Canadian Journal of Applied Linguistics最新文献_第3页

Incongruence Between Learning Style and Written Corrective Feedback Type: Mediating Effect of Implicit Theory of Learning Style 学习风格与书面纠正反馈类型的不一致性:内隐学习风格理论的中介作用

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Canadian Journal of Applied Linguistics Pub Date : 2022-10-20 DOI: 10.37213/cjal.2022.32478

Hanan Jalali, M. Rahimi

{"title":"Incongruence Between Learning Style and Written Corrective Feedback Type: Mediating Effect of Implicit Theory of Learning Style","authors":"Hanan Jalali, M. Rahimi","doi":"10.37213/cjal.2022.32478","DOIUrl":"https://doi.org/10.37213/cjal.2022.32478","url":null,"abstract":"\u0000\u0000\u0000Implicit theory (Dweck, 2000) suggests that learners’ theories about the malleability of their individual traits (learning style, here) determine the extent to which they can stretch their learning style (Gregersen & MacIntyre, 2014; Young, 2010) and benefit from the instruction that mismatches their preferred styles. The present study aimed at investigating the extent to which Iranian EFL learners with inductive vs. deductive learning styles would benefit from the written corrective feedback (WCF) that does not match their learning styles (i.e., implicit vs. explicit WCF). The study also examined if their success (or lack of) in style stretching and improving their written accuracy is due to the implicit theory (entity vs. incremental) they hold about their learning style. The result showed that students with an incremental theory significantly improved their written accuracy more than those with an entity theory. Also, the findings revealed that inductive learners were more successful in adapting to the mismatched WCF (explicit) and made greater improvement in their written accuracy than deductive students who received implicit WCF.\u0000\u0000\u0000","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86482300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Review of McNamara, T., Knoch, U., & Fan, J. (2019). Fairness, Justice, and Language Assessment: The Role of Measurement. Oxford University Press. 评论 McNamara, T., Knoch, U., & Fan, J. (2019).公平、公正与语言评估：The Role of Measurement.牛津大学出版社。

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Canadian Journal of Applied Linguistics Pub Date : 2022-10-20 DOI: 10.37213/cjal.2022.32728

Gladys Jean

引用次数: 0

A Corpus-Based Comparison of Syntactic Complexity in Spoken and Written Learner Language 基于语料库的口语和书面语句法复杂性比较

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Canadian Journal of Applied Linguistics Pub Date : 2022-10-20 DOI: 10.37213/cjal.2022.32477

Shinjae Park

引用次数: 3

Effets d'une séquence d'écriture collaborative sur l'apprentissage du lexique au 3e cycle du primaire 协作写作序列对小学第三阶段词汇学习的影响

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Canadian Journal of Applied Linguistics Pub Date : 2022-03-07 DOI: 10.37213/cjal.2022.29682

Maude Roy-Vallières, Anila Fejzo

引用次数: 0

Indigenous Language Revitalization and Applied Linguistics: Conceptualizing an Ethical Space of Engagement Between Academic Fields 本土语言复兴与应用语言学:概念化学术领域间的伦理空间

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Canadian Journal of Applied Linguistics Pub Date : 2022-03-07 DOI: 10.37213/cjal.2022.31841

Belinda Daniels, Andrea Sterzuk

引用次数: 2

Production of Third-Person Singular –s And be Copula in Communication Tasks by Vietnamese EFL Learners: Acquisition Order and Learner Orientation to Form 越南英语学习者在交际任务中第三人称单数-s和be连词的产生:习得顺序与学习者对形式的倾向

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Canadian Journal of Applied Linguistics Pub Date : 2022-03-07 DOI: 10.37213/cjal.2022.31466

