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

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Le français intensif: introduction 法语强化:导论
IF 1 3区 文学
Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes Pub Date : 2004-02-01 DOI: 10.3138/CMLR.60.3.251
C. Germain, Joan Netten
{"title":"Le français intensif: introduction","authors":"C. Germain, Joan Netten","doi":"10.3138/CMLR.60.3.251","DOIUrl":"https://doi.org/10.3138/CMLR.60.3.251","url":null,"abstract":"En guise d’introduction a ce numero thematique consacre au francais intensif, nous aimerions, dans un premier temps, vous presenter un bref apercu historique du developpement du francais intensif au Canada. Ce bref rappel nous permettra, dans un deuxieme temps, de mieux faire ressortir les principales caracteristiques de la recherche sur le francais intensif que nous avons mise sur pied, pendant trois ans (1998-2001), dans la province de Terre-Neuve-et-Labrador.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"6 1","pages":"251-262"},"PeriodicalIF":1.0,"publicationDate":"2004-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80700305","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: 5
Le régime pédagogique du français intensif à Ottawa : le bain linguistique 渥太华法语强化课程:语言浴
IF 1 3区 文学
Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes Pub Date : 2004-02-01 DOI: 10.3138/CMLR.60.3.373
Martine Peters, Alina MacFarlane, Marjorie Bingham Wesche
{"title":"Le régime pédagogique du français intensif à Ottawa : le bain linguistique","authors":"Martine Peters, Alina MacFarlane, Marjorie Bingham Wesche","doi":"10.3138/CMLR.60.3.373","DOIUrl":"https://doi.org/10.3138/CMLR.60.3.373","url":null,"abstract":"Les deux recherches presentees portent sur un regime pedagogique intensif de francais langue seconde, le bain linguistique, lequel est fonde sur la premisse qu'une exposition intensive a la langue seconde est plus efficace qu'une exposition plus dispersee qui vise a ameliorer les atti-tudes face a l'apprentissage d'une langue au niveau debutant. Les effets d'une periode intensive limitee d'exposition a la langue seconde sur les attitudes face a l'apprentissage du francais langue seconde des eleves de 5° et de 6 annees ont ete evalues a differents intervalles pendant les annees scolaires 1993-1994 et 1995-1996. Les resultats des deux evaluations indi-quent que la periode intensive permet l'amelioration des attitudes, en plus d'augmenter la confiance des eleves dans leurs habiletes en francais langue seconde. A long terme, l'inclusion d'une annee intensive de francais langue seconde dans le regime pedagogique du francais de base pourrait mener a une amelioration de ce dernier.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"61 1","pages":"373-391"},"PeriodicalIF":1.0,"publicationDate":"2004-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85552140","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: 11
Rethinking Teaching Strategies for Intensive French. 强化法语教学策略的再思考。
IF 1 3区 文学
Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes Pub Date : 2004-02-01 DOI: 10.3138/CMLR.60.3.355
Jacquie Collins, S. Stead, Sid Woolfrey
{"title":"Rethinking Teaching Strategies for Intensive French.","authors":"Jacquie Collins, S. Stead, Sid Woolfrey","doi":"10.3138/CMLR.60.3.355","DOIUrl":"https://doi.org/10.3138/CMLR.60.3.355","url":null,"abstract":"This article gives the perspectives of three teachers of intensive French (IF) as they adjusted their thinking to teaching in a French as a second language (FSL) classroom that was very different from the core French classroom and developed teaching strategies to facilitate effective learning of communication skills by the students. Four major differences from regular core French are presented: the increase in time and intensity; the enriched curriculum; the atmosphere in the classroom; and the role of the teacher. Eight teaching strategies for the IF classroom are then described: always communicating in French; creating interaction in the classroom; integrating language and the experiences of the students; developing literacy skills; balancing accuracy and fluency; teaching grammar implicitly; sequencing tasks; and the need for variety and flexibility in the teaching strategies used. The article concludes with a summary for the beginning IF teacher of the most important teaching strategies.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"7 1","pages":"355-372"},"PeriodicalIF":1.0,"publicationDate":"2004-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74524374","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: 11
Theoretical and Research Foundations of Intensive French 强化法语的理论与研究基础
IF 1 3区 文学
Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes Pub Date : 2004-02-01 DOI: 10.3138/CMLR.60.3.275
J. Netten, C. Germain
