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Canadian Journal of Applied Linguistics最新文献

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Production d’autoreformulations autoamorcées par des apprenants adultes du français et capacité de mémoire de travail 成人法语学习者的自我反思产生和工作记忆能力
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2021-01-22 DOI: 10.37213/CJAL.2021.28971
D. Simard, Tatiana Molokopeeva, Yan Zhang
{"title":"Production d’autoreformulations autoamorcées par des apprenants adultes du français et capacité de mémoire de travail","authors":"D. Simard, Tatiana Molokopeeva, Yan Zhang","doi":"10.37213/CJAL.2021.28971","DOIUrl":"https://doi.org/10.37213/CJAL.2021.28971","url":null,"abstract":"L’etude rapportee dans cet article avait pour objectif d’examiner la relation entre les autoreformulations autoamorcees, soit les revisions que les locuteurs amorcent et executent sur leur propre discours (Salonen et Laakso, 2009, p. 859) et la memoire de travail, definie comme etant un systeme a capacite limitee responsable de l’emmagasinage temporaire et de la manipulation de l’information (Baddeley, 2012). Bien que quelques etudes aient examine la relation entre les autoreformulations autoamorcees et la memoire de travail, les resultats obtenus presentent des divergences que des differences d’ordre methodologique permettent d’expliquer. Nous avons donc voulu jeter un eclairage nouveau sur la relation entre ces deux variables en observant les autoreformulations autoamorcees a l’aide d’une tâche de narration a partir d’images et en ayant recours a une tâche numerique complexe afin de mesurer la memoire de travail. Trente adultes locuteurs non natifs du francais ont participe a l’etude. Les resultats obtenus des analyses factorielles en composantes principales montrent une relation differenciee selon le type d’autoreformulations autoamorcees produit.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"37 1","pages":"138-158"},"PeriodicalIF":0.5,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80400568","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
Professional Development Through Reflective Practice: A Framework for TESOL Teachers 反思实践中的专业发展:TESOL教师的框架
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2021-01-22 DOI: 10.37213/CJAL.2021.28999
T. Farrell, Melanie Macapinlac
{"title":"Professional Development Through Reflective Practice: A Framework for TESOL Teachers","authors":"T. Farrell, Melanie Macapinlac","doi":"10.37213/CJAL.2021.28999","DOIUrl":"https://doi.org/10.37213/CJAL.2021.28999","url":null,"abstract":"This paper outlines a case study of the reflections of two novice teaching English to speakers of other languages (TESOL) teachers in South Korea through the lens of a framework for reflecting on practice that included reflections on the teachers’ philosophy, principles, theory, practice, and beyond practice. Overall, the results revealed that connections between their reflections on the hidden aspects of teaching (philosophy, principles, and theory) for both teachers remained consistent with what was observed in their practices, and the connections that emerged between their reflections were grouped into two main categories: the acknowledgement of teacher roles, and the importance of their students’ success.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"74 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78000176","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: 7
A Corpus Study of the English Suffixes -ness and -acy: Productivity, Genre, and Implications for L2 Learning 英语后缀-ness和-acy的语料库研究:生产力、体裁及其对二语学习的启示
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2021-01-22 DOI: 10.37213/CJAL.2021.28995
Ben Naismith, Matthew Kanwit
{"title":"A Corpus Study of the English Suffixes -ness and -acy: Productivity, Genre, and Implications for L2 Learning","authors":"Ben Naismith, Matthew Kanwit","doi":"10.37213/CJAL.2021.28995","DOIUrl":"https://doi.org/10.37213/CJAL.2021.28995","url":null,"abstract":"Despite substantial scholarship relating to word structure (Anderson, 2018), for English affixes the relationship between productivity, genre, and second language (L2) learning remains unclear. Analysis of the existing literature reveals that deadjectival noun suffixes (i.e., nouns derived from adjectives such as appropriacy or goodness) have been underexamined. To address this gap, we examine two rival suffixes, -acy and -ness, through the lens of Construction Morphology (Booij, 2010), considering numerous factors which might condition their varying usage. Critically, corpus data in the Corpus of Contemporary American English and the British National Corpus (Davies, 2008-) reveal the importance of considering these affixes’ productivity in relation to genre, since -acy is especially frequent in academic texts, principally within certain social sciences. The implications for learners and teachers of English as a second language are discussed, particularly higher-level learners building communicative competence in academic contexts, along with a preliminary learner corpus comparison of the two variants.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75422205","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
Portrait sociolinguistique de travailleurs étrangers temporaires agricoles au Québec : entre barrières et besoins 魁北克临时外国农业工人的社会语言学概况:障碍与需求之间
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2021-01-22 DOI: 10.37213/CJAL.2021.28951
Simon Collin, O. Calonne
