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From: "UTP Journals" <[log in to unmask]>
Date: Thu, 20 Jan 2011 10:40:02 -0500
Subject: Canadian Modern Language Review Special Issue is now available online
To: <[log in to unmask]>
Canadian Modern Language Review/ La Revue canadienne des langues vivantes
Volume 66, Number 6 / December 2010 is now available at http://utpjournals.metapress.com/content/w7810434u0u4/.
Special Issue
Current Developments in Form-Focused Interaction and L2 Development / Developpements
recents dans la recherche sur l'interaction centree sur la forme et le developpement
de la langue seconde
Guest Editors / Redacteurs invites : Hossein Nassaji and/et Daphnee Simard
This issue contains:
Introduction: Current Developments in Form-Focused Interaction and L2 Acquisition
Hossein Nassaji, Daphnee Simard
http://utpjournals.metapress.com/content/3528873121413666/?p=78a03a5aa38c4b10a531bf69202606ab&pi=0
DOI: 10.3138/cmlr.66.6.773
Interaction centree sur la forme et acquisition d'une langue seconde : de nouvelles
avancees
Hossein Nassaji, Daphnee Simard
http://utpjournals.metapress.com/content/ku574535284p7213/?p=78a03a5aa38c4b10a531bf69202606ab&pi=1
DOI: 10.3138/cmlr.66.6.779
Corrective Feedback and L2 Vocabulary Development: Prompts and Recasts in the
Adult ESL Classroom
Gatis Dilans
Abstract: This study investigates the effects of corrective feedback in the form
of prompts and recasts on second language vocabulary development. The study employed
pre-test/post-test/delayed post-test design. Intermediate adult ESL learners (N
= 23) in a community college located in the southwestern United States were categorized
into three groups: prompts, recasts, and control. The treatment consisted of a
four-step vocabulary activity during which either prompts, recasts, or no feedback
was provided. The outcomes were tested using measures based on a three-dimensional
L2 vocabulary development model. The findings appear to indicate that prompts
and recasts were equally beneficial in the short term and that prompts were slightly
more advantageous in the longer term. However, the prompts group was the only
one that demonstrated significant increases over time on all three dimensions
of vocabulary development as they were operationalized for this study.
http://utpjournals.metapress.com/content/41v777788332x830/?p=78a03a5aa38c4b10a531bf69202606ab&pi=2
DOI: 10.3138/cmlr.66.6.787
Collaborative Syntactic Priming Activities and EFL Learners' Production of Wh-questions
Kim McDonough, Wanpen Chaikitmongkol
Abstract: Syntactic priming is the tendency for a speaker to produce a structure
that was encountered in recent discourse and is measured by calculating how frequently
speakers use the modelled structures as opposed to alternatives. Recent lab-based
studies have shown that carrying out syntactic priming activities with trained
interlocutors positively affects Thai EFL learners' subsequent production of wh-questions.
The current study explores whether carrying out priming activities with peers
in a classroom context also facilitates subsequent production. In their integrated
skills English course, Thai EFL learners (N = 42) either completed collaborative
syntactic priming activities or followed the regular curriculum. Analysis of post-test
data indicated that learners who carried out the priming activities subsequently
produced significantly more wh-questions with supplied auxiliary verbs than learners
who followed the regular curriculum. Pedagogical considerations for the use of
collaborative syntactic priming activities in L2 classrooms are discussed.
http://utpjournals.metapress.com/content/l870446t6244n945/?p=78a03a5aa38c4b10a531bf69202606ab&pi=3
DOI: 10.3138/cmlr.66.6.817
Planning, Recasts, and Learning of L2 Morphology
Natalia Romanova
Abstract: This study investigated two issues: (1) whether availability of planning
time affects learners' ability to notice and learn from recasts in the input;
and (2) whether pre-task or online planning is more effective. Participants were
randomly assigned to three groups that formed the treatment conditions: a no planning
group (N = 13), a pre-task planning group (N = 14), and an online planning group
(N = 14). All participants took a pre-test, an immediate post-test, and a treatment
session, and 25 participants took a delayed post-test two weeks later. Results
show that both planning conditions are more beneficial for the noticing and learning
of recasts than no planning and that online planning may provide more optimal
conditions for recasting than pre-task planning does.
http://utpjournals.metapress.com/content/55p91205u61178n3/?p=78a03a5aa38c4b10a531bf69202606ab&pi=4
DOI: 10.3138/cmlr.66.6.843
The Occurrence and Effectiveness of Spontaneous Focus on Form in Adult ESL Classrooms
Hossein Nassaji
Abstract: In recent years, researchers have become increasingly interested in
the notion of spontaneous focus on form (FonF) (i.e., attention to linguistic
forms that arise incidentally during meaningful communication). Previous research
has indicated that such FonF is beneficial for L2 learning. However, this research
has focused mainly on reactive FonF, with relatively little investigation into
pre-emptive FonF. This paper presents findings from a large-scale, classroom-based
study that examined the role of both reactive and pre-emptive FonF in second-language
development as measured by tailor-made, student-specific post-tests. Data from
54 hours of classroom interaction within seven intact ESL classes at three levels
of language proficiency revealed that both reactive and pre-emptive FonF occurred.
