* * * * * * * * * * * * * * * * * * * * * * * *
LINGUIST List logo Eastern Michigan University Wayne State University *
* People & Organizations * Jobs * Calls & Conferences * Publications * Language Resources * Text & Computer Tools * Teaching & Learning * Mailing Lists * Search *
* *

LINGUIST List 24.589

Fri Feb 01 2013

TOC: Canadian Modern Language Review 69/1 (2013)

Editor for this issue: Brent Miller <brentlinguistlist.org>

Date: 31-Jan-2013
From: Tamara Hawkins <journalsutpress.utoronto.ca>
Subject: Canadian Modern Language Review Vol. 69, No. 1 (2013)
E-mail this message to a friend

Publisher: University of Toronto Press

Journal Title: Canadian Modern Language Review
Volume Number: 69
Issue Number: 1
Issue Date: 2013

Main Text:

Volume 69, Number 1, February 2013

This issue contains:

How Much Exposure to English Do International Graduate Students Really Get? Measuring Language Use in a Naturalistic Setting
Leila Ranta, Amy Meckelborg

Many believe that the best way to learn a language is to study it in a country where that language is widely spoken. Underlying this belief is the assumption that study in a naturalistic setting will provide learners with ample opportunities for exposure to the target language and interaction with native-speakers of that language. This article reports the findings from a longitudinal study of the quantity and quality of exposure experienced by 17 Chinese graduate students at a Canadian university.


L’assouplissement du schéma IRF en classe de langue comme principe d’un agir professoral: une initiative individuelle, un accomplissement collectif
Jose I. Aguilar Río

Cet article comporte, d’une part, l’analyse des interactions entre un enseignant de langue et un groupe d’apprenants et, d’autre part, l’étude collaborative entre l’enseignant et le chercheur de l’agir professoral du premier. Notre démarche puise dans l’analyse conversationnelle et dans les études sur la cognition enseignante. Nos observations confirment que les échanges entre l’enseignant et les apprenants se construisent autour du schéma dit IRF – initiation, réponse, feed-back – grâce auquel l’enseignant accomplit des fonctions pédagogiques telles que la correction ou l’encouragement.


Target-Language Community Involvement: Second-Language Linguistic Self-Confidence and Other Perceived Benefits
Kirsten M. Hummel

French native-speaking students (N = 20) enrolled in a university TESL program were asked to participate in a community service-learning project in an English-speaking minority community in Québec. Results from this qualitative study indicated that active community involvement led to strong perceptions of positive effects.


Task Motivation in Process: A Complex Systems Perspective
Glen Poupore

While many studies into task-based interaction have been conducted within a cognitive-linguistic perspective, few have been conducted with the aim of investigating learners’ task motivation. Framed within a complex systems approach, the principle objectives of this classroom-based study were to provide a complexity description of task motivation and to identify how various socio-affective and task condition-related elements interact together to influence learner motivation during different types of tasks.


Book and Software Reviews / Critiques de livres et de logiciels

Innovating EFL Teaching in Asia

Les interactions dans l’enseignement des langues. Agir professoral et pratiques de classe

Blending Technologies in Second Language Classrooms


Linguistic Field(s): Language Acquisition

Read more issues|LINGUIST home page|Top of issue

Page Updated: 01-Feb-2013

Supported in part by the National Science Foundation       About LINGUIST    |   Contact Us       ILIT Logo
While the LINGUIST List makes every effort to ensure the linguistic relevance of sites listed on its pages, it cannot vouch for their contents.