bluuebunny/crossref_metadata_2025 huggingface dataset:
Preparing tutors for problem-based learning: An experience from B. P. Koirala Institute of Health Sciences, Nepal
Authors: Baral N , Paudel BH , Das BKL , Aryal M , Gautam A , Lamsal M
Published: June 2010

Background: Problem based learning (PBL) has made major impact on curricular designing and practice in medical education for the last forty years. Incorporation of PBL approach in medical education has been a challenge and opportunity for both educationists on how to impart change and medical teachers on how to internalise the change. Objectives: This paper aimed to investigate experiences, achievement and responses of medical teachers at B. P. Koirala Institute of Health Sciences (BPKIHS), Nepal. Materials and methods: There were 25 heterogeneous groups of teachers, majority of them were entry level. Pre- and Post- test question were taken from various topics relevant to PBL such as learning strategy and principles of adult learning, PBL practice at BPKIHS, tutorial session and role of a tutor, making resource session interactive, designing PBL problems, planning educational objectives in PBL, formulation of problem for PBL. In addition to it participants' perception on development and dissemination of PBL manual and effectiveness of workshop were also included in the questionnaire. Results: There was significant gain in knowledge following the workshop (p<0.001). The perception of the teacher found quite relevant and useful for adopting new role as tutor. The respondent teachers noted that skills they learned during the training will be applicable to their job situation. They stressed for an additional training for reinforcement and update with new trends and tools in PBL. Conclusion: Therefore, such trainings for faculty development would be highly beneficial to inculcate new competencies in PBL. Key words: BPKIHS; Faculty Development; Problem Based Learning DOI: 10.3126/kumj.v8i1.3237 Kathmandu University Medical Journal (2010), Vol. 8, No. 1, Issue 29, 141-145
Crime and Destiny: Patterns in Serious Offenders' Mortality Rates
Authors: Tremblay Pierre , Paré Paul-Philippe
Published: June 2010

Large-scale cohort studies suggest that offenders are more likely to experience premature death. We argue, in this paper, that strain, self-control, and differential association theories would all predict higher fatality rates among offenders but rely on different processes in order to account for differential outcomes. Whereas low self-control theory holds that higher offender mortality rates are accident driven and unrelated per se to criminal activities, strain theory emphasizes the significance of suicides and overdoses as critical factors underlying offenders' excess mortality rates. Co-offending research, on the other hand, would predict that offenders' higher mortality rates will incorporate a significant, crime-related, occupational-hazard component.
Does Family Intervention Work for Delinquents? Results of a Meta-Analysis
Authors: Dowden Craig , Andrews D.
Published: June 2010

Previous meta-analyses of the correctional treatment literature have demonstrated that family intervention programs for delinquents represent some of the strongest treatment modalities available for this population. However, a recent meta-analysis by Latimer (2001) argued that, although family intervention appears to be effective at first glance, when controls are introduced for the methodological quality of the evaluation, the sizes of the effects decrease substantially, and under the strictest methodological conditions, they ultimately disappear. The present meta-analysis explored the impact of methodological rigour on the findings of evaluations of family intervention programs for young offenders, but attention was paid to the appropriateness of the programs (e.g., whether they adhered to the principles of risk, need, and general responsivity). Although the effects of the program decreased mildly under the strictest methodological conditions, appropriate treatment continued to yield significant mean reductions in reoffending. The implications of these findings for the broader literature are discussed.
L'effet des interventions légales sur les accidents mortels et associés à la conduite avec facultés affaiblies au Québec entre 1980 et 2001
Authors: Ouimet Étienne
Published: June 2010

La conduite avec facultés affaiblies par l'alcool (CFA) étant une cause importante des accidents mortels, plusieurs pays ont promulgué des lois pour dissuader ce comportement. Bien que plusieurs évaluations témoignent de la capacité des lois à améliorer le bilan routier, cette position ne fait pas l'unanimité chez les criminologues. Plusieurs reproches aux évaluations de ne pas opérationnaliser les concepts reliés à la théorie de la dissuasion, ce qui ne permet pas de bien comprendre pourquoi la loi se solde par un succès ou un échec. Notre étude prend en considération les critiques précédentes. Nous optons pour une méthode évaluative qui intègre les actions des différentes instances pénales et nous opérationnalisons nos variables, en tenant compte des concepts centraux à la théorie de la dissuasion. Nos résultats montrent que l'augmentation de la probabilité d'ětre incarcéré (combinée à un maintien élevé des arrestations policières) et les campagnes médiatiques accompagnant la loi C-18 de 1985 ont significativement fait diminuer les accidents mortels associés à la conduite avec facultés affaiblies au Québec entre 1980 et 2001. Pour cette période, nous estimons à un peu moins de 2 000 le nombre d'accidents mortels prévenus par l'augmentation de la probabilité d'ětre incarcéré.
From Problem-solving to Celebration: Discovering and Creating Meanings through Literacy
Authors: Weinstein Gail
Published: June 2010