However, pre-emptive FonF led to higher individualized post-test scores than did
reactive FonF. Furthermore, the amount, type, and effectiveness of FonF were strongly
related to the learners' level of language proficiency.
http://utpjournals.metapress.com/content/m137774138523852/?p=78a03a5aa38c4b10a531bf69202606ab&pi=5
DOI: 10.3138/cmlr.66.6.907
La retroaction corrective a l'ecrit : Pratiques et croyances, deux realites paralleles
?
Danielle Guenette
Abstract: Cette etude a comme objectif d'explorer la nature des interactions entre
les croyances, les pratiques et les perceptions des pratiques de retroaction corrective
a l'ecrit de futurs enseignants d'anglais langue seconde (n = 15). Afin de mesurer
la congruence entre ces trois poles, les strategies de retroaction corrective
utilisees par les participants dans leurs echanges avec des eleves du secondaire
ont ete recensees puis comparees aux donnees recueillies par le biais de questionnaires
sur les croyances, de journaux de bord, et d'entretiens semi-diriges. Conformement
aux resultats des recherches en cognition des enseignants, cette etude a revele
une inadequation entre les croyances et les pratiques de retroaction corrective
des futurs enseignants, ainsi que des contradictions entre leurs pratiques et
leurs perceptions de ces pratiques. Ce paradoxe est attribue a un choc entre les
croyances affectives et empiriques provenant de realites distinctes et paralleles
que les enseignants doivent apprendre a contrebalancer.
This study explores the interaction among the beliefs, practices, and perceptions
of practices of pre-service English as a second language teachers (n = 15) about
written corrective feedback. To investigate the relationships among these three
poles, the strategies used by the participants when providing written corrective
feedback to secondary school students were examined and corroborated with data
collected through questionnaires on beliefs, journals, and semi-structured interviews.
According with research on teacher cognition, this study reveals discrepancies
between beliefs and practices as well as contradictions between practices and
perceptions of practices. These discrepancies are attributed to a tension between
affective and imperative beliefs resulting from a clash between two distinct,
but parallel, realities that teachers must learn to counterbalance.
http://utpjournals.metapress.com/content/63875436l4463123/?p=78a03a5aa38c4b10a531bf69202606ab&pi=6
DOI: 10.3138/cmlr.66.6.935
Book and Software Reviews / Critiques de livres et de logiciels
http://utpjournals.metapress.com/content/n1lq5l55v081l7p4/?p=78a03a5aa38c4b10a531bf69202606ab&pi=7
DOI: 10.3138/cmlr.66.6.967
Index to Volume 66, 2009-10 / Index du volume 66, 2009-10
http://utpjournals.metapress.com/content/73650537115716p4/?p=78a03a5aa38c4b10a531bf69202606ab&pi=8
DOI: 10.3138/cmlr.66.6.973
CMLR is available ONLINE / La RCLV est maintenant disponible en ligne
Hundreds of articles, reviews, and commentaries await you at this comprehensive
resource http://www.utpjournals.com/cmlr
Hundreds of peer-reviewed articles, insightful book and software reviews, calendars
of forthcoming events and research-based articles on second language pedagogy
from 1997 to the present are now available at CMLR/RCLV Online.
CMLR/RCLV Online is an incredible resource that addresses the research needs of
today's second language teachers, administrators and researchers worldwide.
In addition to the substantial back file and current issues, CMLR/RCLV Online
is a fully searchable electronic resource which addresses all your research needs
- full searching (full text, Boolean, relevancy ranking, and persistent keyword
searching), quick searching (single field, single button, automatic recognition
of ISSN and DOI), advanced searching (citation text, publication, subjects, or
content types), search results (summaries, dimensional navigation, abstracts,
citation or tabular results, search within results, filter selected items), parent
list navigation, publication metadata, TOC alerting, forward reference linking,
and link exports.
The Canadian Modern Language Review/La Revue canadienne des langues vivantes
During the more than 60 years of its existence, The Canadian Modern Language Review/La
Revue canadienne des langues vivantes has evolved from an Ontario-centered journal
containing mainly classroom-based teaching strategies and resources to a Canada-wide,
bilingual, refereed scholarly publication of national scope and international
repute. The CMLR/RCLV serves members of the teaching profession, administrators
and researchers interested in all levels of English and French as second languages
and, in addition, those interested in native and other modern, international,
or heritage language programs and issues.
For more information about CMLR/ RCLV (in print or online) or for submissions
information, please contact
University of Toronto Press -- Journals Division
5201 Dufferin St., Toronto, ON,
Canada M3H 5T8
tel: (416) 667-7810 fax: (416) 667-7881
Fax Toll Free in North America 1-800-221-9985
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