Canadian Journal of Applied Linguistics最新文献_第5页

Tellers, Makers, and Holders of Stories: A Micro-Analytic Understanding of Students’ Identity Work in Drama-based Adult ESL Classrooms 故事的讲述者、创造者和持有者:基于戏剧的成人ESL课堂中学生身份认同工作的微观分析理解

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Canadian Journal of Applied Linguistics Pub Date : 2021-11-26 DOI: 10.37213/cjal.2021.31170

Won Kim

引用次数: 0

Differential Effects of Input-based and Output-based Tasks on L2 Vocabulary Learning 输入型任务和输出型任务对二语词汇学习的差异影响

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Canadian Journal of Applied Linguistics Pub Date : 2021-11-26 DOI: 10.37213/cjal.2021.31183

Phuong Duong, Maribel Montero Perez, P. Desmet, E. Peters

引用次数: 2

Review of Deterritorializing Language, Teaching, Learning, and Research. Deleuzo-Guattarian Perspectives on Second Language Education 评论《语言、教学、学习和研究的去地域化》。第二语言教育的德勒兹-瓜田主义视角

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Canadian Journal of Applied Linguistics Pub Date : 2021-11-26 DOI: 10.37213/cjal.2021.31452

Magali Forte

引用次数: 0

Technology-Mediated Language Training: Developing and Assessing a Module for a Blended Curriculum for Newcomers 以技术为媒介的语言培训:为新来者开发和评估一个混合课程模块

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Canadian Journal of Applied Linguistics Pub Date : 2021-05-31 DOI: 10.37213/cjal.2021.31533

Gillian McLellan, Eva Kartchava, M. Rodgers

{"title":"Technology-Mediated Language Training: Developing and Assessing a Module for a Blended Curriculum for Newcomers","authors":"Gillian McLellan, Eva Kartchava, M. Rodgers","doi":"10.37213/cjal.2021.31533","DOIUrl":"https://doi.org/10.37213/cjal.2021.31533","url":null,"abstract":"Newcomers to Canada with low proficiency in English or French often face challenges in the workforce (Kustec, 2012). While language classes provide workplace language training, not all newcomers are able to attend face-to-face classes (Shaffir & Satzewich 2010), suggesting a need for outside the classroom, occupation-specific language training. The use of technology has been shown to be advantageous for second language (L2) learning (Stockwell, 2007), especially when used outside the classroom (i.e., mobile-assisted language learning), as mobile technology affords learners greater control and flexibility over their own learning (Yang, 2013). This paper reports on a study investigating the development of a blended curriculum for L2 learners employed in customer service. A technology-mediated module was designed and developed within a task-based language teaching framework to provide workplace-linguistic support on mobile devices, enabling learners to access the language instruction they needed, when they needed it. The module contents and usability were assessed by high-beginner English proficiency newcomers employed in customer service (n=4) and their volunteer teachers (n=4). Results confirm the overall benefits of using language learning technology in providing instruction that meets participant language needs, ensuring opportunities for individualized training. Implications for designing, implementing, and researching technology-mediated modules are discussed.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"72 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82393440","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: 2

Get ‘em While They’re Young: Complex Digitally-Mediated Tasks for EFL Learners in Primary Schools 趁他们年轻:小学英语学习者的复杂数字媒介任务

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Canadian Journal of Applied Linguistics Pub Date : 2021-05-31 DOI: 10.37213/cjal.2021.31340

Celestine Caruso, Judith Hofmann, A. Rohde

引用次数: 0

Linguistic Risk-Taking: A Bridge Between the Classroom and the Outside World 语言冒险:连接课堂与外部世界的桥梁

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Canadian Journal of Applied Linguistics Pub Date : 2021-05-31 DOI: 10.37213/cjal.2021.31308

E. Griffiths, Nikolay Slavkov

{"title":"Linguistic Risk-Taking: A Bridge Between the Classroom and the Outside World","authors":"E. Griffiths, Nikolay Slavkov","doi":"10.37213/cjal.2021.31308","DOIUrl":"https://doi.org/10.37213/cjal.2021.31308","url":null,"abstract":"This article describes an initiative launched at a Canadian bilingual university in order to encourage L2 French and L2 English learners to take ‘linguistic risks’: authentic, autonomous communicative acts where learners are pushed out of their linguistic comfort zone. The initiative was operationalized through the development of a Linguistic Risk-Taking Passport, which contains 74 linguistic risks that students can take in their L2 across the university campus and in their everyday life. An analysis of interviews with participating teachers (n=6) and learner self-report data from completed passports (n=410) examines how the initiative was integrated into the classroom and which passport items were perceived by students as particularly high-risk. A cyclical process of risk-taking within a broad Task-Based Language Teaching (TBLT) framework is described in which risks are viewed as learner-selected tasks with a dynamic affective slant; risks can be used to connect classroom learning with real-life L2 use and vice versa. The data illustrate that linguistic risk-taking can help TBLT practitioners generate ideas on how to narrow the gap between the classroom and the real-world. The article concludes with a list of practical implications and suggestions for adapting linguistic risk-taking to other institutional contexts.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"3 1","pages":"127-158"},"PeriodicalIF":0.5,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88867770","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: 2