This article attempts to demonstrate the ways in which a classroom teacher can get a very distorted picture of students and their resources. Drawing on ethnographic research in Philadelphia's Hmong community, the author illustrates the ways in which her own assumptions were challenged, specifically about three individuals whom she came to know in the context of their communities. Next, this article looks at the intellectual climate which has permitted a new view of literacy, where the emphasis has shifted from cognitive consequences to an interest in literacy in social context as a means through which relationships are negotiated. Finally, it is argued that the ideal classroom is one in which both teachers and students have the opportunity to learn about how the world looks through one another's eyes. Suggestions are made to teachers for creating in their ESL classrooms a setting in which they can discover more about the role of literacy in their students' lives, and where students can both identify and expand the contexts in which literacy can create meanings for them.
Collaborative Learning in a Translation Course
Authors: Romney J.
Published: June 2010

Collaborative learning, based on small group discussions conducted according to specific rules, provides an alternative to traditional classroom structure which has been shown to be useful in second language acquisition. This article describes its application in a translation course. A more in-depth understanding of the source text is arrived at collectively, and a greater degree of grammatical correctness, accuracy, and faithfulness can be achieved in the translation through discussion and negotiation as participants are required to justify their solutions. Social support is important as participants share their difficulties. They gain in self-confidence and self-esteem; they also become more tolerant of different opinions and appreciate the non-threatening atmosphere of working in small groups.
Teacher Research through Dialogic Inquiry
Authors: Schleppegrell Mary
Published: June 2010

As teachers engage in research to improve their teaching practice and inform their pedagogical programs, they need appropriate tools for collecting and analyzing data. This paper shows how dialogic inquiry through problem posing is a tool for teacher research in the interpretive tradition which helps teachers develop a richer knowledge base regarding students' backgrounds, motivations, cultures, and the strategies they use to learn English. In addition, dialogic inquiry can inform curriculum and materials development by providing teachers with information about students' responses to potential curriculum topics. The process of engaging students in structured, open-ended inquiry provides data which teachers can analyze from both content and linguistic perspectives. Outlined are the steps in dialogic inquiry and examples of how teachers have used it to inform their classroom practice and improve their curricula.
The Modern Language Curriculum in a Technological University: A Non-departmentalized Case Study
Authors: Boschetto-Sandoval Sandra , Deneire Marc , Sandoval Ciro
Published: June 2010

In the following study we outline the mission of a technological university and the place of a non-departmentalized modern language program within this context. We discuss the perception of the modern language program and its curriculum by the administration, the faculty, and the students, whose competing discourses must be addressed in order to bring about effective curricular change. We go on to discuss the changes we have already implemented, and others that are still in the process of implementation.

The results of recent surveys and interviews undertaken show that while faculty might place a higher value on LSP courses, the pragmatic motivation in learning a language does not come first for our students. Other motives - travel, leisure, culture appreciation - are at least equally important.

While modern language faculty face considerable odds in retaining students in courses that may be perceived as less necessary for a technological education than the strictly technical in nature, needs analyses of Michigan Tech's institutional context show that these courses are not only desirable, but professionally as well as personally necessary to engineering students. The Modern Language Program at Michigan Tech is moving in the direction of a broader concept of modern language learning, one open to greater interdisciplinary and intercultural depth.
Vers une norme pour un cours de phonétique française au Canada
Authors: Cox Terry
Published: June 2010

Dans cet article, nous proposons que le modèle pour un cours de phonétique française au Canada soit basé sur l'usage canadien. Après avoir établi un inventaire des traits segmentaux de ce modèle putatif en dépouillant les descriptions publiées du français canadien, nous le comparons avec les traits communs dans un corpus composé d'enregistrements de onze animateurs de télévision de la Société Radio-Canada et d'un du Réseau de l'Information pour mettre en évidence la fréquence des traits prélevés. L'inventaire original est modifié en fonction de la fréquence, et ainsi, du statut implicite de chacun des traits examinés de façon à présenter un modèle d'un français canadien correct.
L'enseignement de la musique et de la langue seconde: pistes d'intégration et conséquences sur les apprentissages
Authors: Lowe Anne
Published: June 2010

Le but de l'étude était d'examiner l'effet de l'incorporation de la musique au programme de français langue seconde sur l'apprentissage de l'un et de l'autre. Deux classes de 2e année en immersion française ont formé l'échantillon de cette étude. Un programme de musique/langue a été développé où la musique a été totalement intégrée au curriculum de langue seconde. Les cours intégrés ont été enseignés au groupe expérimental par la titulaire de classe. Des prétests et post-tests ont été administrés dans le but de mesurer, en français, la prononciation, la grammaire orale, la compréhension et le vocabulaire et, en musique, les patrons mélodiques-rythmiques et la forme. Les résultats ont démontré une différence significative entre les deux groupes pour les tests de musique, de grammaire orale et de compréhension.
Acquisition of Grammatical Gender in Italian as a Foreign Language
Authors: Oliphant Katrina
Published: June 2010