{"title":"Theoretical and Research Foundations of Intensive French","authors":"J. Netten, C. Germain","doi":"10.3138/CMLR.60.3.275","DOIUrl":"https://doi.org/10.3138/CMLR.60.3.275","url":null,"abstract":"This article gives the reasons for, and the history of, the conceptualization of intensive French. The major characteristics of core French and French immersion are reviewed, giving the principal advantages and limitations of each program. The findings of empirical research that most directly affect the development of communication skills are presented, and examples of intensive programs reviewed. From this information, characteristics deemed to be essential for the development of a new approach are described, and a definition of intensive French is offered. The article concludes with a description of the five underlying theoretical principles on which intensive French is based.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"19 1","pages":"275-294"},"PeriodicalIF":1.0,"publicationDate":"2004-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79108080","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: 49
Internet-Based ESL for Distance Adult Students - A Framework for Dynamic Language Learning 面向远程成人学生的基于互联网的ESL——动态语言学习框架
IF 1 3区 文学
Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes Pub Date : 2003-12-01 DOI: 10.3138/CMLR.60.2.123
R. Reynard
{"title":"Internet-Based ESL for Distance Adult Students - A Framework for Dynamic Language Learning","authors":"R. Reynard","doi":"10.3138/CMLR.60.2.123","DOIUrl":"https://doi.org/10.3138/CMLR.60.2.123","url":null,"abstract":"This research study investigated the potential of Internet technology to provide a dynamic and autonomous language-learning environment for adult distance language learners. The study focused on five essential characteristics of dynamic language learning and observed the online study activity of the students in relation to these. Learners were presented with various study resources and tools from which they could freely self-select as required. The lessons were constructed through a process of open dialogue and negotiation between students and teachers, integrating preset content with individualized assignments and actual language use. While students demonstrated an interest to explore and use the resources and tools, teachers found the environment to be overwhelming. Therefore, while student activity was tracked, teacher intervention was random and ineffective. Challenging the existing approach and mindset of teachers was difficult.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"10 1","pages":"123-143"},"PeriodicalIF":1.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87075130","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: 17
A study of flow theory in the foreign language classroom 流理论在外语课堂教学中的应用研究
IF 1 3区 文学
Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes Pub Date : 2003-12-01 DOI: 10.3138/CMLR.60.5.549
J. Egbert
{"title":"A study of flow theory in the foreign language classroom","authors":"J. Egbert","doi":"10.3138/CMLR.60.5.549","DOIUrl":"https://doi.org/10.3138/CMLR.60.5.549","url":null,"abstract":"This article focuses on the relationship between flow experiences and language learning. Flow Theory suggests that flow experiences (characterized by a balance between challenge and skills and by a person's interest, control, and focused attention during a task) can lead to optimal learning. This theory has not yet been tested in the area of foreign or second language learning. The purpose of the present study is twofold: first, to establish the foundation for a research stream addressing flow in language learning, and second, to investigate whether flow exists in foreign language (FL) classrooms. Findings suggest that flow does exist in the FL classroom and that Flow Theory offers an interesting and useful framework for conceptualizing and evaluating language learning activities.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"30 1","pages":"549-586"},"PeriodicalIF":1.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73668087","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: 310
What my Students Heard that I Didn't Know I Said: Reflections on Learner Feedback in a Spanish Composition Course 我的学生听到了我不知道我说了什么:对西班牙语写作课程中学习者反馈的思考
IF 1 3区 文学
Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes Pub Date : 2003-12-01 DOI: 10.3138/CMLR.60.2.205
Anne Edstrom
{"title":"What my Students Heard that I Didn't Know I Said: Reflections on Learner Feedback in a Spanish Composition Course","authors":"Anne Edstrom","doi":"10.3138/CMLR.60.2.205","DOIUrl":"https://doi.org/10.3138/CMLR.60.2.205","url":null,"abstract":"This study analyzed the implementation of a pre-writing activity that was designed to address L2 student writers' tendency to focus on grammatical accuracy to the exclusion of content and structure. The participants, students in a university-level Spanish composition course, were given a rubric with which to evaluate three previously written compositions. These evaluations, along with a tape-recorded whole group discussion and follow-up questionnaires, constitute the database. The analysis focused on two specific aspects of the pre-writing activity: its impact on learners' views about writing and its usefulness as a pedagogical tool. Though indicating support for the activity, learners' comments also revealed a contradiction between the instructor's reportedly student-centred pedagogical beliefs and the teacher-centred nature of the activity. These findings elevate the role of learner feedback beyond evaluative and administrative purposes to constitute a key element in teacher development and professional...","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"1 1","pages":"205-222"},"PeriodicalIF":1.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77186281","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: 2
