"Buenos dias", "buenas noches" -- this was the first words in a foreign language I heard in my life, as a three-year old boy growing up in developing post-war Western Germany, where the first gastarbeiters had arrived from Spain. Fascinated by the strange sounds, I tried to get to know some more languages, the only opportunity being TV courses of English and French -- there was no foreign language education for pre-teen school children in Germany yet in those days. Read more
To find some answers Tim Machan explores the language's present and past, and looks ahead to its futures among the one and a half billion people who speak it. His search is fascinating and important, for definitions of English have influenced education and law in many countries and helped shape the identities of those who live in them.
This volume provides a new perspective on the evolution of the special language of medicine, based on the electronic corpus of Early Modern English Medical Texts, containing over two million words of medical writing from 1500 to 1700.
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.