{"title":"Portrait sociolinguistique de travailleurs étrangers temporaires agricoles au Québec : entre barrières et besoins","authors":"Simon Collin, O. Calonne","doi":"10.37213/CJAL.2021.28951","DOIUrl":"https://doi.org/10.37213/CJAL.2021.28951","url":null,"abstract":"L’augmentation du nombre de travailleurs etrangers temporaires (TET) constitue une tendance marquante des migrations contemporaines. Dans nombre de travaux, les problematiques linguistiques reviennent en filigrane en ceci qu'elles affectent l’experience migratoire des TET. Pourtant, leur situation sociolinguistique n'a pas ete etudiee en tant qu’objet. A partir d'un questionnaire et d'entrevues de groupe aupres de 24 TET dans une ferme quebecoise, cette recherche a pour objectif de mieux comprendre la situation sociolinguistique des TET lors de leur sejour au Quebec. Les participants rapportent un niveau linguistique limite en espagnol ecrit, en anglais et en francais. Ils ont peu d’occasions de parler une autre langue que l’espagnol dans leur quotidien. Cette situation s’explique en partie par le role ambigu joue par la societe hote. Les participants vivent une situation sociolinguistique caracterisee par des barrieres communicationnelles, situation qui hypotheque largement leurs possibilites d'appropriation linguistique du francais. Pour finir, quelques resultats esquissent des pistes d'intervention didactique qui permettraient aux TET d’avoir acces des cours de francais adaptes a leurs besoins sociolinguistiques.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"5 1","pages":"92-114"},"PeriodicalIF":0.5,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87291049","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
An Investigation into the Cultural Dimension in EFL Classes: Turkish Instructors’ Views and Practices 英语课堂的文化维度研究:土耳其教师的观点与实践
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2021-01-22 DOI: 10.37213/CJAL.2021.30667
Hanife Taşdemir, Nurdan Gürbüz
{"title":"An Investigation into the Cultural Dimension in EFL Classes: Turkish Instructors’ Views and Practices","authors":"Hanife Taşdemir, Nurdan Gürbüz","doi":"10.37213/CJAL.2021.30667","DOIUrl":"https://doi.org/10.37213/CJAL.2021.30667","url":null,"abstract":"Culture, a commonly visited concept in English language teaching research, has been integral to language classes. The present study investigated the place of culture in English as a foreign language classes for ten English language instructors teaching at tertiary level across state and private universities in Turkey. The findings revealed that the English language instructors’ opportunities to raise their students’ cultural awareness were not satisfactory, and there was a mismatch between their wishes and practices. This mismatch was mainly attributed to learners’ lack of motivation/interest and their opportunities for visits abroad. The findings also indicated that the participants’ conceptualization of culture in English language classes was predominantly modern, i.e. either as part of the humanistic (big C) paradigm representing canonical literary work produced via a standard language or sociolinguistic (little c) paradigm representing everyday interaction, communication, and patterns of behavior.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"20 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84506195","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
Review of Taguchi, N., & Kim, Y. (Eds.). (2018). Task-based approaches to teaching and assessing pragmatics. John Benjamins Publishing Company. 回顾田口，N.，和金，Y.(编辑)。(2018)。基于任务的语用学教学和评估方法。约翰·本杰明出版公司。
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2021-01-22 DOI: 10.37213/CJAL.2021.31199
Yali Feng, Gyewon Jang
{"title":"Review of Taguchi, N., & Kim, Y. (Eds.). (2018). Task-based approaches to teaching and assessing pragmatics. John Benjamins Publishing Company.","authors":"Yali Feng, Gyewon Jang","doi":"10.37213/CJAL.2021.31199","DOIUrl":"https://doi.org/10.37213/CJAL.2021.31199","url":null,"abstract":"Book review:\u0000Taguchi, N., & Kim, Y. (Eds.). (2018). Task-based approaches to teaching and assessing pragmatics. John Benjamins Publishing Company.  https://doi.org/10.1075/tblt.10","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"60 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85655488","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
The Effects of Task Repetition on Child EFL Learners’ Oral Performance 任务重复对儿童英语学习者口语表现的影响
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2021-01-01 DOI: 10.37213/cjal.2021.31382
Bo Sun, A. Révész
{"title":"The Effects of Task Repetition on Child EFL Learners’ Oral Performance","authors":"Bo Sun, A. Révész","doi":"10.37213/cjal.2021.31382","DOIUrl":"https://doi.org/10.37213/cjal.2021.31382","url":null,"abstract":"While the role of task repetition has received much attention in task-based research, few studies have examined how exact task repetition affects the performance of child second language learners. Also, little is known about the impact of exact task repetition on trade-off effects between linguistic performance areas among child learners. To help fill this gap, we investigated the impact of task repetition on 40 Chinese EFL learners’ oral production. The children repeated the same story-telling task three times, and transcripts of their performance were coded for linguistic complexity, accuracy, and fluency. Complexity was expressed in terms of overall complexity and subordination and phrasal complexity. We assessed accuracy with weighted clause ratios and proportion of errors. Fluency was captured by repair and breakdown fluency measures. Wilcoxon signed rank tests revealed positive effects for task repetition on fluency and accuracy. Trade-off effects observed during participants’ first performance had decreased by their third retelling. These results support Skehan’s (1998) Limited Capacity model and suggest that task repetition is a useful pedagogical tool in instructed child L2 contexts.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85153928","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: 3
