This study investigated whether giving learners an opportunity for oral output has any positive effect on the L2 learners' acquisition of a grammatical form. Twenty-four adult ESL learners were randomly assigned to one of three groups: an output group, which engaged in a picture description task that involved input comprehension and output production; a non-output group, which engaged in a picture sequencing task that required input comprehension only; and a placebo control group. The two treatment groups were exposed to the same aural input for the same amount of time. Learning was assessed by means of a pre-test and a post-test consisting of production and reception parts. The results indicated that, contrary to our expectations, the output group failed to outperform the non-output group. On the contrary, it was the non-output group that showed greater overall gains in learning. A careful post-hoc re-examination of the treatment tasks revealed that the output task failed to engage learners in the syntac...
{"title":"Investigating the Effects of Oral Output on the Learning of Relative Clauses in English: Issues in the Psycholinguistic Requirements for Effective Output Tasks","authors":"Yu Izumi, Shinichi Izumi","doi":"10.3138/CMLR.60.5.587","DOIUrl":"https://doi.org/10.3138/CMLR.60.5.587","url":null,"abstract":"This study investigated whether giving learners an opportunity for oral output has any positive effect on the L2 learners' acquisition of a grammatical form. Twenty-four adult ESL learners were randomly assigned to one of three groups: an output group, which engaged in a picture description task that involved input comprehension and output production; a non-output group, which engaged in a picture sequencing task that required input comprehension only; and a placebo control group. The two treatment groups were exposed to the same aural input for the same amount of time. Learning was assessed by means of a pre-test and a post-test consisting of production and reception parts. The results indicated that, contrary to our expectations, the output group failed to outperform the non-output group. On the contrary, it was the non-output group that showed greater overall gains in learning. A careful post-hoc re-examination of the treatment tasks revealed that the output task failed to engage learners in the syntac...","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"14 1","pages":"587-609"},"PeriodicalIF":1.0,"publicationDate":"2004-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78415147","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 of pre-service French immersion teachers who were required to compile second language (L2) portfolios as part of their professional development. Documents included a brief biography of the students' lives as speakers and learners of French; an action plan in which students assessed their L2 proficiency and set specific language learning goals; artefacts from both in-class and out-of-class learning experiences; and a final narrative entry commenting on the degree of success of their action plan. Volunteers participated in semi-structured audiotaped interviews and allowed their portfolios to be copied. Although the project was not as successful as initially anticipated, the process of compiling portfolios created a new space for L2 development. The portfolio became a tool mediating language learning activities. Furthermore, students showed that they were less capable of working autonomously than had been anticipated and that they required encouragement and support throughout ...
{"title":"Second Language Pre-service Teachers as Learners: The Language Portfolio Project","authors":"H. Christiansen, Bernard Laplante","doi":"10.3138/CMLR.60.4.439","DOIUrl":"https://doi.org/10.3138/CMLR.60.4.439","url":null,"abstract":"This article reports on a study of pre-service French immersion teachers who were required to compile second language (L2) portfolios as part of their professional development. Documents included a brief biography of the students' lives as speakers and learners of French; an action plan in which students assessed their L2 proficiency and set specific language learning goals; artefacts from both in-class and out-of-class learning experiences; and a final narrative entry commenting on the degree of success of their action plan. Volunteers participated in semi-structured audiotaped interviews and allowed their portfolios to be copied. Although the project was not as successful as initially anticipated, the process of compiling portfolios created a new space for L2 development. The portfolio became a tool mediating language learning activities. Furthermore, students showed that they were less capable of working autonomously than had been anticipated and that they required encouragement and support throughout ...","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"14 1","pages":"439-455"},"PeriodicalIF":1.0,"publicationDate":"2004-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79810718","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 year-long comparative case study of four secondary schools in low-incidence areas (less than 6% ESL) that have a reputation for success in the educational attainment of ESL students. Multiple data collection strategies revealed that, in low-incidence areas, school-wide programs and attitudes more than specific pedagogical practices seemed to be correlated with student success. This article describes school and district programs and practices, within the categories of administrative support, community support, and school support. The implications of this research are that further understanding of educating ESL students in low-incidence as opposed to high-incidence areas is needed, and that the TESL profession should take a leading role in making connections with educational administration programs, thus ensuring that future administrators are able to plan for success.
