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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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Dressler, Roswita – Canadian Modern Language Review, 2018
Bilingual language education in Canada comprises Bilingual Programs in minority languages and programs in official languages (e.g., French immersion). However, pedagogy in Bilingual Programs has not been studied to the same depth as it has been in French Immersion, so little is known about the teaching practices within them. Immersion pedagogy,…
Descriptors: Bilingual Education Programs, Foreign Countries, Second Language Learning, Language Minorities
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Lesniewska, Justyna; Pichette, François; Béland, Sébastien – Canadian Modern Language Review, 2018
Cognates are known to facilitate second language acquisition and use, as learners tend to assign to a new L2 word the meaning of a similar L1 word. Consequently, for L2 tests that rely largely on lexical items, performance may prove inflated for examinees whose L1 shares many cognates with the language being tested. This article examines the…
Descriptors: Language Tests, Intelligence Tests, Verbal Ability, Vocabulary
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Torres, Julio – Canadian Modern Language Review, 2018
Manipulating cognitive demands on second language (L2) tasks, along with the provision of recasts and its effects on L2 development, has motivated recent inquiry within task-based research. However, empirical evidence remains inconclusive as to the impact of task complexity, and it is unknown how it may affect heritage language (HL) development.…
Descriptors: Second Language Learning, Spanish, Language Acquisition, Native Language
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Bouhlal, Fatma; Horst, Marlise; Martini, Juliane – Canadian Modern Language Review, 2018
This study investigates modality in textbooks designed for learners of English by exploring the frequency and distribution of modal verbs in two corpora--one of authentic native-speaker language and a pedagogical one used by francophone learners of English in Quebec--with a view to identifying areas where added support for learning may be…
Descriptors: Textbook Content, Textbook Evaluation, English Language Learners, Verbs
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Olsen, Max – Canadian Modern Language Review, 2018
Second language (L2) learning is widely acknowledged as complex due to variables such as learner, context, and target language. Such variables are particularly relevant to the learning of immigrant or indigenous languages in countries such as Canada, the United States, and New Zealand. The motivational roles of such variables are considered…
Descriptors: Second Language Learning, Learning Motivation, Malayo Polynesian Languages, Foreign Countries
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Foote, Jennifer A.; Trofimovich, Pavel – Canadian Modern Language Review, 2018
This study examines the role of listeners' native language (L1) background in judgments of comprehensibility (ease of understanding) for speakers from same and different L1 backgrounds, to determine the extent of a shared second language (L2) comprehensibility benefit. Forty L2 English speakers from Mandarin, French, Hindi, and English backgrounds…
Descriptors: Native Language, Language Proficiency, Comprehension, Second Languages
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Schwab-Cartas, Joshua – Canadian Modern Language Review, 2018
This article describes how cellphone technology, specifically cellphilms -- films of varying lengths made with cellphones by everyday people -- are being taken up in the community of Union Hidalgo as a platform to foster an intergenerational dialogue between youth and Elders, with the specific goal of preserving the Zapotec language and ancestral…
Descriptors: American Indian Languages, Telecommunications, Handheld Devices, American Indians
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Riestenberg, Kate; Sherris, Ari – Canadian Modern Language Review, 2018
Task-based language teaching (TBLT) is a pedagogical approach that involves identifying real-world tasks that learners need to be able to do in the target language and then developing classroom-appropriate, context-specific versions of these tasks. In this paper, we use Long's methodological principles for TBLT to evaluate a task-based approach…
Descriptors: Task Analysis, American Indian Languages, Teaching Methods, Workshops
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Galla, Candance – Canadian Modern Language Review, 2018
This research examines three American Indian Language Development Institute (AILDI) participants who registered and completed the "Computer Applications for Indigenous Language Communities" course at the University of Arizona between summer 2003 and summer 2007, at a time when digital technology was emerging, particularly in Indigenous…
Descriptors: Technological Literacy, American Indian Languages, Second Language Learning, Second Language Instruction
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Bontogon, Megan; Arppe, Antti; Antonsen, Lene; Thunder, Dorothy; Lachler, Jordan – Canadian Modern Language Review, 2018
Intelligent computer assisted language learning (ICALL) applications for Indigenous languages are a relatively new avenue for computer assisted language learning (CALL). CALL allows language learners to practise a wide range of grammatical exercises and receive feedback on their answers outside of class time. ICALL is essential for dynamically…
Descriptors: Intelligent Tutoring Systems, Educational Technology, Technology Uses in Education, Computer Assisted Instruction
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Pitawanakwat, Brock – Canadian Modern Language Review, 2018
Anishinaabeg (including Odawa, Potawatomi, Ojibwe, Saulteaux, and Chippewa) are striving to maintain and revitalize Anishinaabemowin (their Anishinaabe language) throughout their territories. This research project explored Anishinaabemowin revitalization (AR) efforts through interviews with 22 community activists, scholars, and teachers of…
Descriptors: Canada Natives, Language Maintenance, Second Language Instruction, Teaching Methods
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