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Алексей Конобеев

Статьи по методике, педагогике и филологии и возможности публикации

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From 22nd January – 5th March, all Cambridge Journals content published in 2012 will be available for free on CJO. All you have to do is register.

 

There’s a lot you can do in 6 weeks; it’s long enough to watch the Lord of the Rings trilogy 88 times, and for Usain Bolt to win 37,878 100m sprints. You could train to be a ski instructor, or take 117 trips to the moon on a NASA probe. Or, you could read the 100,000 articles that were published in Cambridge Journals in 2012… http://blog.journals.cambridge.org/2013/01/free-access-to-all-2012-content-on-cambridge-journals-online/?utm_source=HootSuite&utm_medium=Social&utm_campaign=BRI

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Canadian Modern Language Review/ La Revue canadienne des langues vivantes

 

Volume 69, Number 2, May 2013

 

http://utpjournals.metapress.com/content/mp144j6145t8/

 

 

 

This issue contains:

 

 

 

Written Corrective Feedback and Its Challenges for Pre-Service ESL Teachers

 

Danielle Guénette, Roy Lyster

 

 

 

This study explored the emerging corrective feedback (CF) practices of a group of 18 pre-service English as a second language (ESL) teachers. Serving as tutors to a group of 61 high school ESL learners during a school semester, the pre-service teachers provided CF on texts written by the learners and exchanged via e-mail. The authors analyzed the types of CF they used and the types of errors they chose to focus on, along with the factors that explained their choices. Quantitative analyses of the frequency distribution of CF types relative to error types and qualitative analyses of data collected through journals and interviews confirmed that, similar to their in-service colleagues, pre-service teachers overused direct corrections at the expense of more indirect CF strategies. Drawing on the challenges faced by the pre-service teachers, the authors highlight the importance of implementing such opportunities for pre-service teachers to engage with and reflect on their emerging CF practices. DOI:

10.3138/cmlr.1346

 

http://utpjournals.metapress.com/content/l351567h0r18t6x8/?p=4b7f0ca735fb4d2

8b2ce287195938cd1&pi=0

 

 

 

Exploring a Practice-Based Approach to Foreign Language Teacher Preparation:

A Work in Progress

 

Francis J. Troyan, Kristin J. Davin, Richard Donato

 

 

 

This article describes the implementation of a practice-based approach to foreign language (FL) teacher preparation. After briefly framing the discussion in relation to the literature on the practice-based approach in teacher education – including Phase I of the American Council on the Teaching of Foreign Languages (ACTFL) Research Priorities – we present the implementation and integration of this approach in the context of FL teacher preparation. The successes and challenges encountered throughout the implementation experience are discussed, and recommendations are made for practice-based course design in FL teacher preparation programs and for future research on the practice-based approach. DOI: 10.3138/cmlr.1523

 

http://utpjournals.metapress.com/content/k4k513p4l1432722/?p=4b7f0ca735fb4d2

8b2ce287195938cd1&pi=1

 

 

 

Exploring the Relationship Between Training, Beliefs, and Teachers’

Corrective Feedback Practices: A Case Study of a Novice and an Experienced ESL Teacher

 

Luciana Junqueira, YouJin Kim

 

 

 

Using multiple data sources (observations, stimulated recalls, interviews), this study investigated the relationship between previous training, teaching experience, corrective feedback (CF) beliefs, and practices of a novice and an experienced ESL teacher. The findings revealed that both teachers provided similar amounts of CF and had comparable amounts of learner uptake and repair in their classes. However, the experienced teacher generated more teacher-learner interactions and more types of CF, which were also more balanced across linguistic targets. Teaching experience and teacher training did not appear to impact the teachers’ beliefs on the inefficacy of CF, while “apprenticeship of observation” seemed to have a greater influence on the belief systems of both teachers. These results point to several pedagogical implications for teacher education programs, which are discussed in the paper. DOI: 10.3138/cmlr.1536

 

http://utpjournals.metapress.com/content/75v7ng571tk51125/?p=4b7f0ca735fb4d2'>http://utpjournals.metapress.com/content/75v7ng571tk51125/?p=4b7f0ca735fb4d2

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Adolescent Multilingual Writer’s Negotiation of Multiple Identities and Access to Academic Writing: A Case Study of a Jogi Yuhak Student in a US High School

 

Youngjoo Yi

 

 

 

This article describes a longitudinal case study of Hoon (a pseudonym), an adolescent multilingual writer, with respect to his negotiation of multiple identities and access to academic writing practices. Through an inductive analysis of multiple data sources (interviews, observations, literacy artifacts, and field notes), the researcher observed that while negotiating a stigmatized ESL-student identity and an academic achiever identity, Hoon developed some survival strategies through school. Notably, those strategies acted as a double-edged sword in that they helped Hoon earn high grades but prevented him from engaging in extensive academic literacy activities.

