From: UTP Journals <[log in to unmask]<mailto:[log in to unmask]>> Canadian Modern Language Review/ La Revue canadienne des langues vivantes Volume 69, Number 1, February 2013 http://utpjournals.metapress.com/content/xrpv3335063l/ This issue contains: How Much Exposure to English Do International Graduate Students Really Get? Measuring Language Use in a Naturalistic Setting Leila Ranta, Amy Meckelborg Many believe that the best way to learn a language is to study it in a country where that language is widely spoken. Underlying this belief is the assumption that study in a naturalistic setting will provide learners with ample opportunities for exposure to the target language and interaction with native-speakers of that language. This article reports the findings from a longitudinal study of the quantity and quality of exposure experienced by 17 Chinese graduate students at a Canadian university. Exposure was measured using a computerized log that participants completed once a month for one week, over a six-month period. Our findings show a general trend toward receptive rather than interactive use of English, and considerable variation among individuals in terms of the amount and type of language use. The discussion explores possible reasons for participants’ relatively low amount of oral interaction in English in this naturalistic setting. http://utpjournals.metapress.com/content/t2454446k7pm1230/?p=f869e4ea8b7c45cdb594e476cdf6e568&pi=0 DOI: 10.3138/cmlr.987 L’assouplissement du schéma IRF en classe de langue comme principe d’un agir professoral: une initiative individuelle, un accomplissement collectif Jose I. Aguilar Río Cet article comporte, d’une part, l’analyse des interactions entre un enseignant de langue et un groupe d’apprenants et, d’autre part, l’étude collaborative entre l’enseignant et le chercheur de l’agir professoral du premier. Notre démarche puise dans l’analyse conversationnelle et dans les études sur la cognition enseignante. Nos observations confirment que les échanges entre l’enseignant et les apprenants se construisent autour du schéma dit IRF – initiation, réponse, feed-back – grâce auquel l’enseignant accomplit des fonctions pédagogiques telles que la correction ou l’encouragement. Nous constatons aussi des échanges éloignés d’une focalisation sur des aspects langagiers et du schéma IRF, au cours desquels certains participants ont revendiqué, face à leurs interlocuteurs, des traits personnels. Nous concluons que l’agenda de la rencontre en classe reste ouvert, d’autant plus que sa gestion relève parfois de l’enseignant, mais aussi du reste des participants. L’interaction didactique demeure un contexte d’échange complexe et dynamique, dont les interactants renégocient les règles et les contenus. Enfin, l’exploration de cette complexité se révèle bénéfique dans le cadre de la formation, initiale et continue, des enseignants de langue. First, this article analyses a classroom interaction between a language teacher and a group of learners. Secondly, it accounts for the teacher and the researcher’s joint analysis of the former’s classroom actions. The article draws both on conversation analysis and research on teachers’ cognition. It is confirmed that the exchanges between the teacher and the learners are constructed according to the so-called IRF pattern – initiation, response, feedback – which allows the teacher to accomplish pedagogical functions such as correction or praising. The observation suggests that, at times, the classroom interaction neither focused on language correction nor structure around the IRF pattern, but on personal traits as expressed by specific classroom participants. This suggests that the classroom agenda remains open to negotiation by all the classroom participants. Classroom interaction is ultimately characterised as a complex and dynamic discursive context, whose rules and contents are redefined by the interactants. Analysing such complexity and dynamism can be beneficial as regards the language teachers’ training. http://utpjournals.metapress.com/content/t93hr5w70u075p26/?p=f869e4ea8b7c45cdb594e476cdf6e568&pi=1 DOI: 10.3138/cmlr.1386 Target-Language Community Involvement: Second-Language Linguistic Self-Confidence and Other Perceived Benefits Kirsten M. Hummel French native-speaking students (N = 20) enrolled in a university TESL program were asked to participate in a community service-learning project in an English-speaking minority community in Québec. Results from this qualitative study indicated that active community involvement led to strong perceptions of positive effects. The principal effects reported by participants included greater linguistic self-confidence along with the perception of having improved their second language (L2) skills, increased knowledge about their field of study (L2 teaching), and confirmation of their professional goals, personal satisfaction from helping young children and other community members, and to some extent, greater knowledge about the local English-speaking community. The results suggest that community service learning may have been an effective way to enhance L2 learning for the participants in this study, with particular effects on linguistic self-confidence, and might be appropriate in similar contexts in which opportunities for intergroup contact are not readily available. http://utpjournals.metapress.com/content/x75868l208p0g282/?p=f869e4ea8b7c45cdb594e476cdf6e568&pi=2 DOI: 10.3138/cmlr.1152 Task Motivation in Process: A Complex Systems Perspective Glen Poupore While many studies into task-based interaction have been conducted within a cognitive-linguistic perspective, few have been conducted with the aim of investigating learners’ task motivation. Framed within a complex systems approach, the principle objectives of this classroom-based study were to provide a complexity description of task motivation and to identify how various socio-affective and task condition-related elements interact together to influence learner motivation during different types of tasks. The elements include task enjoyment, effort, success expectancy, relevance, emotional state, perceived difficulty, perceived group work dynamic, and specific aspects related to the structure and content of tasks. Participants for the study consisted of 38 Korean intermediate learners of English in a conversation course as part of a TESOL certificate program. Data were collected through questionnaires during the course, at pre- and post-task, and as well, through post-task interviews. Supporting the notion that task motivation functions as a complex system, learners’ motivation decreased as a result of different combinations of socio-affective variables acting together rather than in isolation. Task conditions related to cognitive complexity and topic, furthermore, were shown to function as important control parameters in the shaping of the motivational patterns. http://utpjournals.metapress.com/content/g1621300gt87x0w5/?p=f869e4ea8b7c45cdb594e476cdf6e568&pi=3 DOI: 10.3138/cmlr.1139 Book and Software Reviews / Critiques de livres et de logiciels T. Muller, S. Herder, J. Adamson, and B.S. Shigeo, Innovating EFL Teaching in Asia, reviewed by Cynthia Xie, Heesoon Bai F. Cicurel, Les interactions dans l’enseignement des langues. Agir professoral et pratiques de classe, reviewed by Cécile Sabatier P. Gruba and D. Hinkelman, Blending Technologies in Second Language Classrooms, reviewed by David Kaufman http://utpjournals.metapress.com/content/j20016332419k172/?p=f869e4ea8b7c45cdb594e476cdf6e568&pi=4 DOI: 10.3138/cmlr.69.1.117 The Canadian Modern Language Review ONLINE http://www.utpjournals.com/cmlr 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. Subscribers to CMLR Online enjoy: Enhanced features not available in the print version – supplementary information, colour photos, videos, audio files, etc. encouraging further exploration and research. 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Canadian Modern Language Review is also available at Project MUSE - http://muse.jhu.edu/journals/canadian_modern_language_review/ 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 - Bilingual education - L2 teacher education - L2 research methodology - International and indigenous languages - Cultural contexts of L2 learning - L2 pedagogy - L2 assessment - Multiple literacies - Language policy - Language learning 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 email: [log in to unmask]<mailto:[log in to unmask]> www.utpjournals.com/cmlr<http://www.utpjournals.com/cmlr> UTP Journals on Facebook www.facebook.com/utpjournals<x-msg://7/www.facebook.com/utpjournals> Join us for advance notice of tables of contents of forthcoming issues, author and editor commentaries and insights, calls for papers and advice on publishing in our journals. 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