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Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes最新文献

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Nécrologie : Laurens (Larry) Vandergrift
IF 1 3区 文学
Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes Pub Date : 2016-02-23 DOI: 10.3138/cmlr.72.1.obit.FR
Tracey Derwing, Laura Collins
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引用次数: 0
Plurilingual Education: Policies – Practices – Language Development 多语教育:政策-实践-语言发展
IF 1 3区 文学
Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes Pub Date : 2015-11-12 DOI: 10.3138/cmlr.71.4.500
E. Piccardo
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引用次数: 0
Processing Perspectives on Task Performance 任务绩效的加工视角
IF 1 3区 文学
Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes Pub Date : 2015-11-12 DOI: 10.3138/CMLR.71.4.504
Rika Tsushima, Martin Guardado
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引用次数: 0
The CEFR in Practice CEFR在实践中
IF 1 3区 文学
Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes Pub Date : 2015-11-01 DOI: 10.3138/CMLR.71.4.507
Larry Vandergrift
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引用次数: 1
M. Leclère et J.-P. Narcy-Combes, dirs. Enseigner les langues aux enfants en contexte scolaire. Diversité des approches et outils d’enseignement M. leclere和j.p。Narcy-Combes、dirs。在学校里教孩子们语言。教学方法和工具的多样性
IF 1 3区 文学
Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes Pub Date : 2015-07-23 DOI: 10.3138/CMLR.71.3.309
C. Sabatier
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引用次数: 0
M.L. Katz (ed.) Moving Ideas: Multimodality and Embodied Learning in Communities and Schools M.L. Katz主编:《移动的思想:社区和学校的多模态和具体化学习》
IF 1 3区 文学
Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes Pub Date : 2015-07-23 DOI: 10.3138/cmlr.71.3.307
C. Snowber
{"title":"M.L. Katz (ed.) Moving Ideas: Multimodality and Embodied Learning in Communities and Schools","authors":"C. Snowber","doi":"10.3138/cmlr.71.3.307","DOIUrl":"https://doi.org/10.3138/cmlr.71.3.307","url":null,"abstract":"","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"21 1","pages":"307-308"},"PeriodicalIF":1.0,"publicationDate":"2015-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76134832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
C. Troncy dir., avec le concours de J.-F. de Pietro, L. Goletto et M. Kervran Didactique du plurilinguisme C. Troncy dir。，在j - f的帮助下。Pietro, L. Goletto和M. Kervran的多语言教学
IF 1 3区 文学
Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes Pub Date : 2015-07-23 DOI: 10.3138/CMLR.71.3.313
L. Gajo
{"title":"C. Troncy dir., avec le concours de J.-F. de Pietro, L. Goletto et M. Kervran Didactique du plurilinguisme","authors":"L. Gajo","doi":"10.3138/CMLR.71.3.313","DOIUrl":"https://doi.org/10.3138/CMLR.71.3.313","url":null,"abstract":"","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"38 1","pages":"313-315"},"PeriodicalIF":1.0,"publicationDate":"2015-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83012651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
J. Brémond, C. Collin, C. Fortineau-Brémond et H. Quintin dirs. Compter en langues étrangères : Du français vers l’anglais, l’espagnol et l’allemand J. bremond, C. Collin, C. fortineau - bremond和H. Quintin dirs。外语计数:从法语到英语，西班牙语和德语
IF 1 3区 文学
Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes Pub Date : 2015-07-23 DOI: 10.3138/CMLR.71.3.311
Isabelle M. Côté
{"title":"J. Brémond, C. Collin, C. Fortineau-Brémond et H. Quintin dirs. Compter en langues étrangères : Du français vers l’anglais, l’espagnol et l’allemand","authors":"Isabelle M. Côté","doi":"10.3138/CMLR.71.3.311","DOIUrl":"https://doi.org/10.3138/CMLR.71.3.311","url":null,"abstract":"","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"49 1","pages":"311-312"},"PeriodicalIF":1.0,"publicationDate":"2015-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74288763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Plurilingual Learners' Beliefs and Practices toward Native and Nonnative Language Mediation during Learner-Learner Interaction. 多语学习者在学习者-学习者互动中对母语和非母语中介的信念和实践。
IF 1 3区 文学
Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes Pub Date : 2015-01-01 DOI: 10.3138/CMLR.2081.1
Caroline Payant
{"title":"Plurilingual Learners' Beliefs and Practices toward Native and Nonnative Language Mediation during Learner-Learner Interaction.","authors":"Caroline Payant","doi":"10.3138/CMLR.2081.1","DOIUrl":"https://doi.org/10.3138/CMLR.2081.1","url":null,"abstract":"Abstract: Due to the growing number of plurilingual learners in the world today (Hammarberg, 2010), the present multiple case study examines four plurilingual participants’ beliefs toward first language (L1) and second language (L2) mediation in the acquisition of French as a third language (L3). During a 16-week classroom-based study in a French university language class in central Mexico, four Spanish (L1) – English (L2) participants completed eight collaborative pedagogic tasks and participated in four in-depth one-on-one interviews. A qualitative analysis of the focal participants’ beliefs about L1 and L2 mediation in the acquisition of an L3 was conducted and their beliefs were compared to task performance gathered from task-based learner–learner interaction. Findings suggest that both native and non-native languages serve cognitive and social functions during task completion but that individual differences are subject to previous factors including educational experiences, language proficiency, and c...","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"39 1","pages":"105-129"},"PeriodicalIF":1.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90152316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 14
L1/L2 Differences in the Acquisition of Form-Meaning Pairings in a Second Language. 第二语言中形式-意义配对习得的L1/L2差异
IF 1 3区 文学
Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes Pub Date : 2015-01-01 DOI: 10.3138/CMLR.2070.51
Kevin McManus
{"title":"L1/L2 Differences in the Acquisition of Form-Meaning Pairings in a Second Language.","authors":"Kevin McManus","doi":"10.3138/CMLR.2070.51","DOIUrl":"https://doi.org/10.3138/CMLR.2070.51","url":null,"abstract":"Abstract: This paper examines the impact of L1/L2 form-meaning differences in the domain of aspect to investigate whether L2 learners are able to acquire properties of the L2 that are different from the L1. Oral data were collected from English- and German-speaking university learners of French L2 (n = 75) at two different levels of proficiency. The results show that appropriate use of aspect morphology at the advanced stages of learning is significantly influenced by differences in L1 background, with significant differences also revealed between French native speakers and L2 learners. The results suggest that an important role must be attributed to L1/L2 form-meaning mapping differences.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"20 1","pages":"51-77"},"PeriodicalIF":1.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83864498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 27
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