'It's Like Chicken but Bigger': Effects of Communication Strategy in the ESL Classroom. “像鸡，但更大”:交际策略在ESL课堂中的作用。
IF 1 3区 文学
Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes Pub Date : 2003-12-01 DOI: 10.3138/CMLR.60.2.105
Marian J. Rossiter
{"title":"'It's Like Chicken but Bigger': Effects of Communication Strategy in the ESL Classroom.","authors":"Marian J. Rossiter","doi":"10.3138/CMLR.60.2.105","DOIUrl":"https://doi.org/10.3138/CMLR.60.2.105","url":null,"abstract":"This paper reports the effects of communication strategy instruction on second language performance (communicative success, speech rate, message abandonment) and on the use of communication strategies (paraphrase). Two classes of adult immigrants, enrolled in a full-time intermediate proficiency ESL program at a post-secondary institution in Canada, participated in this study. One class received 12 hours of direct communication strategy training, and the second served as a comparison group. Speaking tasks (picture story narratives, object descriptions) were administered as pretests at Week 1, immediate post-tests at Week 5, and delayed post-tests at Week 10. Post-test results showed a direct effect in favour of the communication strategy condition on range of strategies used in the object description task, which was more effective than the narrative in eliciting communication strategies. The paper concludes with a discussion of the implications of these findings for the ESL classroom.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"30 1","pages":"105-121"},"PeriodicalIF":1.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88053060","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: 50
Teacher Adaptations in Core French: A Case Study of One Grade 9 Class 核心法语教学中的教师适应——以九年级某班为例
IF 1 3区 文学
Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes Pub Date : 2003-12-01 DOI: 10.3138/CMLR.60.2.173
Katy Arnett
{"title":"Teacher Adaptations in Core French: A Case Study of One Grade 9 Class","authors":"Katy Arnett","doi":"10.3138/CMLR.60.2.173","DOIUrl":"https://doi.org/10.3138/CMLR.60.2.173","url":null,"abstract":"Since the introduction of the term 'learning disabilities' into the educational lexicon, teachers and researchers have endeavoured to determine the best ways to adapt teachers' pedagogies to address the needs of students with these challenges in the classroom. Most of the recommended strategies have been designed with the traditional classes in mind - English, Science, Math, and History. However, in recent years, there has been an increased awareness of a need for knowledge about adaptation strategies that are suitable for the goals of the second/foreign language classroom. This study reports the findings of an observation study that was designed to identify which adaptation strategies that had been recommended in the learning disabilities research literature were feasibly implemented in one Grade 9 core French class in Ontario; such insight will enable other core French and second/foreign language teachers to make their classes more inclusive.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"1 1","pages":"173-204"},"PeriodicalIF":1.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91106553","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: 21
Cognitive Conflict, Disagreement and Repetition in Collaborative Groups: Affective and Social Dimensions from an Insider's Perspective 合作群体中的认知冲突、分歧和重复:来自内部人士视角的情感和社会维度
IF 1 3区 文学
Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes Pub Date : 2003-12-01 DOI: 10.3138/CMLR.60.2.143
Agustina Tocalli-Beller
{"title":"Cognitive Conflict, Disagreement and Repetition in Collaborative Groups: Affective and Social Dimensions from an Insider's Perspective","authors":"Agustina Tocalli-Beller","doi":"10.3138/CMLR.60.2.143","DOIUrl":"https://doi.org/10.3138/CMLR.60.2.143","url":null,"abstract":"This paper examines conflict, disagreement, and repetition in a collaborative group and the social interactions and lessons that occur due to them. By examining my own participation and reflections in a content-based collaboratively structured course and analyzing them from within a sociocultural theory of mind, the point is made that the study of cognitive conflict, disagreement and repetition in collaborative groups holds substantial potential for understanding the socially mediated process of learning. This understanding will, in turn, provide insightful information about group work in L2 classrooms.","PeriodicalId":47109,"journal":{"name":"Canadian Modern Language Review-Revue Canadienne Des Langues Vivantes","volume":"118 1","pages":"143-172"},"PeriodicalIF":1.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74439812","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: 39
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