Task-Based Language Learning and Beginning Language Learners: Examining Classroom-Based Small Group Learning in Grade 1 French Immersion 任务型语言学习与初级语言学习者:一年级法语浸入式课堂小组学习研究

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Canadian Journal of Applied Linguistics Pub Date : 2021-05-31 DOI: 10.37213/cjal.2021.31378

Renée Bourgoin, Josée Le Bouthillier

{"title":"Task-Based Language Learning and Beginning Language Learners: Examining Classroom-Based Small Group Learning in Grade 1 French Immersion","authors":"Renée Bourgoin, Josée Le Bouthillier","doi":"10.37213/cjal.2021.31378","DOIUrl":"https://doi.org/10.37213/cjal.2021.31378","url":null,"abstract":"Elementary French immersion (FI) language arts teachers often organize instruction around small learning groups. Students rotate through learning stations/centres and work independently with their peers on L2 literacy skills. This study examined how principles of task-based language teaching (TBLT) can be used and/or adapted to further support beginning L2 learners working independently at various literacy stations. This classroom-based study employed a pragmatic ‘research design’ methodology. Researchers worked alongside Grade 1 FI teachers (n=3) in the development and classroom implementation of language/literacy tasks designed around TBLT principles for use in literacy centres. Data collected included classroom observations in two Grade 1 FI classrooms, samples of students’ work, teacher interviews, and task-based lesson plans. Findings suggest that integrating/adapting TBLT principles to small group independent learning stations was particularly impactful in supporting young beginning language learners with extended language output, peer interaction, learner autonomy, emerging spontaneous language use, and student engagement. Additional instructional focus on corrective feedback, oral communication skills, and focus on form and function were also reported. ","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"362 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77753383","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: 2

Does Portfolio-Based Language Assessment Align with Learning-Oriented Assessment? Evidence from Literacy Learners and their Instructors 基于投资组合的语言评估与以学习为导向的评估一致吗?来自识字学习者及其教师的证据

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Canadian Journal of Applied Linguistics Pub Date : 2021-05-31 DOI: 10.37213/cjal.2021.31338

Marilyn L. Abbott, Kent Lee, Sabine Ricioppo

{"title":"Does Portfolio-Based Language Assessment Align with Learning-Oriented Assessment? Evidence from Literacy Learners and their Instructors","authors":"Marilyn L. Abbott, Kent Lee, Sabine Ricioppo","doi":"10.37213/cjal.2021.31338","DOIUrl":"https://doi.org/10.37213/cjal.2021.31338","url":null,"abstract":"A high-stakes Portfolio-Based Language Assessment (PBLA) protocol that was fully implemented in all Language Instruction for Newcomers to Canada (LINC) programs in 2019 requires instructors and students to set language-learning goals and complete, compile, and reflect on numerous authentic language tasks. Due to the language barriers incurred when communicating with beginner English-as-a-second-language literacy learners (BELLs), no PBLA research has been conducted with BELLs. To address this gap, we interviewed 26 BELLs (n = 2 from 13 L1s) and their instructors (n = 4) about their understanding and use of PBLA. Student interviews were conducted with the assistance of bilingual interpreters in the students’ L1s. All the interviews were then transcribed and thematically analyzed in relation to PBLA’s alignment with the six dimensions in Turner and Purpura’s (2016) learning-oriented assessment framework: contextual, elicitation, proficiency, learning, instructional, interactional, and affective. Results have implications for optimizing learning, and task-based instruction and assessment practices in LINC.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"59 1","pages":"229-254"},"PeriodicalIF":0.5,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78673464","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

Exploring L2 learners' Task-related Identities in a Reading Circle Task Through Conversation Analysis 通过会话分析探讨二语学习者在阅读圈任务中的任务相关认同

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Canadian Journal of Applied Linguistics Pub Date : 2021-05-31 DOI: 10.37213/cjal.2021.31343

Hoa T. Le

引用次数: 1

French-Medium Instruction in Anglophone Canadian Higher Education: The Plurilingual Complexity of Students and Their Instructors 加拿大英语高等教育中的法语教学:学生和教师的多语复杂性

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Canadian Journal of Applied Linguistics Pub Date : 2021-01-22 DOI: 10.37213/CJAL.2021.29345

Stevenson Marshall, D. Moore, Mariko Himeta

引用次数: 2