Findings from this study provide a more in-depth understanding of the nuanced experiences, challenges, and characteristics of adolescent multilingual writers and suggest a need for further examination of social contexts in which students construct positive identities, access various writing practices, and grasp the value of writing (whether in their first or second language) for academic and other purposes. DOI: 10.3138/cmlr.1381

 

http://utpjournals.metapress.com/content/837626mg4780r243/?p=4b7f0ca735fb4d2'>http://utpjournals.metapress.com/content/837626mg4780r243/?p=4b7f0ca735fb4d2

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Book and Software Reviews / Critiques de livres et de logiciels

 

 

 

I.B. Konyndyk, Foreign Languages for Everyone: How I Learned to Teach Second Languages to Students with Learning Disabilities, reviewed by Maureen Hoskyn

 

Guichon, Nicolas, Vers l’intégration des TIC dans l’enseignement des langues, reviewed by Martine Pellerin

 

J. Kormos & A.M. Smith, Teaching Languages to Students with Specific Learning Differences, reviewed by Paul Neufeld

 

C. Munoz, Intensive Exposure Experiences in Second Language Learning, reviewed by Nancy Gagné

 

J. Edwards, Multilingualism: Understanding Linguistic Diversity, reviewed by Huamei Han

 

DOI: 10.3138/cmlr.69.2.232

 

http://utpjournals.metapress.com/content/m403w152423041r0/?p=4b7f0ca735fb4d2'>http://utpjournals.metapress.com/content/m403w152423041r0/?p=4b7f0ca735fb4d2

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Canadian Modern Language Review/ La Revue canadienne des langues vivantes

 

Volume 69, Number 3, August 2013

 

http://utpjournals.metapress.com/content/l37j36063043/

 

This issue contains:

 

 

 

Anticipating a Post-task Activity: The Effects on Accuracy, Complexity, and Fluency of Second Language Performance

 

Pauline Foster, Peter Skehan

 

 

 

The concept of focus on form has been influential in second language (L2) acquisition and pedagogy. One example of the implementation of focus on form is a post-task activity (e.g., anticipation of a public performance) that can selectively orient learners toward increased levels of accuracy. The present research proposes a new operationalization of a post-task activity, requiring L2 speakers, post-task, to transcribe some of their earlier task performance for both narrative and decision-making tasks. This study indicates that the predicted accuracy effect is obtained with both tasks, but so too is an effect of complexity for the decision-making task. Results are discussed in terms of the way L2 speakers allocate attention during task performance and how this allocation can be influenced by experimental conditions. DOI: 10.3138/cmlr.69.3.249

 

http://utpjournals.metapress.com/content/8n1781401n887654/?p=36ecd74822c043a'>http://utpjournals.metapress.com/content/8n1781401n887654/?p=36ecd74822c043a

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Preparing an L2 Role-play: How Students Manage L2 Deficits

 

Anne Edstrom

 

 

 

There is considerable variation in the implementation of role-play activities in second language (L2)/foreign language (FL) classroom settings, and little information is available about how students actually manage them, particularly with regards to overcoming their L2 deficits. This study examines the preparation of role-plays by university students in an intermediate Spanish class. When confronted with challenging aspects of the L2, they employed a variety of strategies, such as asking classmates, consulting reference materials, and modifying their original ideas to manage the task. This analysis of students’ strategy use provides insights into how teachers might implement role-play activities more effectively into second and foreign language classes. DOI: 10.3138/cmlr.1555

 

http://utpjournals.metapress.com/content/169tgjtg8217w31q/?p=36ecd74822c043a'>http://utpjournals.metapress.com/content/169tgjtg8217w31q/?p=36ecd74822c043a

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L’emploi d’un modèle d’enseignement systématique d’écriture: Une étude de cas en 7e année de l’immersion précoce

 

Josée Le Bouthillier, Joseph Dicks

 

 

 

Cette étude de cas examine le développement en écriture d’élèves en immersion française précoce par rapport à un texte d’opinion. L’enseignante a adopté un modèle systématique de l’enseignement de l’écriture qui incorporait les pratiques exemplaires en écriture, les éléments d’un bon texte selon le genre, le processus de l’écrit et l’approche du contrepoids linguistique. Vingt-sept élèves d’une classe d’immersion précoce de la 7e année et leur enseignante ont participé à l’étude. Ces élèves ont écrit un texte initial ainsi qu’un deuxième texte après l’unité d’enseignement sur le texte d’opinion intégrant le modèle systématique. Le texte initial des élèves et leur deuxième texte ont été analysés selon une grille d’appréciation incorporant les six éléments d’un bon texte. L’analyse de ces textes s’est faite selon le pourcentage d’élèves qui ont mieux réussi le deuxième texte globalement et pour chacun des traits. Cette analyse a servi de données quantitatives. Ces textes ont aussi été analysés de façon qualitative et des observations en salle de classe durant le processus de l’écrit se sont ajoutées aux données qualitatives. Les résultats semblent indiquer que ce modèle d’écriture a été efficace pour l’apprentissage des élèves puisque 23/27 élèves (85%) ont mieux réussi sur au moins un élément d’écriture et presque 30% sur tous les éléments identifiés d’un bon texte.

Des analyses qualitatives d’exemples spécifiques appuient ces chiffres. En plus, l’approche du contrepoids semble s’appliquer au développement de la compétence textuelle.

