Now available online…

 

Canadian Modern Language Review/ La Revue canadienne des langues vivantes 

Volume 72, Number 3 (August 2016) 

http://bit.ly/cmlr723

 

ARTICLES

Beyond Integrativeness: A Validation of the L2 Self Model among Francophone
Learners of ESL

Troy Davidson, Danielle Guénette, and Daphnée Simard

 

According to Dörnyei’s model of second language (L2) motivation, the
motivated learner aims to incorporate the L2 into his or her self-concept,
known as the ideal L2 self. This study examined the internal consistency of
Dörnyei’s model among ESL Francophone students in Quebec (n = 68) by means
of a questionnaire. Correlations were calculated between factors measuring
Gardner’s motivation construct, integrativeness, and Dörnyei’s ideal L2
self; both of these factors were then correlated with the criterion measure
of intended learning effort. Findings from the present study revealed not
only a strong relationship between Gardner’s integrativeness and Dörnyei’s
ideal L2 self, but also that the L2 self construct was a more reliable
indicator of intended learning effort. These results support calls to
reframe L2 motivation within the psychological concept of the self.
http://bit.ly/cmlr723a

 

Readers’ Emotions: A Plurilingual Perspective

Marie Rivière

 

This article focuses on the differential emotional power of languages in the
book-reading practices of plurilingual readers. Within a plurilingual
perspective, it aims at adding nuance to the “emotional contexts of learning
hypothesis” and the “theory of language embodiment”. This qualitative study
is based on semi-structured interviews with 24 adult plurilingual readers
living in Catalonia, Ile-de-France, French Basque Country, and western
Switzerland. Some of the participants indicate that they have felt intense
emotions while reading in languages they did not learn and do not use in
highly emotional contexts. It can be inferred that cultural goods
consumption, among other factors, may affect the emotional force of
languages. Difficulties expressed by participants in feeling intense
emotions or in appreciating books in family languages that are dominated
languages – according to Bourdieu’s conception of dominant and dominated
languages – suggest that sociolinguistic inequalities may also be of crucial
importance in reading-language emotionality. http://bit.ly/cmlr723b

 

L’effet de la trousse Je joue avec les sons sur la conscience phonologique :
le cas d’élèves innus de maternelle

Constance Lavoie

 

Cette étude mesure l’effet d’une intervention spécifique sur la conscience
phonologique d’élèves innus du Québec. Les interventions éducatives ont été
réalisées en utilisant une trousse pédagogique prenant en considération
certaines particularités culturelles et linguistiques du milieu dont sont
issus ces élèves. La trousse a été utilisée pendant 12 semaines et proposait
diverses activités de manipulations syllabiques et phonémiques. Le groupe
expérimental (n = 30) et le groupe témoin (n = 14) provenaient de trois
classes de maternelle d’une même communauté innue. Les résultats obtenus ont
été évalués en considérant à la fois la conscience phonologique et la
connaissance des lettres des élèves. Les résultats entre le prétest et le
post-test de conscience phonologique et de connaissance des lettres sont
statistiquement différents entre les groupes en faveur du groupe
expérimental. http://bit.ly/cmlr723c

 

WINNER OF THE BEST GRADUATE STUDENT PAPER AWARD / GAGNANT DU CONCOURS DU
MEILLEUR ARTICLE PAR UN ÉTUDIANT DIPLÔMÉ

Grammar Correction in the Writing Centre: Expectations and Experiences of
Monolingual and Multilingual Writers

Grant Eckstein

 

Although most writing centres maintain policies against providing grammar
correction during writing tutorials, it is undeniable that students expect
some level of grammar intervention there. Just how much students expect and
receive is a matter of speculation. This article examines the
grammar-correction issue by reporting on a survey of L1, L2, and Generation
1.5 (Gen 1.5) writing-centre attendees. Results reveal that while all groups
expected grammar help, L2 students expected the most. In addition, L1 and
Gen 1.5 writers reported receiving more grammar help than they expected.
These findings suggest that tutors may not distinguish the language needs of
L1 writers from those of Gen 1.5 and L2 writers; meanwhile, they may
generally provide more grammar support to all tutees than writing-centre
training and ideology recommend. The findings of this study may help writing
centres craft more nuanced grammar policies and provide critical tutor
training to better match students’ needs and expectations.
http://bit.ly/cmlr723bgp

 

BOOK AND SOFTWARE REVIEWS / CRITIQUES DE LIVRES ET DE LOGICIELS

Capitalizing on Language Learners’ Individuality: From Premise to Practice
by T. Gregersen & P.D. MacIntyre

Geoffrey G. Pinchbeck

http://bit.ly/cmlr723d

 

Technology-mediated TBLT: Researching Technology and Tasks by M.
González-Lloret and L. Ortega (Eds.)

David Kaufman

http://bit.ly/cmlr723e

 

Canadian Modern Language Review online at:

CMLR Online – http://bit.ly/cmlr_online

Project MUSE - http://bit.ly/cmlr_pm

 

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