B. Nguyen, J. Newton

{"title":"Production of Third-Person Singular –s And be Copula in Communication Tasks by Vietnamese EFL Learners: Acquisition Order and Learner Orientation to Form","authors":"B. Nguyen, J. Newton","doi":"10.37213/cjal.2022.31466","DOIUrl":"https://doi.org/10.37213/cjal.2022.31466","url":null,"abstract":"Research on the acquisition order of inflectional morphemes in English has shown that third-person singular –s (3SG–s) is challenging to acquire and acquired later than be copula by both L1 and L2 learners of English. In a departure from the usual practice of controlled elicitation, the current study investigated the production of these two forms by Vietnamese EFL learners in oral communication tasks performed in intact classrooms. Vietnamese L1 does not inflectionally mark 3SG–s although the construction of be copula in Vietnamese and English shares some features. These differences motivated the selection of the two target forms. Nine pairs of Vietnamese EFL university students were recorded performing five communicative tasks generated contexts for use of 3SG–s. over three weeks in their normal classes. Performance data were transcribed and analyzed for frequencies of production and omission of the two target forms in obligatory contexts. After completing the tasks, the students were interviewed about what they attended to when performing the tasks. Interview transcripts were analyzed thematically. Results show that the learners omitted 3SG–s in most obligatory contexts and across all tasks. They were better at accurately producing be copula than 3SG–s but accuracy rates varied between learners. Interview data revealed the conscious decisions learners made concerning the accuracy of their language production. The findings are discussed with reference to different theoretical models. The study advances understanding of acquisition of 3SG–s and be copula by EFL learners and offers pedagogical implications for how a focus on inflectional forms can be managed in oral communicative task performance.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79020239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

“French Teachers Can Figure It Out”: Understanding French as a Second Language (FSL) Teachers’ Work in the Context of the COVID-19 Pandemic “法语教师可以解决问题”:在2019冠状病毒病大流行背景下理解法语作为第二语言(FSL)教师的工作

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Canadian Journal of Applied Linguistics Pub Date : 2022-03-07 DOI: 10.37213/cjal.2022.32024

Cameron Smith, Stephanie Arnott

引用次数: 5

Review of Guardado, M. (2018). Discourse, ideology and heritage language socialization: Micro and macro perspectives. Walter de Gruyter, pp. 283. Review of Guardado, M. (2018).话语、意识形态与遗产语言社会化：微观与宏观视角》。Walter de Gruyter, pp.

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Canadian Journal of Applied Linguistics Pub Date : 2022-03-07 DOI: 10.37213/cjal.2022.31339

Ava Becker-Zayas

引用次数: 0

Review of Filipi, A., & Markee, N. (Eds.). (2018). Conversation analysis and language alternation, capturing transitions in the classroom. John Benjamins Publishing Company.

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Canadian Journal of Applied Linguistics Pub Date : 2022-03-07 DOI: 10.37213/cjal.2022.32704

J. Bouchard

引用次数: 0

Collaborative Writing in a Third Language: How Writers Use and View Their Plurilingual Repertoire During Collaborative Writing Tasks 第三语言协作写作:作者在协作写作任务中如何使用和看待他们的多语库

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Canadian Journal of Applied Linguistics Pub Date : 2022-03-07 DOI: 10.37213/cjal.2022.31288

Caroline Payant, Zeina Maatouk

{"title":"Collaborative Writing in a Third Language: How Writers Use and View Their Plurilingual Repertoire During Collaborative Writing Tasks","authors":"Caroline Payant, Zeina Maatouk","doi":"10.37213/cjal.2022.31288","DOIUrl":"https://doi.org/10.37213/cjal.2022.31288","url":null,"abstract":"Recent years have witnessed major development in plurilingual pedagogies which support the use of learners’ repertoire of languages in language learning contexts (Payant & Galante, 2022; Piccardo, 2013). However, little research has been undertaken to examine adult plurilingual learners’ perceptions towards the use of their languages during authentic collaborative writing tasks and contrasted these views with their actual behaviours. In this case study, six plurilingual adult learners of English in a Canadian university with three unique L1s (Romanian, Russian, Spanish) completed two collaborative writing tasks on two separate occasions. Each dyad shared the same linguistic profiles and were encouraged to draw on their entire repertoire to complete the tasks. Semi-structured interview data shows differing levels of openness towards L1 and L2 (French) use during language-learning writing tasks. The analysis of the interaction confirms multiple uses for the L1; however, the L2 was seldom observed during interactions. The findings are discussed from a plurilingual lens and pedagogical implications are discussed.\u0000 ","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84090641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6