{"title":"Programs, Plans, and Practices in Schools with Reputations for ESL Student Success","authors":"Sandra G. Kouritzin","doi":"10.3138/CMLR.60.4.481","DOIUrl":"https://doi.org/10.3138/CMLR.60.4.481","url":null,"abstract":"This article reports on a year-long comparative case study of four secondary schools in low-incidence areas (less than 6% ESL) that have a reputation for success in the educational attainment of ESL students. Multiple data collection strategies revealed that, in low-incidence areas, school-wide programs and attitudes more than specific pedagogical practices seemed to be correlated with student success. This article describes school and district programs and practices, within the categories of administrative support, community support, and school support. The implications of this research are that further understanding of educating ESL students in low-incidence as opposed to high-incidence areas is needed, and that the TESL profession should take a leading role in making connections with educational administration programs, thus ensuring that future administrators are able to plan for success.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"158 1","pages":"481-499"},"PeriodicalIF":1.0,"publicationDate":"2004-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77537494","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}
Variations in how L2 learners work in pairs/groups have been noted by a number of researchers. However, explanations for such variations are often made in terms of differences in L2 proficiency or culture. What has often been overlooked is the participants' orientation to an activity and, in particular, their motives and goals. The importance of human motives and goals in explaining human behaviour is encapsulated in activity theory (Leont'ev, 1981). It is this theoretical perspective that guided the study reported in this article. The study attempted to explain variations found in the ways students interacted in pairs in a university ESL class. The data consist of interviews with eight participants who formed four case study pairs, each case exemplifying a distinct pattern of dyadic interaction. The findings suggest that patterns of dyadic interaction can be traced to the nature of the participants' goals and to whether or not members of the dyad share these goals.
{"title":"Using activity theory to explain differences in patterns of dyadic interactions in an ESL class","authors":"N. Storch","doi":"10.3138/CMLR.60.4.457","DOIUrl":"https://doi.org/10.3138/CMLR.60.4.457","url":null,"abstract":"Variations in how L2 learners work in pairs/groups have been noted by a number of researchers. However, explanations for such variations are often made in terms of differences in L2 proficiency or culture. What has often been overlooked is the participants' orientation to an activity and, in particular, their motives and goals. The importance of human motives and goals in explaining human behaviour is encapsulated in activity theory (Leont'ev, 1981). It is this theoretical perspective that guided the study reported in this article. The study attempted to explain variations found in the ways students interacted in pairs in a university ESL class. The data consist of interviews with eight participants who formed four case study pairs, each case exemplifying a distinct pattern of dyadic interaction. The findings suggest that patterns of dyadic interaction can be traced to the nature of the participants' goals and to whether or not members of the dyad share these goals.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"49 1","pages":"457-480"},"PeriodicalIF":1.0,"publicationDate":"2004-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85703321","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}
Using a framework based on conversation analysis (Auer, 1984, 1995, 1998), this article presents an analysis of learner code-switching between L1 and L2 in an advanced foreign language (FL) classroom. It was found that students code-switch not only as a fallback method when their knowledge of the L2 fails them, or for other participant-related functions, but also for discourse-related functions that contexualize the interactional meaning of their utterances. These uses strikingly resemble code-switching patterns in non-classroom bilingual settings and show that language learners are able to conceptualize the classroom as a bilingual space. Learners orient to the classroom as a community of practice (Wenger, 1998) through their code-switching patterns as manifestations of a shared understanding about their actions and about themselves as members of that community.