This study investigated the sensitivity to gender cues exhibited by L2 learners of Italian. The participants were 64 students in first-and second-year Italian classes at the university level. Three tests were given to ascertain the students' ability to assign gender based on morphophonological, semantic, and syntactic cues. Results showed that the students were sensitive to cues in the word-final phonemes that reliably indicate gender and implicational scaling demonstrated a clear order of difficulty among these endings. These students exhibited a low degree of awareness of the gender associations of certain derivational suffixes. When dealing with more than one cue, the students had no difficulty assigning gender to nouns with complementary cues, while coping with conflicting cues was more problematic, particularly when there was discord with natural gender. Nonetheless, in the majority of the cases, the students were able to use syntactic cues to override competing cues. Clear scales of difficulty among the various combinations of cue types emerged.
Socio-cognitive Functions of L1 Collaborative Interaction in the L2 Classroom
Authors: Antón Marta , DiCamilla Frederick
Published: June 2010

This paper studies the use of L1 in the collaborative interaction of adult learners of Spanish who are native speakers of English. Viewed as a psychological tool that mediates human mental activity on the external (interpsychological) and the internal (intrapsychological) planes, L1 use is found to serve a critical function in students' attempts to mutually define various elements of their task, that is, to establish and maintain intersubjectivity (Rommetveit, 1985). Also, L1 is shown to be an indispensable device for students in providing each other with scaffolded help (Wood, Bruner, & Ross, 1976). Finally, this study provides evidence of the use of L1 for the purpose of externalizing one's inner speech (Vygotsky, 1986) throughout the task as a means of regulating one's own mental activity. The analysis of student interaction presented here not only highlights these critical functions of L1 in the second language learning process, but attempts to show how various communicative moves and linguistic forms achieve these functions.
Voices from the Margin: Second and Foreign Language Teaching Approaches from Minority Perspectives
Authors: Kubota Ryuko
Published: June 2010

In the field of second language teaching, extreme ways of conceptualizing and implementing communicative approaches have been criticized. This article takes a further step, synthesizing some of the arguments on pedagogical approaches made by educators with minority perspectives. These educators teach English to minority students in mainstream classes; English or foreign languages to learning disabled or at-risk native speakers of English; and foreign languages less commonly taught in the United States. These 'voices from the margin' criticize 'one-size-fits-all' approaches and propose ethnically, culturally, linguistically, and cognitively responsive approaches. They particularly stress the importance of teaching language structures directly along with meaningful communication. As the field of second language teaching expands, these perspectives will offer valuable insights into current popularized pedagogical assumptions. This article suggests that second language educators broaden their views for responsive teaching by listening to divergent voices.
La francophonie dans les manuels de français langue seconde: apports et limites
Authors: Fleig-Hamm Christiane
Published: June 2010

L'objectif de cette étude est d'examiner comment les pays et régions autres que la France sont représentés dans quelques manuels de français langue seconde publiés depuis 1995. L'auteure pose comme principe qu'une bonne représentation vise à souligner la richesse et la diversité de ces cultures, à donner des informations exactes et à montrer ces pays et régions sous un jour réaliste, d'un point de vue non colonialiste et non ethnocentrique. D'une part, l'analyse porte sur le contenu des textes et d'autre part, sur la démarche pédagogique proposée. L'étude indique que les représentations s'éloignent souvent du modèle préconisé. Huit manières de les améliorer sont proposées aux auteurs de manuels.
An Investigation of Japanese and English L1 Essay Organization: Differences and Similarities
Authors: Kubota Ryuko
Published: June 2010

Previous studies in contrastive rhetoric have discerned a tendency for Japanese texts to be inductive and for English texts to be deductive, although text quality was not usually assessed. The present study compared Japanese and English L1 essays written by university students in Japan and in Canada; 22 expository and 24 persuasive essays written in each language were analyzed. Each essay was evaluated in terms of organization and analyzed for macro-level discourse features. Results show that inductive patterns were identified in Japanese more often than in English and were used more often in the persuasive mode than in the expository mode across both languages. However, across languages and modes, the quality of inductive essays usually ranged between average and low, while deductive essays were usually ranked as being of average to high quality. Results indicate that although Japanese and English may exhibit rhetorical differences in overall frequency, they may also share characteristics of good writing.
The Development of Aspectual Distinctions in L2 French Classroom Learning
Authors: Salaberry M.
Published: June 2010

