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

Fri Feb 1 15:49:25 UTC 2013

LINGUIST List: Vol-24-589. Fri Feb 01 2013. ISSN: 1069 - 4875.

Subject: 24.589, TOC: Canadian Modern Language Review 69/1 (2013)

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Date: Fri, 01 Feb 2013 10:49:14
From: Tamara Hawkins [journals at utpress.utoronto.ca]
Subject: Canadian Modern Language Review Vol. 69, No. 1 (2013)

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Publisher:	University of Toronto Press
			http://www.utpjournals.com/ 

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

Main Text:  

Volume 69, Number 1, February 2013
http://utpjournals.metapress.com/content/xrpv3335063l/

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.

http://utpjournals.metapress.com/content/t2454446k7pm1230/?p=f869e4ea8b7c45cdb
594e476cdf6e568&pi=0

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.

http://utpjournals.metapress.com/content/t93hr5w70u075p26/?p=f869e4ea8b7c45cdb
594e476cdf6e568&pi=1

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.

http://utpjournals.metapress.com/content/x75868l208p0g282/?p=f869e4ea8b7c45cdb
594e476cdf6e568&pi=2

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.

http://utpjournals.metapress.com/content/g1621300gt87x0w5/?p=f869e4ea8b7c45cdb
594e476cdf6e568&pi=3

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

http://utpjournals.metapress.com/content/j20016332419k172/?p=f869e4ea8b7c45cdb
594e476cdf6e568&pi=4

Linguistic Field(s): Language Acquisition

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