{"title":"Learner Code-Switching in the Content-Based Foreign Language Classroom","authors":"Grit Liebscher, Jennifer Dailey-O'Cain","doi":"10.3138/CMLR.60.4.501","DOIUrl":"https://doi.org/10.3138/CMLR.60.4.501","url":null,"abstract":"Using a framework based on conversation analysis (Auer, 1984, 1995, 1998), this article presents an analysis of learner code-switching between L1 and L2 in an advanced foreign language (FL) classroom. It was found that students code-switch not only as a fallback method when their knowledge of the L2 fails them, or for other participant-related functions, but also for discourse-related functions that contexualize the interactional meaning of their utterances. These uses strikingly resemble code-switching patterns in non-classroom bilingual settings and show that language learners are able to conceptualize the classroom as a bilingual space. Learners orient to the classroom as a community of practice (Wenger, 1998) through their code-switching patterns as manifestations of a shared understanding about their actions and about themselves as members of that community.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"74 1","pages":"501-525"},"PeriodicalIF":1.0,"publicationDate":"2004-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85338629","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 describes the way in which the curriculum for intensive French was developed. Reference is made to its similarities to and differences from both the multidimensional curriculum proposed by the National Core French Study and the communicative approach. The importance of learning outcomes stated in terms of communicative outcomes (language functions) is discussed first. The content of the curriculum is then presented under five headings that are related to the five theoretical principles underlying the conception of intensive French: authentic communication, literacy development, cognitive development, interaction, and the development of accuracy and fluency. The role of compacting the regular curriculum in the development of the intensive French program is also explained.
{"title":"Developing the Curriculum for Intensive French","authors":"J. Netten, C. Germain","doi":"10.3138/CMLR.60.3.295","DOIUrl":"https://doi.org/10.3138/CMLR.60.3.295","url":null,"abstract":"This article describes the way in which the curriculum for intensive French was developed. Reference is made to its similarities to and differences from both the multidimensional curriculum proposed by the National Core French Study and the communicative approach. The importance of learning outcomes stated in terms of communicative outcomes (language functions) is discussed first. The content of the curriculum is then presented under five headings that are related to the five theoretical principles underlying the conception of intensive French: authentic communication, literacy development, cognitive development, interaction, and the development of accuracy and fluency. The role of compacting the regular curriculum in the development of the intensive French program is also explained.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"26 1","pages":"295-308"},"PeriodicalIF":1.0,"publicationDate":"2004-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84483034","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}
Le present article porte sur les reactions des personnes touchees par l'implantation du regime pedagogique du francais intensif dans 23 classes de 6 annee (N = 587), a Terre-Neuve-et-Labrador (1998-2001). A cette fin, des entrevues ont ete realisees aupres du responsable provincial du francais langue seconde (FL2), des administrateurs scolaires des deux conseils scolaires choisis, des conseillers pedagogiques, de tous les enseignants et directeurs d'ecoles concernes, de la plupart des enseignants de 7 annee et des directeurs d'ecoles qui accueillent les eleves du francais intensif, ainsi que de plusieurs parents et eleves. Leurs commentaires, presentes en huit noyaux de contenu, regroupes en deux grands blocs, temoignent d'un tres grand enthousiasme pour ce nouveau regime pedagogique du francais intensif. Le succes de ce regime parait reposer avant tout sur l'enseignant de francais intensif, l'enseignant de 7 annee, ainsi que sur un suivi adequat, des ressources addition nelles, une minutieuse planificati...
{"title":"Étude qualitative du régime pédagogique du français intensif","authors":"C. Germain, Joan Netten","doi":"10.3138/CMLR.60.3.393","DOIUrl":"https://doi.org/10.3138/CMLR.60.3.393","url":null,"abstract":"Le present article porte sur les reactions des personnes touchees par l'implantation du regime pedagogique du francais intensif dans 23 classes de 6 annee (N = 587), a Terre-Neuve-et-Labrador (1998-2001). A cette fin, des entrevues ont ete realisees aupres du responsable provincial du francais langue seconde (FL2), des administrateurs scolaires des deux conseils scolaires choisis, des conseillers pedagogiques, de tous les enseignants et directeurs d'ecoles concernes, de la plupart des enseignants de 7 annee et des directeurs d'ecoles qui accueillent les eleves du francais intensif, ainsi que de plusieurs parents et eleves. Leurs commentaires, presentes en huit noyaux de contenu, regroupes en deux grands blocs, temoignent d'un tres grand enthousiasme pour ce nouveau regime pedagogique du francais intensif. Le succes de ce regime parait reposer avant tout sur l'enseignant de francais intensif, l'enseignant de 7 annee, ainsi que sur un suivi adequat, des ressources addition nelles, une minutieuse planificati...","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"1 1","pages":"393-408"},"PeriodicalIF":1.0,"publicationDate":"2004-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89254705","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: Intensive French","authors":"J. Netten, C. Germain","doi":"10.3138/CMLR.60.3.263","DOIUrl":"https://doi.org/10.3138/CMLR.60.3.263","url":null,"abstract":"","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"117 1","pages":"263-273"},"PeriodicalIF":1.0,"publicationDate":"2004-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85299779","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}
Le present article traite de l'evaluation de la production ecrite des eleves de 6e annee qui ont participe, durant trois ans, au projet de recherche sur le francais intensif, a Terre-Neuve-et-Labrador (1998 2001). Les trois questions suivantes sont examinees: le niveau atteint par les eleves en production ecrite; la relation entre le nombre d'heures d'enseignement et le niveau atteint en production ecrite; et le developpement equilibre de la precision et de l'aisance en production ecrite. L'instrument utilise est une composition ecrite qui a recours au processus d'ecriture (13 criteres). Les resultats, apres trois ans, montrent que: (1) les eleves ont atteint un niveau moyen de performance semblable aux eleves quebecois francophones au niveau de la 3e annee et demie (3.5); (2) les eleves qui ont au moins 250 heures d'enseignement atteignent un niveau de performance significativement plus eleve, tant en precision qu'en aisance; et (3) un equilibre entre la precision et l'aisance peut etre atteint en produc...
