study compares the effectiveness of Focus on Form (FonF) and Focus on FormS (FonFs) approaches in learning new L2 words by 158 high-school learners of English as L2. In phase 1 of the study, the FonF group read a text containing the target words, discussed it in small groups, and answered comprehension questions. The FonFs group studied the target words as discrete items with their meanings and examples of usage. In phase 2 of the study, all learners received the target words with their meanings and studied them for 15 minutes for a quiz. They were tested immediately after each phase, and two weeks later. Results revealed significantly higher scores for FonFs group after phase 1, but the difference disappeared after phase 2. As learners cannot be expected to study all vocabulary for tests, form-focused instruction - and particularly FonFs - is claimed to be indispensable for L2 vocabulary learning.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"33 1","pages":"149-166"},"PeriodicalIF":1.0,"publicationDate":"2006-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88413039","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":"A Response to Hulstijn","authors":"M. Gerson","doi":"10.3138/CMLR.61.2.280","DOIUrl":"https://doi.org/10.3138/CMLR.61.2.280","url":null,"abstract":"","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"8 1","pages":"280-281"},"PeriodicalIF":1.0,"publicationDate":"2004-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78245106","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 study investigates Chinese immigrant high school students' perceptions of cooperative learning and their interactions during cooperative learning activities in English as a second language (ESL) classes. The findings present a complex picture of cooperative learning in the ESL classroom. The interview results demonstrate that the Chinese students had multiple and contradictory views of cooperative learning. They simultaneously liked and disliked working in groups. The observation data show that these students also produced multiple and conflicting discourses of cooperation, non-cooperation, and mis-cooperation as they worked on cooperative learning tasks. The themes of these contradictory discourses suggest that the Chinese students' everyday lived experiences of cooperative learning in ESL classes were shaped by dilemmatic qualities. The dilemmas these students encountered during cooperative learning tasks seem to derive from conflicting values and practices of the cultural, socio-economic, and educ...
{"title":"Cooperative Learning as a Sociocultural Practice","authors":"Xiaoping Liang","doi":"10.3138/CMLR.60.5.637","DOIUrl":"https://doi.org/10.3138/CMLR.60.5.637","url":null,"abstract":"This study investigates Chinese immigrant high school students' perceptions of cooperative learning and their interactions during cooperative learning activities in English as a second language (ESL) classes. The findings present a complex picture of cooperative learning in the ESL classroom. The interview results demonstrate that the Chinese students had multiple and contradictory views of cooperative learning. They simultaneously liked and disliked working in groups. The observation data show that these students also produced multiple and conflicting discourses of cooperation, non-cooperation, and mis-cooperation as they worked on cooperative learning tasks. The themes of these contradictory discourses suggest that the Chinese students' everyday lived experiences of cooperative learning in ESL classes were shaped by dilemmatic qualities. The dilemmas these students encountered during cooperative learning tasks seem to derive from conflicting values and practices of the cultural, socio-economic, and educ...","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"8 1","pages":"637-668"},"PeriodicalIF":1.0,"publicationDate":"2004-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88907476","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}
Over the past decade there has been increased pressure in the public discourse for accountability in educational outcomes. There has been a growing sense that ESL students are not being well served by the delivery of supports meant to facilitate their development of English language acquisition and enable them to participate with their classmates in the mainstream. In short, educational outcomes measured by way of dropout, failure, and low achievement on standardized tests all suggest that for some reason ESL learners do not benefit from ESL programming. This article begins with a synthesis and meta-analysis of 12 major studies of effective ESL programs conducted over the past 14 years, providing a backdrop for our reflections on our program development and successful outcomes for ESL learners, documented and published previously. By identifying major themes that pervade these studies across time and relating them to our work, we pinpoint the gaps in program design and implementation that should lead to i...
{"title":"Effective High School ESL Programs: A Synthesis and Meta-analysis","authors":"H. Roessingh","doi":"10.3138/CMLR.60.5.611","DOIUrl":"https://doi.org/10.3138/CMLR.60.5.611","url":null,"abstract":"Over the past decade there has been increased pressure in the public discourse for accountability in educational outcomes. There has been a growing sense that ESL students are not being well served by the delivery of supports meant to facilitate their development of English language acquisition and enable them to participate with their classmates in the mainstream. In short, educational outcomes measured by way of dropout, failure, and low achievement on standardized tests all suggest that for some reason ESL learners do not benefit from ESL programming. This article begins with a synthesis and meta-analysis of 12 major studies of effective ESL programs conducted over the past 14 years, providing a backdrop for our reflections on our program development and successful outcomes for ESL learners, documented and published previously. By identifying major themes that pervade these studies across time and relating them to our work, we pinpoint the gaps in program design and implementation that should lead to i...","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"2012 1","pages":"611-636"},"PeriodicalIF":1.0,"publicationDate":"2004-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74220763","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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