 

 

 

This case study examined the writing development of French immersion students in relation to an opinion text. The teacher adopted a systematic teaching unit that included exemplary practices in writing, the traits of good writing according to the genre being studied, the writing process and the counterbalanced approach. Twenty-seven students from one grade 7 French immersion class and their teacher participated in the study. These students wrote an initial opinion text and a second text after the systematic teaching unit. Both texts were analyzed according to a rubric incorporating six traits of effective writing. Quantitative data analysis involved the percentage of students who performed better on the second text overall and according to each writing trait. The texts were also analyzed qualitatively and these data were supplemented by classroom observations during the writing process.Results seem to indicate that the writing model was effective insofar as 23/27 students (85%) improved on at least one writing trait and nearly 30% improved on all six identified traits. Qualitative analyses of specific examples support these figures. The results also seem to indicate that the counterbalanced approach can be applied effectively with regard to the development of textual competence. DOI:

10.3138/cmlr.69.3.298

 

http://utpjournals.metapress.com/content/q6746j87gu346072/?p=36ecd74822c043a'>http://utpjournals.metapress.com/content/q6746j87gu346072/?p=36ecd74822c043a

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Perceptions of French Fluency in Second Language Speech Production

 

Yvonne Préfontaine

 

 

 

Recent literature in second language (L2) perceived fluency has focused on English as a second language, with a primary reliance on impressions from native-speaker judges, leaving learners’ self-perceptions of speech production unexplored. This study investigates the relationship between learners’ and judges’ perceptions of French fluency under three different task conditions. It also addresses how self-perception of fluency is linked to actual measures of utterance fluency. Participants were 40 adult learners of French at varying levels of proficiency, studying in a university immersion context. The results indicate moderate correlation between L2 learners’ and judges’ perceptions of fluency and offer evidence to validate self-assessment use in language-learning contexts. Across tasks, two measures of utterance fluency were most strongly related to self-perceptions of fluency: mean length of runs and average pause time. The results also revealed the influence of task complexity on L2 fluent performance and are discussed according to the Cognition Hypothesis (Robinson, 2001, 2003, 2005). DOI: 10.3138/cmlr.1748

 

http://utpjournals.metapress.com/content/43443l1067481671/?p=36ecd74822c043a'>http://utpjournals.metapress.com/content/43443l1067481671/?p=36ecd74822c043a

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Book and Software Reviews / Critiques de livres et de logiciels

 

 

 

R. M. Manchón (Ed.). Learning-to-Write and Writing-to-Learn in an Additional Language. reviewed by Robert Kohls

 

P. Mickan.. Language Curriculum Design and Socialisation. reviewed by Mela Sarkar

 

 

 

DOI: 10.3138/cmlr.69.3.349

 

http://utpjournals.metapress.com/content/88gg1h761915jr50/?p=36ecd74822c043a'>http://utpjournals.metapress.com/content/88gg1h761915jr50/?p=36ecd74822c043a

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The Canadian Modern Language Review ONLINE

 

http://www.utpjournals.com/cmlr

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Интересная лекция об изменениях в языке: http://polit.ru/article/2013/06/30/burlak/

Механизмы языковых изменений

"Мы публикуем стенограмму и видеозапись лекции кандидата филологических наук, старшего научного сотрудника Института востоковедения РАН, старшего научного сотрудника филологического факультета МГУ им. М.В. Ломоносова Светланы Бурлак прочитанной 24 января 2013 года. в рамках проекта «Публичные лекции "Полит.ру"»."

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Canadian Modern Language Review/ La Revue canadienne des langues vivantes

 

Volume 72, Number 2 (May 2016)

 

http://bit.ly/cmlr722pm

 

 

 

ARTICLES

 

Emerging Multilingual Awareness in Educational Contexts: From Theory to Practice

 

Ulrike Jessner, Elisabeth Allgäuer-Hackl, and Barbara Hofer

 

 

 

Production d’autoreformulations autoamorcées en langue seconde : rôle de l’attention et de la mémoire phonologique

 

Daphnée Simard, Annie Bergeron, Yong Gang Liu, Marie Nader, and Leslie Redmond

 

 

 

Putting Students at the Centre of Classroom L2 Writing Assessment

 

Icy Lee

 

 

 

Maximizing Young Learners’ Input: An Intervention Program

 

Elsa Tragant, Carmen Muñoz, and Nina Spada

 

 

 

FOCUS ON THE CLASSROOM / PLEINS FEUX SUR LA CLASSE

 

A New Receptive Vocabulary Size Test for French

 

Roselene Batista and Marlise Horst

 

 

 

BOOK AND SOFTWARE REVIEWS / CRITIQUES DE LIVRES ET DE LOGICIELS

 

TESOL: A Guide by J. Liu and C. Berger

 

Karen Densky

 

 

 

Teaching Languages with Technology: Communicative Approaches to Interactive Whiteboard Use by Euline Cutrim Schmid and Shona Whyte (Eds.)

 

Nicolas Guichon and Elise Merlet

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