The present study analyzes the development of aspectual markers (i.e., passé composé / imparfait) in French as a second language (French L2) among college-level students. Thirty-nine English-speaking students enrolled in a second semester course in French and 30 native speakers performed two tasks: a cloze test and a written narration of a short film. Students' use of grammatical aspect was examined in terms of the inherent semantic aspect of each verb phrase (e.g., Dowty, 1979; Vendler, 1967). Analysis of the narrative reveals that learners marked verb endings according to the telic or atelic nature of the verbal phrase. Findings from the cloze test indicate that learners showed native-like judgements in the use of prototypical grammatical aspect (i.e., correspondence of lexical and grammatical aspect) but avoided the use of non-prototypical grammatical aspect with stative verbs. This study shows that (1) classroom instruction may increase the rate at which learners develop past tense aspectual marking (prototypical value); and (2) lack of access to L2 discursive-pragmatic conditions may prevent learners from achieving an adequate grasp of the target-language value of aspectual viewpoints.
The National Core French Assessment Project: Design and Field Test of Formative Evaluation Instruments at the Intermediate Level
Authors: Vandergrift Larry , Bélanger Claire
Published: June 2010

A cross-country team of teachers developed prototype evaluation instruments congruent with the theoretical framework of the National Core French Study. An initial series of formative evaluation instruments for intermediate-level core French students were refined and fieldtested. Results of the field-test indicate that the overall reaction to this bank of evaluation instruments is very positive. Teachers found the instruments flexible to use and helpful for evaluating the desired learning outcomes. Students found them beneficial for focusing and organizing learning activities, thereby enabling them to improve their performance in French. Both teachers and students comment on the motivating aspect of these instruments and on their potential for providing useful feedback.
Overcoming the Grammar Deficit: The Role of Information Technology in Teaching German Grammar to Undergraduates
Authors: Hall Christopher
Published: June 2010

A knowledge of grammatical rules and terminology is important for almost all foreign language learners, but especially for undergraduates, who are used to cognitive learning and who are aiming for a high level of accuracy in the language. Yet many undergraduates come to British universities to study German with a very sketchy knowledge of the grammar of their chosen language. This article examines how a varied application of CALL (computer-assisted language learning) and IT (information technology) can be used to overcome this perceived ‘grammar deficit’ by a combination of approaches including explicit, implicit, and exploratory grammar teaching.
Apprendre l'orthographe avec un correcteur orthographique?
Authors: Desmarais Lise
Published: June 2010

Cet article présente la problématique, le cadre théorique, la méthodologie et les résultats d'une recherche menée auprès de 27 sujets adultes, francophones et anglophones, utilisant le correcteur orthographique comme élément central d'une didactique visant l'apprentissage de l'orthographe française. Les résultats obtenus indiquent que la didactique proposée incluant outre l'utilisation d'un correcteur orthographique, l'utilisation de documents authentiques, le recours à un traitement individualisé, la lecture à l'écran et sur papier et une progression des contenus à partir d'une typologie d'erreur a permis des gains d'apprentissage importants à la suite d'un traitement d'une durée de 12 heures, échelonné sur une période de quatre semaines. Après des modifications issues des résultats de cette recherche, la didactique est maintenant présentée sous la forme du didacticiel ORTHO+.
Étude du style d'apprentissage d'étudiants inscrits à un programme de didactique de langues secondes
Authors: Théberge Mariette , LeBlanc Raymond
Published: June 2010

Cette étude a comme objectifs d'identifier le style d'apprentissage d'étudiants inscrits à un programme de didactique de langues secondes et de réfléchir à la pertinence d'une prise de conscience du style d'apprentissage dans le contexte de la formation à l'enseignement. Le modèle de l'apprentissage expérientiel de Kolb (1984) ainsi que l'instrument élaboré par Honey et Mumford (1986) ont permis d'identifier les styles d'apprentissage de deux groupes d'étudiants inscrits au programme de didactique de langues secondes de l'Université d'Ottawa. Les résultats permettent de constater que 81,9% des étudiants choisissent le style réfléchi alors qu'aucun d'entre eux n'optent pour le style théoricien et que seulement 4,5% et 13,6% démontrent respectivement une préférence pour les styles actif et pratique. Cette répartition des styles d'apprentissage alimente la discussion au sujet de la prédominance du style réfléchi en éducation et sur la pertinence de mettre en oeuvre une approche pédagogique qui suscite une prise de conscience du style d'apprentissage dans un contexte de formation à l'enseignement.
Making Sense of the French in French Immersion: Concept Development in Early FI
Authors: Walsh Adele , Yeoman Elizabeth
Published: June 2010

This article investigates children's concept development and use of exploratory talk in the primary years of early French immersion (K-3). The authors relate data from a case study of a primary program to personal teaching experience and research in language and learning and developmental psychology. They then suggest some possible approaches to enhancing concept development and exploratory talk in that particular learning setting.
Towards Integrating Form-Focused Instruction and Communicative Interaction in the Second Language Classroom: Some Pedagogical Possibilities
Authors: Nassaji Hossein
Published: June 2010

