From: UTP Journals <[log in to unmask]<mailto:[log in to unmask]>>
Subject: New at Canadian Modern Language Review Advance Online
Date: December 11, 2013 3:21:34 PM CST
To: <[log in to unmask]<mailto:[log in to unmask]>>
New at Canadian Modern Language Review Advance Online!
http://utpjournals.metapress.com/content/120329/?Content+Status=Accepted
“Collaboration between content and language specialists in late immersion”
Stella Kong
This paper reports a qualitative case study of a collaborative project between an ESL researcher and a history teacher teaching in a late immersion school in Hong Kong. The project aims to help a Grade 9 class to write history essays on their own instead of copying from the textbook, which is a common phenomenon in Hong Kong schools. The researcher and the history teacher collaborated on the design and teaching of four writing activities during a semester. The design of the writing activities was guided by a pedagogical framework for integrating content-language learning in late immersion, where content learning is increasingly complex and abstract and the language use is correspondingly more complex and specialized. The project was successful in helping students to write on their own and in improving that writing, particularly in terms of text structure. A major contribution to this success was the collaboration between a content specialist and a language specialist. Challenges faced in the collaboration between the content and language specialists and future directions for collaboration are shared.
http://utpjournals.metapress.com/content/578512g02537k88h/?p=34d4e647544c4c89805c53675c34c8d9&pi=2
“Attention to Form in Collaborative Writing Tasks: Comparing Pair and Small Group Interaction”
Ana Fernández Dobao
This study examines the opportunities that a collaborative writing task completed in pairs and in small groups offers for attention to form. Previous research suggests that collaborative writing activities encourage learners to focus their attention on language and to collaborate in the resolution of their language-related problems in ways that facilitate learning. While that research focused almost exclusively on dyads, the present study study compares the performance of the same writing task by learners working in pairs (n = 64) and in groups of four (n = 80). It investigates the role played by the number of participants on the frequency, resolution, and length of language-related episodes (LREs) focused on Spanish past tense morphology. It also examines the learners’ level of engagement in these LREs. Findings indicate that both groups and pairs focused their attention on form relatively often, but groups produced a significantly higher number of past tense LREs and were also more successful at solving them. As a result, their texts were more accurate. The LREs produced by the groups were also longer and showed more evidence of elaborate engagement with past tense morphology, therefore providing enhanced opportunities for second language learning. The pedagogical implications of these findings are discussed.
http://utpjournals.metapress.com/content/5127067740570145/?p=34d4e647544c4c89805c53675c34c8d9&pi=3
« Le rôle de l’aspect lexical et de la fréquence des formes dans l’input sur la production des formes du passé par des enfants apprenants du français L2 en début d’acquisition »
Anita Thomas
L’objectif de cette étude est d’examiner le rôle de l’aspect lexical et de la fréquence des formes dans l’input dans la production orale des formes du passé par des enfants suédois (âgés de 4 à 9 ans) apprenants du français langue seconde (L2) en immersion. Le rôle de la fréquence dans l’input est souvent négligé dans les études sur l’influence de l’aspect lexical tout comme les caractéristiques spécifiques des verbes le sont dans les études consacrées à l’influence de la fréquence des formes. L’analyse de 21 verbes dans l’input puis dans la production des cinq enfants durant les deux premières années d’exposition au français montre un recoupement entre les deux facteurs. Bien que les enfants produisent la plupart des verbes selon leur aspect lexical, les fréquences type et d’occurrence dans l’input permettent d’expliquer à la fois le marquage correct du passé ainsi que la variation que l’on trouve dans les groupes de verbes étudiés. Les résultats confirment ainsi les prédictions d’une approche basée sur l’usage selon laquelle les apprenants construisent leur grammaire à partir de leur expérience de l’input.
http://utpjournals.metapress.com/content/v3730189816n40m7/?p=34d4e647544c4c89805c53675c34c8d9&pi=1
“Investigating What Second Language Learners Do and Monitor under Careful Online Planning Conditions”
Mohammad Javad Ahmadian, Mansoor Tavakoli
This study used quantitative analyses complemented by the retrospective data obtained through stimulated recall procedure to address three interrelated issues: (a) whether second language learners use online planning opportunities to carefully plan their speech to enhance the quality of the language they produce, (b) what kinds of self-repair behaviour the pressured and careful online planning conditions are likely to induce speakers to make, and (c) the way careful online planning affects EFL learners’ oral L2 performance as measured in terms of complexity, accuracy, and fluency. Thirty intermediate EFL learners were asked to perform an oral narrative task under careful and pressured online planning conditions. Results of the qualitative and quantitative analyses revealed that L2 learners use the planning time to monitor their speech for grammatical accuracy, to retrieve and monitor the appropriate lexical items, and to plan the message they will communicate. In addition, it was found that careful online planning conditions induce learners to execute more error repairs and fewer appropriacy and different-information repairs compared to the pressured online planning condition. An analysis in terms of complexity, accuracy, and fluency measures testified to the positive effects of careful online planning on L2 oral performance.
http://utpjournals.metapress.com/content/d86517458442j434/?p=34d4e647544c4c89805c53675c34c8d9&pi=0
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University of Toronto Press Journals Advance Online...
Early access to the latest research
Articles published online ahead of print issue publication have become a staple in many fields where new research is being published at a fast rate. To meet the challenges of the current academic publishing world, articles accepted for publication can now be copy-edited, typeset, and posted online immediately through UTP Journals Advance Online. With this new initiative, advance versions of articles will be available online within weeks rather than months of final manuscript submission. We are excited to now offer this service to our contributors and readers of Canadian Modern Language Review.
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The Canadian Modern Language Review ONLINE
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Hundreds of peer-reviewed articles, insightful book and software reviews, calendars of forthcoming events and research-based articles, in all areas of second language teaching and acquisition, from 1997 to the present await you at this comprehensive resource.
CMLR Online features a comprehensive archive of past and current issues and includes features that address the research needs of today’s second language teachers, administrators and researchers, worldwide.
Almost 70 years of support to researchers, language educators and policy makers …
The Canadian Modern Language Review publishes peer-reviewed articles on second language learning and teaching. It is a bilingual (French and English) journal of international repute, serving researchers and language teaching professionals interested in the learning and teaching of English and French as second languages, as well as other modern, indigenous, heritage, and community languages.
Contributors to the quarterly issues include authors from Canada and around the world.
CMLR publishes 4 issues a year, offering its readership peer-reviewed research articles that inspire debate and question contemporary approaches in all areas of second language teaching and acquisition, including
- Applied Linguistics
- FSL and ESL studies
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- L2 teacher education
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