Unraveling the Effects of Task Sequencing on the Syntactic Complexity, Accuracy, Lexical Complexity, and Fluency of L2 Written Production 任务顺序对二语写作的句法复杂性、准确性、词汇复杂性和流畅性的影响
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2021-01-01 DOI: 10.37213/cjal.2021.31306
Mahmoud Abdi Tabari, Michol Miller
{"title":"Unraveling the Effects of Task Sequencing on the Syntactic Complexity, Accuracy, Lexical Complexity, and Fluency of L2 Written Production","authors":"Mahmoud Abdi Tabari, Michol Miller","doi":"10.37213/cjal.2021.31306","DOIUrl":"https://doi.org/10.37213/cjal.2021.31306","url":null,"abstract":"Although several studies have explored the effects of task sequencing on second language (L2) production, there is no established set of criteria to sequence tasks for learners in L2 writing classrooms. This study examined the effect of simple ̶ complex task sequencing manipulated along both resource-directing (± number of elements) and resource-dispersing (± planning time) factors on L2 writing compared to individual task performance using Robinson’s (2010) SSARC model of task sequencing. Upper-intermediate L2 learners (N = 90) were randomly divided into two groups: (1) Participants who performed three writing tasks in a simple–complex sequence, and (2) participants who performed either the simple, less complex, or complex task. Findings revealed that simple-complex task sequencing led to increases in syntactic complexity, accuracy, lexical complexity, and fluency, as compared to individual task performance. Results are discussed in light of the SSARC model, and theoretical and pedagogical implications are provided.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"41 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78504974","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
Levels of Engagement in Task-based Synchronous Computer Mediated Interaction 基于任务的同步计算机媒介交互的参与水平
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2021-01-01 DOI: 10.37213/cjal.2021.31319
Julio Torres, Íñigo Yanguas
{"title":"Levels of Engagement in Task-based Synchronous Computer Mediated Interaction","authors":"Julio Torres, Íñigo Yanguas","doi":"10.37213/cjal.2021.31319","DOIUrl":"https://doi.org/10.37213/cjal.2021.31319","url":null,"abstract":"Investigating task-based synchronous computer-mediated communication (SCMC) interaction has increasingly received scholarly attention. However, studies have focused on negotiation of meaning and the quantity, focus and resolution of language related episodes (LREs). This study aims to broaden our understanding of the role of audio, video, and text SCMC conditions by additionally examining second language (L2) learners’ levels of engagement during the production of LREs as a result of interactive real-world tasks. We tested 52 dyads of L2 Spanish intermediate learners who completed a decision- making/writing task. Our main analysis revealed that dyads in the audio SCMC condition engaged in more limited LREs vis-à-vis the text SCMC group, and audio SCMC dyads also showed a trend of engaging more in elaborate LREs. The findings imply that interactive SCMC conditions can place differential demands on L2 learners, which has an effect on the ways in which L2 learners address LREs during task-based interaction.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"519 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77182886","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: 5
In Flow with Task Repetition During Collaborative Oral and Writing Tasks 协作性口语和写作任务中任务重复的心流
IF 0.5
Canadian Journal of Applied Linguistics Pub Date : 2021-01-01 DOI: 10.37213/cjal.2021.31365
M. Zuniga, Caroline Payant
{"title":"In Flow with Task Repetition During Collaborative Oral and Writing Tasks","authors":"M. Zuniga, Caroline Payant","doi":"10.37213/cjal.2021.31365","DOIUrl":"https://doi.org/10.37213/cjal.2021.31365","url":null,"abstract":"The present study draws on Flow Theory to examine the relationship between task repetition and the quality of learners’ subjective experience during task execution. Flow is defined as a positive experiential state characterized by intense focus and involvement in meaningful and challenging, but doable tasks, which has been associated with enhanced self-confidence and task performance (Csikszentmihalyi, 2008). While research shows that certain task characteristics interact differentially with the quality of flow experiences, no research has specifically examined such interaction with task repetition. Participants (n=24) were randomly assigned to a Task Repetition or a Procedural Repetition group. All participants first completed a two-way decision-making gap task in both the oral and written modalities and either repeated the identical task or a comparable task one week later. Data were collected with a flow perception questionnaire, completed immediately following each task. Results show that repetition positively influenced learners’ flow experience, but that modality was an important mediating factor.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"111 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85202111","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
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