Much has been written, on both theoretical and empirical levels, about the idea of ‘focus on form’ and the suggestion that some kind of form-focused activity needs to be incorporated into L2 communicative contexts. However, much less work has been published on how this aim can be pedagogically fostered. This article will first elaborate on the need to incorporate form-focused activities within an integrative approach to L2 teaching. Pedagogical possibilities and strategies will then be suggested, and examples provided of tasks that may help to realize this goal in classroom contexts. Relevant empirical evidence on the effectiveness of such tasks will be presented and discussed.
What's Wrong with Oral Grammar Correction
Authors: Truscott John
Published: June 2010

The practice of oral grammar correction continues to receive wide acceptance in language classrooms. In this paper I argue that this acceptance is not justified. Teachers and students who take correction seriously face overwhelming problems, both in making the corrections effective and in dealing with the harmful side effects of the practice. Research evidence points to the conclusion that oral correction does not improve learners' ability to speak grammatically. No good reasons have been advanced for maintaining the practice. For these reasons, language teachers should seriously consider the option of abandoning oral grammar correction altogether.
Some Factors That Affect the Success of ESL High School Students
Authors: Derwing Tracey , DeCorby Emilie , Ichikawa Julia , Jamieson Kama
Published: June 2010

This study examines the academic achievement of ESL high school students in one urban school board. In addition to accessing computer records for the years 1991-1996, we conducted in-depth, semistructured interviews with 15 former ESL students. We also interviewed five ESL teachers and six mainstream classroom teachers to discover their views of the integration of ESL students in the school system. At least 10% of the ESL students were pushed out of school by the provincially mandated age cap. Another 36% appeared to have dropped out of school. Thus nearly 46% of high school ESL students did not complete their studies within the K-12 system, compared to a 70% completion rate for all students in Alberta. The implications for high school teachers and administrators include eliminating the age cap; improving integration of ESL students in mainstream content classrooms; and implementing better orientation for the students to ESL classrooms and procedures.
Variation in the Spoken French of Immersion Students: To ne or not to ne, That Is the Sociolinguistic Question
Authors: Rehner Katherine , Mougeon Raymond
Published: June 2010

This paper investigates a case of linguistic variation observable in the spoken French of students from French immersion programs in Ontario, namely alternation between negative constructions with and without the negative particle ne (e.g., II ne comprend pas vs. II (θ) comprend pas, 'he does not understand.') Our students' use of ne is markedly more frequent than that documented in previous studies of both Canadian francophones and Irish FSL speakers. Our students clearly favour the standard variant (ne usage). We also found that our students vary their frequency of ne usage/non-usage to reflect their own socioeconomic background and gender, but that they do not shift their level of ne non-usage in accordance with topic formality. Our findings suggest that the learning of even a mildly marked non-standard variant, like ne non-usage, requires a minimum of interactions with francophones, especially if such a variant is not explicitly taught by immersion educators.
Fear of Teaching French: Challenges Faced by Generalist Teachers
Authors: Carr Wendy
Published: June 2010

Most elementary Core French instruction in British Columbia is conducted by generalist teachers. French in Grades 5 to 7 has only very recently become a provincially mandated course rather than a local option. The University of British Columbia offers off-campus second language methodology courses to address the needs of generalist teachers at a local level. A study was conducted concurrent with one such course in 1997 in Surrey, BC's second largest school district. Teachers from Surrey and Delta districts attended. The purpose of the study was to discover some of the challenges faced by generalists who teach core French and the ways in which they improved their practice throughout the course. The biggest challenges these teachers faced were a lack of specialized training, inadequate time to assimilate many curricular changes, and the need to integrate students with English as a second language or with special needs. Teachers reported on the changes in their teaching and the results of classroom research. Recommendations are made for university—school district partnerships as a means of developing professional knowledge and practice.
Multimédia interactif et formation des maîtres en français langue seconde: évaluation formative
Authors: Vignola Marie-Josée , Kenny Richard , Schilz Mary-Anne , Andrews Bernard
Published: June 2010

Dans le but d'encourager l'enseignement réflexif chez les étudiants-maîtres en formation initiale qui se spécialisent dans l'enseignement du français langue seconde (FLS), notre groupe de recherche a conçu un programme multimédia interactif. Ce programme comprend des scénarios filmés dans un contexte d'enseignement et d'apprentissage du français langue seconde et transposés sur CD-ROM. Chaque scénario montre un problème à résoudre et encourage l'utilisateur à y réfléchir. Cet article présente les résultats d'une évaluation formative de la conception et de l'utilisation du multimédia interactif. L'évaluation formative a permis de formuler des questions de recherche sur la conception et l'utilisation de la technologie multimédia dans la formation des maîtres en français langue seconde.
Multisensory Language Teaching in a Multidimensional Curriculum: The Use of Authentic Bimodal Video in Core French
Authors: Baltova Iva
Published: June 2010