{"title":"L'Évaluation de la production écrite en français intensif: critères et résultats","authors":"C. Germain, Joan Netten, P. Movassat","doi":"10.3138/CMLR.60.3.309","DOIUrl":"https://doi.org/10.3138/CMLR.60.3.309","url":null,"abstract":"Le present article traite de l'evaluation de la production ecrite des eleves de 6e annee qui ont participe, durant trois ans, au projet de recherche sur le francais intensif, a Terre-Neuve-et-Labrador (1998 2001). Les trois questions suivantes sont examinees: le niveau atteint par les eleves en production ecrite; la relation entre le nombre d'heures d'enseignement et le niveau atteint en production ecrite; et le developpement equilibre de la precision et de l'aisance en production ecrite. L'instrument utilise est une composition ecrite qui a recours au processus d'ecriture (13 criteres). Les resultats, apres trois ans, montrent que: (1) les eleves ont atteint un niveau moyen de performance semblable aux eleves quebecois francophones au niveau de la 3e annee et demie (3.5); (2) les eleves qui ont au moins 250 heures d'enseignement atteignent un niveau de performance significativement plus eleve, tant en precision qu'en aisance; et (3) un equilibre entre la precision et l'aisance peut etre atteint en produc...","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"41 1","pages":"309-332"},"PeriodicalIF":1.0,"publicationDate":"2004-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78622562","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 provides a historical overview and comparison of intensive English (IE) and intensive French (IF) programs in Canada. Comparisons are made in terms of the total time allotted to the intensive period, the selection of students, the number and types of schools offering the programs, the models of delivery, and the type of pedagogy and curricula. The programs are also compared in terms of learning outcomes, follow-up programs, and teacher preparation/qualifications. Reasons for the success of both programs are given and discussed in relation to the rationales for their existence. In general, the programs appear to be very similar; major differences present in IF include the compacting of the regular curriculum, the role of reading and writing, the emphasis on both accuracy and fluency, and the use of more cognitively demanding tasks.
{"title":"Intensive French and Intensive English: Similarities and Differences.","authors":"C. Germain, P. Lightbown, J. Netten, N. Spada","doi":"10.3138/CMLR.60.3.409","DOIUrl":"https://doi.org/10.3138/CMLR.60.3.409","url":null,"abstract":"This article provides a historical overview and comparison of intensive English (IE) and intensive French (IF) programs in Canada. Comparisons are made in terms of the total time allotted to the intensive period, the selection of students, the number and types of schools offering the programs, the models of delivery, and the type of pedagogy and curricula. The programs are also compared in terms of learning outcomes, follow-up programs, and teacher preparation/qualifications. Reasons for the success of both programs are given and discussed in relation to the rationales for their existence. In general, the programs appear to be very similar; major differences present in IF include the compacting of the regular curriculum, the role of reading and writing, the emphasis on both accuracy and fluency, and the use of more cognitively demanding tasks.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"1 1","pages":"409-430"},"PeriodicalIF":1.0,"publicationDate":"2004-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77220201","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：