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Wong, Melanie M. – Canadian Modern Language Review, 2019
As our global communication and linguistic landscapes continue to change, kindergarten to Grade 12 (K-12) students are engaging in a variety of literacy practices (on both page and screen) in technology-enhanced classrooms. Due to the affordances of technologies, individuals are moving fluidly between various learning spaces within and outside the…
Descriptors: Technology Uses in Education, Grade 6, Literacy, Socialization
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Wong, Kevin M.; Mak, Pauline – Canadian Modern Language Review, 2019
Self-assessments are instructional tools with the potential to enhance self-regulatory and language-learning processes in students in the writing classroom. Although widely studied in the first language context, self-assessment research in L2 writing contexts is relatively unexplored. Yet recent research indicates that the demands of writing in a…
Descriptors: Self Evaluation (Individuals), Writing Instruction, Second Language Instruction, Self Management
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Deng, Jun; Ranta, Leila – Canadian Modern Language Review, 2019
This article presents an investigation of L2 pragmatic development by a group of 19 Chinese EFL teachers who participated in a five-month program in Canada (SA group). A written discourse-completion task (WDCT) was administered to assess participants' pragmatic knowledge of how to make requests in English. They also completed a paper-based…
Descriptors: Second Language Learning, Study Abroad, Language Teachers, English (Second Language)
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Snoddon, Kristin; Wilkinson, Erin – Canadian Modern Language Review, 2019
This article discusses some issues in Canadian sign language recognition in light of the federal government's recent introduction of an "Accessible Canada Act" and related deaf community activism. We identify gaps in knowledge surrounding sign language use, including communicative practices of deaf Indigenous peoples, and outline the…
Descriptors: Sign Language, Deafness, Activism, Language Usage
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Strachan, Lauren; Trofimovich, Pavel – Canadian Modern Language Review, 2019
Previous research has shown that English regular past-tense forms are difficult to perceive, yet perception studies to date have used experimentally manipulated input, and none has investigated how contextual cues, beyond temporal adverbials, affect the perception of the regular past. This study investigated whether second language (L2) learners…
Descriptors: Grammar, English, Native Speakers, English (Second Language)
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Garcia Cortés, Olga Mireya; Parks, Susan – Canadian Modern Language Review, 2019
This study explores the code-switching practices of five core ESL teachers from the elementary grades in Quebec francophone schools. Through a fine-grained emic analysis of the teachers' reasons for code-switching, the study illuminates how they variously used French as a resource to fulfil their institutional roles as teachers. In addition, the…
Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Language Teachers
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Rocafort, Míriam Cabré – Canadian Modern Language Review, 2019
This study utilizes multimodal narrative reflection to examine pre-service teachers' beliefs regarding language education. Building awareness of beliefs acquired by reflective practices is fundamental to the improvement of teacher education because reinterpretation of beliefs allows for the consideration of new frames of reference for language…
Descriptors: Preservice Teachers, Beliefs, Second Language Learning, Reflective Teaching
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Slavkov, Nikolay; Séror, Jérémie – Canadian Modern Language Review, 2019
This article capitalizes on the notion of linguistic risk-taking by focusing on a new pedagogical initiative at the University of Ottawa, an institution where courses, programs, and services in both English and French are available. In this bilingual context, we define linguistic risks as authentic communicative acts in learners' second official…
Descriptors: Risk, Universities, Foreign Countries, Teaching Methods
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Rolin-Ianziti, Jeanne Claire; Ord, Carl – Canadian Modern Language Review, 2019
This study expands on previous research in concept-based instruction (CBI) by investigating the use of the grammatical concept of aspect as a tool to mediate decision making during tasks. Specifically, this article reports the findings of a longitudinal case study that examines one student's explanations for his choice of French past tense…
Descriptors: College Students, Advanced Students, Concept Formation, Teaching Methods
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Nematizadeh, Shahin; Wood, David – Canadian Modern Language Review, 2019
Research investigating L2 (second language) willingness to communicate (WTC) has gained ground in the past two decades. Added to that is the emergence of complex dynamic systems theory (CDST) with a focus on the phenomenon of change, the implications of which for WTC research have opened up new avenues to enhance our conceptualization of the…
Descriptors: Second Language Learning, Speech Communication, Language Fluency, Guidelines
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Leonard, Karen – Canadian Modern Language Review, 2019
In the L2 fluency literature there is considerable debate over how best to operationally define pauses and how different pause measures relate to L2 proficiency. This creates a challenge for researchers interested in L2 fluency, and particularly those who are working with groups that vary in L2 proficiency. This article addresses these issues by…
Descriptors: Language Fluency, Language Research, Second Language Learning, Spanish
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Erlam, Rosemary; Ellis, Rod – Canadian Modern Language Review, 2018
This study investigated the effect of input-based tasks on the acquisition of vocabulary and grammar by beginner-level learners of L2 French and reported the introduction of task-based teaching as an innovation in a state secondary school. The experimental group (n = 19) completed a series of focused input-based language tasks, taught by their…
Descriptors: Second Language Learning, Task Analysis, Linguistic Input, Grammar
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Vandergrift, Larry; Baker, Susan C. – Canadian Modern Language Review, 2018
Listening comprehension, which is relatively straightforward for native language (L1) speakers, is often frustrating for second language (L2) learners. Listening comprehension is important to L2 acquisition, but little is known about the variables that influence the development of L2 listening skills. The goal of this study was to determine which…
Descriptors: Second Language Learning, Second Language Instruction, French, Immersion Programs
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Li, Jia – Canadian Modern Language Review, 2018
This article reports on a case study that investigates the learning preferences and strategies of Chinese students learning English as a second language (ESL) in Canadian school settings. It focuses on the interaction between second language (L2) learning methods that the students have adopted from their previous learning experience in China and…
Descriptors: Case Studies, English (Second Language), Second Language Learning, Second Language Instruction
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Rukholm, Vanessa Natale; Helms-Park, Rena; Odgaard, Eric C.; Smyth, Ron – Canadian Modern Language Review, 2018
The effects of song and elaboration were assessed on the acquisition and retention of lexical items by beginner learners of Italian. Lexical acquisition investigated through an incidental learning experiment based on the premise that growth in L2 vocabulary can be facilitated by subvocal rehearsal and elaborate processing of lexical items.…
Descriptors: Singing, Italian, Second Language Learning, Vocabulary Development
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