In this article, it is argued that 'bimodal video' is an effective way of enhancing second language (L2) learners' understanding of authentic texts and their learning of content and vocabulary in the L2. Bimodal video is subtitled in the L2 and provides simultaneous exposure to spoken language, printed text, and visual information, all conveying the same message. A positive effect is deemed possible even in the case of relatively inexperienced students of the language. Supporting empirical evidence, including a recent study conducted by the author with Grade 11 core French students, is reported and discussed in light of instructional objectives and recommendations of the multidimensional curriculum designed to enrich core French programs in Canada. Relevant pedagogical implications and future research directions are also proposed.
Multidimensional Project-based Second Language Teaching: Observations of Four Grade 9 Core French Teachers
Authors: Turnbull Miles
Published: June 2010

This article reports the results of detailed observations conducted in four Grade 9 core French classes during one school semester in one school district in Eastern Canada. These observations were part of a fieldbased process-product study conducted to examine reform in core French teaching. Results from classroom observations suggest that the four teacher participants were implementing multidimensional project-based (MPB) teaching in different ways in their core French classes. Two of the teachers organized their teaching around a final project that created an authentic context for the student activities. The other two teachers did not choose to teach towards a project, but did many of the prescribed activities. The teachers' uses of French and English and the amount of student input in activity choice are also discussed.
L'impact de la rétroaction verbale des pairs sur l'amélioration des compositions des élèves de 5eannée en immersion française
Authors: Blain Sylvie , Painchaud Gièle
Published: June 2010

Afin d'examiner l'impact de la rátroaction verbale des pairs sur la qualitá de l'ácriture, nous avons ávaluá la qualitá de l'ácriture des premiers brouillons et des copies finales de trois compositions ácrites en français L2 par 32 álèves de 5 annáe en immersion française. Selon les tests-t, la qualitá de l'ácriture mesuráe par la moyenne du nombre de mots, du score holistique et du score analytique cumulatif dámontre une augmentation significative. Nous avons ágalement várifiá si les interactions se retrouvent gánáralement sous forme de rávisions dans les versions subsáquentes en enregistrant les rencontres de huit de ces sujets. Nous avons constatá que 55% des suggestions des pairs se retrouvent sous forme de rávisions dans les brouillons subsáquents. Dix-sept pour-cent des suggestions n'ont mená à aucun changement puisqu'il s'agissait d'ávaluations positives. Seulement 28% des commentaires ont átá ignorás par les scripteurs.
Accountability in Language Assessment of Adult Immigrants in Canada
Authors: Norton Bonny , Stewart Gail
Published: June 2010

This article addresses the challenges the authors faced in developing a task-based language assessment instrument for adult immigrants in Canada that is accountable to the needs of diverse groups of stakeholders, including learners, teachers, and administrators. The test, the Canadian Language Benchmarks Assessment (CLBA), is designed to place adult newcomers in language programs appropriate for their level of proficiency in English and to assess progress in these programs. The authors note that while stakeholders wanted the assessment tasks to be authentic and realistic, many were concerned that authentic tasks are culturally biased. These concerns were associated with stakeholders' theories of language, their conceptions of test bias, and their understanding of the purpose and use of the test. The authors suggest that when the low-stakes CLBA is used for its intended purpose, its results can satisfy the imperative for accountability in the context of large-scale, system-wide assessment.
In Search of the Knowledge Base of Language Teaching: Explanations by Experienced Teachers
Authors: Johnston Bill , Goettsch Karin
Published: June 2010

This paper examines aspects of the knowledge base that experienced English as a second language (ESL) teachers draw on in their teaching, primarily in giving explanations of grammar and other language points. The paper focuses on three categories of teacher knowledge: content knowledge, pedagogical content knowledge, and knowledge of learners (Shulman, 1987). Observations of and interviews with four experienced ESL grammar teachers about their classroom explanations are analyzed using this framework. The results indicate that these three categories of knowledge are intertwined in complex ways as they are played out in the classroom and in teacher thinking. This knowledge base and the actions it leads to are further seen to be fundamentally process-oriented. It is argued that the knowledge base itself should be integrated into language teacher education programs and that its complex and process-oriented nature needs to be taken into account in language teacher education curriculum design.
Le rôle des capacités métalinguistiques et de la compétence langagière orale dans l'apprentissage de la lecture en français langue première et seconde
Authors: Armand Françoise
Published: June 2010

L'apprentissage réussi de la lecture est un processus complexe qui constitue l'un des défis majeurs des premières années de la scolarisation, en particulier pour de jeunes élèves allophones qui commencent leurs études dans une langue seconde. Les recherches en langue première ont montré que cet apprentissage est favorisé par le développement d'habiletés langagières orales ainsi que par l'émergence de capacités dites métalinguistiques. En langue seconde, les chercheurs ont surtout questionné l'existence d'un niveau seuil de compétence langagière dans la langue seconde nécessaire au transfert des habiletés de lecture acquises dans la langue première. Ils ont très peu examiné les effets possibles des capacités métalinguistiques sur l'apprentissage de la lecture en langue seconde. La présente étude vise donc à analyser, en français langue seconde, le rôle exercé par les habiletés langagières orales et par les capacités métalinguistiques sur les performances en lecture de jeunes apprentis lecteurs allophones en situation de bilinguisme successif et à observer si des différences existent avec leurs pairs francophones du même niveau scolaire.
Listening to the Voices of Rating Scale Developers: Identifying Salient Features for Second Language Performance Assessment
Authors: Turner Carolyn
Published: June 2010

