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Subject: February issue of Canadian Modern Language Review is now available online...

Date: January 30, 2014 12:03:32 PM CST

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Canadian Modern Language Review/ La Revue canadienne des langues vivantes

Volume 70, Number 1, February 2014

http://bit.ly/cmlr701

 

This issue contains:

 

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. DOI: 10.3138/cmlr.1636

http://utpjournals.metapress.com/content/v3730189816n40m7/?p=4e4f69ec2bf94acaac9dbe8e19f03bcd&pi=0

 

Lexical Aspects of Very Advanced L2 French

Fanny Forsberg Lundell, Christina Lindqvist 

 

The present study investigates the possibilities for adult learners to attain nativelikeness in the domain of lexis. Aspects investigated are general lexical knowledge (C-test), receptive deep knowledge, productive collocation knowledge, and productive lexico-pragmatic knowledge in a group of long-residency Swedish French second language (L2) users in France and a matched native control group. The analysis includes correlations between these different vocabulary aspects as well as their relation to the length of residence in the target-language (TL) community. The study reveals that it is possible for L2 learners to attain nativelikeness in general lexical knowledge and lexico-pragmatic knowledge, whereas deep knowledge and collocations are especially difficult for L2 learners, supporting earlier research findings. Furthermore, a strong correlation is found between general lexical knowledge and collocations, but surprisingly not between any of the other aspects, or between vocabulary aspects and length of residence. The results are discussed in light of individual differences in research. DOI: 10.3138/cmlr.1598

http://utpjournals.metapress.com/content/74224411j07x2303/?p=4e4f69ec2bf94acaac9dbe8e19f03bcd&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 a 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. DOI: 10.3138/cmlr.1769

http://utpjournals.metapress.com/content/d86517458442j434/?p=4e4f69ec2bf94acaac9dbe8e19f03bcd&pi=2

 

Your Participation Is greatly/highly Appreciated: Amplifier Collocations in L2 English

Amanda Edmonds, Aarnes Gudmestad       

 

The current study sets out to investigate collocational knowledge for a set of 13 English amplifiers among native and nonnative speakers of English, by providing a partial replication of one of the projects reported on in Granger (1998). The project combines both phraseological and distributional approaches to research into formulaic language to examine whether natives and nonnatives demonstrate similar patterns of saliency and agreement in their judgments of adverb-adjective collocations. A total of 55 English native speakers and 120 Francophone learners of English (first-year university students, third-year university students, and Master’s students) completed two tasks targeting such collocations. Our quantitative analysis reveals that Master’s students and native speakers performed similarly on the different tasks, and that both groups differed significantly from the first- and third-year university learners. This pattern holds for all analyses of salience and for all but one analysis of agreement. We interpret these findings as evidence of development toward nativelike patterns with respect to the collocations under study. DOI: 10.3138/cmlr.1704

http://utpjournals.metapress.com/content/826g04861135n480/?p=4e4f69ec2bf94acaac9dbe8e19f03bcd&pi=3

           

FOCUS ON THE CLASSROOM

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.

DOI: 10.3138/cmlr.1607

http://utpjournals.metapress.com/content/578512g02537k88h/?p=4e4f69ec2bf94acaac9dbe8e19f03bcd&pi=4

 

Book and Software Reviews / Critiques de livres et de logiciels

Marja-Liisa Olthuis, Suvi Kivelä, & Tove Skutnabb-Kangas, Revitalizing Indigenous Languages: How to Recreate a Lost Generation, reviewed by Margaret MacDonald

Kim McDonough & Alison Mackey (Eds.), Second Language Interaction in Diverse Educational Contexts, reviewed by Kris Van den Branden

Danièle Moore et Cécile Sabatier, Une semaine en classe en immersion française au Canada. Le projet CECA au Canada. reviewed by Sylvie Roy

Gabriela Steffen, Les disciplines dans l’enseignement bilingue. Apprentissage intégré des savoirs disciplinaires et linguistiques, reviewed by Cécile Sabatier

 

DOI: 10.3138/cmlr.70.1.123

http://utpjournals.metapress.com/content/x24x1306687vp784/?p=4e4f69ec2bf94acaac9dbe8e19f03bcd&pi=5

 

 

 

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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

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- L2 research methodology

- International and indigenous languages

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