This article describes the process and discourse stances of a team of teachers involved in deriving a rating scale for writing ability. The research was carried out within a Ministry of Education of Quebec (MEQ) project whose objective was to develop empirically based rating scales for secondary-level ESL provincial exams. The study focused on instances during the process where actions of the participants and/or their use of the data sample (i.e., student writing samples) could be shown to influence the criteria for the rating scale and in turn the final ratings (i.e., areas where there was potential for variation within the two test method characteristics of scale development team and sample used). Through a qualitative analysis, it expands on earlier research (Turner & Upshur, 1999) that reports on the quantitative results of method characteristics in such empirically derived scales. This study provides a description of the nature of these test method characteristics.
Vers une autonomie croissante de l'apprenant du français langue étrangère ?
Authors: Hoeflaak Arie , Verlopp Nico
Published: June 2010

Dans cet article, nous présentons une étude sur les caractéristiques du français parlé. Notre pratique d'enseignement du français langue étrangère (FLE) a démontré qu'un certain nombre d'étudiants universitaires, même de niveau relativement avancé, éprouvent des difficultés de compréhension du journal parlé de Radio France Inter. Afin de déterminer un point de départ pour le développement d'une didactique élaborée de la com-préhension orale, nous avons consulté un certain nombre d'études descriptives sur les différences entre le français parlé et écrit afin de découvrir ce qui les distingue l'un de l'autre. Ensuite, à l'aide des quelques 10 000 mots d'un spécimen de 28 journaux parlés de Radio France Inter, nous avons étudié trois aspects particuliers du » français écrit oralisé «, soit l'intonation, la distribution des pauses et le débit.

Il résulte de cette étude que plus de 50 % des phrases examinées ont une intonation montante, même s'il s'agit de phrases non-interrogatives (qui, selon les règles phonétiques » classiques «, devraient avoir une intonation descendante). Dans près de 50 % des phrases, les pauses qu'on retrouverait dans une version écrite du texte en forme de blancs ne figurent pas dans le texte parlé. Le débit de notre corpus est de 205 mots par minute en moyenne, ce qu'on pourrait considérer comme assez rapide selon certains (p. ex., Pimsleur, Hancock et Furey, 1977), ou normal, selon d'autres (p. ex., Caspers, 1994; Goldman-Eisler, 1968; Koopmans-van Beinum, 1992).

Ces trois caractéristiques du journal parlé devraient être à la base d'une didactique du français parlé, avant même de passer à d'autres stratégies d'apprentissage du type » top-down «.
Assessing Language Proficiency of FSL Teacher Candidates: What Makes a Successful Candidate?
Authors: Bayliss Doreen , Vignola Marie-Josée
Published: June 2010

Candidates applying to the FSL teaching option at the Faculty of Education, University of Ottawa have to take tests of both their oral and written French skills as part of the entrance requirements, resulting in a low pass rate. This study examines the background factors which may be related to the development of their French proficiency in order to try to determine what makes a candidate successful on the test. Of the 63 candidates who participated, an almost equal number were successful (N = 33) and unsuccessful (N = 30), making it possible to do a variety of analyses regarding any differences in background factors between the two groups. Several factors were uncovered which appear to influence performance. The implications of the findings are discussed as well as the broader issues of what constitutes a valid French proficiency level for teachers and how to ensure that future candidates can meet that level.
One Size Fits All? Francophone Learners and English Vocabulary Tests
Authors: Cobb Tom
Published: June 2010

Which need is greater, the need for standard measures of vocabulary knowledge, or the need for vocabulary measures tailored to learners' first languages (L1s)? This question is explored using placement test data from more than 1,000 Francophone students entering English language courses at a francophone university in Montreal in 1997 and 1998. The test consisted of several measures including a standard vocabulary size test, Nation's (1990) Levels Test. The study shows that a standard vocabulary measure can miss important information about learners' knowledge. It also suggests that an interlanguage sensitive measure can be a better predictor of broader language proficiency, and concludes that different tests may be needed for different stages of second language development.
Differential Linguistic Development of Japanese Language Learners in Elementary School
Authors: Antonek Janis , Donato Richard , Tucker G.
Published: June 2010

This article represents the fourth year of research on a project documenting and evaluating a core Japanese language program, referred to herein and in the United States as foreign language in elementary school (FLES). In this Year 4 article, we analyze data for a sample of 32 students, comparing their collective growth from Year 3 to Year 4. The data for the 32 sampled students reveals that overall linguistic growth was significant in Year 4. Next, we profile and provide a cross-case analysis of six students, taken from the sample of 32, who have participated in the JFLES program since its inception. By analyzing multiple data points for the six learners, three of whom were novice learners and three of whom were intermediate learners, we gain an in-depth view of pre-adolescent (fourth and fifth grade) FLES students who have participated in a well-articulated FLES program for four years. The profiles reveal differential linguistic development and differential attitude towards the JFLES program. Finally, we argue that existing second language assessment practices that label young language learners as high and low achievers may be problematic. Our research demonstrates the importance of employing multiple measures when assessing the language learning of children.
Interlanguage Development of Spanish Learners: Comprehension, Production, and Interaction
Authors: Garcia Paula , Asención Yuly
Published: June 2010

This study explores the relationship between group interaction and interlanguage development, specifically listening comprehension and the production of target grammar forms. Two groups (39 participants in total) of first-semester Spanish students at an American university took notes on a mini-lecture, then completed a text reconstruction and listening comprehension test. The experimental group (n = 18) interactively shared notes for five minutes in small groups; the control group (n = 21) did not interact, although students were allowed to study their notes for five minutes. The experimental group scored significantly higher (p = 0.001) on the listening comprehension task. The recorded interactions, analyzed quantitatively and qualitatively, revealed significant differences between the interaction groups in the amount and types of L2 words used in the joint construction of knowledge. Quantitative analysis, conducted by means of a customized computer program that identified and counted target linguistic forms, facilitated ready comparison across interaction groups through innovative analytic techniques. This study shows that interaction may have an effect on listening comprehension and suggests that the different ways in which learners interact may explain this effect.
Reading Hypertext: Lower-Level Processes
Authors: Walz Joel
Published: June 2010

The World Wide Web presents an amazing array of authentic documents in a form called ‘hypertext’ that language learners can use not only to find out about target language cultures but also to develop reading skills. However, as authentic documents, they are more difficult to read than texts traditionally associated with language instruction. This article will analyze such texts in light of reading research and will propose solutions to two potential areas of difficulty. The first is the need to read documents from a computer screen. Since successful reading involves familiarity and habits, activities that add to students' reading experiences are described. The second relates to the varieties of the target language found on Web sites, which teachers can approach through lower-level reading processes including learning basic vocabulary related to the Web, searching native language versions of bilingual sites, using a translation site, pronouncing words aloud, and guessing contextually. These techniques can help students overcome obstacles to reading comprehension. The content of Web sites will be the subject of a future article on higher-level processes.
There is a Role for the L1 in Second and Foreign Language Teaching, But…
Authors: Turnbull Miles
Published: June 2010

This article continues the debate sparked by Cook (2001) in the most recent issue of the Canadian Modern Language Review examining when and how much the target language (TL) should be used in second language (SL) and foreign language (FL) teaching, and why. In this paper, I agree with Cook that SL or FL teachers should maximize their use of the TL; I also argue that doing so benefits students' TL proficiency. Aside from agreeing with Cook that there is indeed a place for the teacher to use the students' L1 in SL and FL teaching, I also highlight some disadvantages when teachers rely too extensively on the L1. I also call into question what 'maximize' really means in terms of an optimal or acceptable amount of TL and L1 use by teachers.
Acquiring Vocabulary through Reading: Effects of Frequency and Contextual Richness
Authors: Zahar Rick , Cobb Tom , Spada Nina
Published: June 2010

While L2 vocabulary acquisition research is no longer ‘a neglected area’ (Meara, 1980), a lack of progress remains on some basic questions. One concerns the number of times a word must be encountered in order to be learned. Even using similar learning criteria, estimates range from six (Saragi, Nation, & Meister, 1978) to 20 (Herman, Anderson, Pearson, & Nagy, 1987). Another question concerns the types of contexts that are conducive to learning. Some studies have reported that rich, informative contexts are the most conducive to acquisition (Schouten-van Parreren, 1989), others that rich contexts divert attention from the lexical level and produce little acquisition (Mondria & Wit-De Boer, 1991). These phenomena were investigated in a vocabulary acquisition study with Quebec school-aged ESL learners at five levels of proficiency. First, learners read a text and were tested on its new vocabulary. Then, learned and unlearned words were compared for frequency of occurrence and level of contextual support. Frequency needs were found to be related to learner level, and contextual richness was unrelated to learning.
In Search of Fluency: What is it and How Can we Teach It?
Authors: Wood David
Published: June 2010

This paper is an exploration of the phenomenon of second language speech fluency and how it may be facilitated through instruction. An overview and synthesis of research on fluency in second language speech is presented in order to help in defining the construct and determining what elements of speech proficiency are most relevant to fluency. The empirical research is discussed in light of psycholinguistic knowledge about mental processes underlying second language production, and a model of fluent speech production is posited which centres on automatic processing and the importance of automatic retrieval of a repertoire of formulaic language units in spontaneous speech. This model serves as a starting point for a pedagogy of fluency which combines elements of automatization and formulaic competence. An example of a workshop is described in which learners were guided through a series of classroom tasks designed to promote automatization of formulaic language units and fluency.