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THE 5TH INTERNATIONAL CONFERENCE ON e-LEARNING May 26-28, 2015

February 25, 2015 By: supyan Category: A. Announcements

UNIVERSITI TEKNOLOGI MARA (UiTM)
is proud to present

(Selected papers will be published by Springer in the conference proceeding with an ISBN. Others will be reviewed and considered for publication in International Journal of e-Learning and Higher Education- a joint publication by i-Learn Center and UiTM Press and Asian Journal for University Education (AJUE- a peer reviewed journal by ACRULeT) )

THE 5TH INTERNATIONAL CONFERENCE ON e-LEARNING

ENVISIONING THE FUTURE OF ONLINE LEARNING

Kota Kinabalu, Sabah, Malaysia

May 26-28, 2015

http://icel.uitm.edu.my

The 5th edition of the conference will focus on future scope of discussion and sharing new solutions to ensure sustainablity of onlilne learning. Selected papers will be published in an indexed proceeding (to be updated) and the International Journal on e-Learning and Higher Education – a joint publication by i-Learn and UiTM Press.

We would like to invite you to share your experience and your papers with academicians, teachers and professionals.


Conference Language

The official language of the conference is English. All submission proccess will be done in English. Please submit your proposal according to the following presentation category descriptions in paper guidelines.


Deadlines

Abstract Deadline : Mac 16, 2015
Final Registration : May 15, 2015
Full Article Deadline : April 28, 2015

International Journal on E-Learning

February 24, 2015 By: supyan Category: I. CALL Journals

The latest issue of International Journal on E-Learning is now available on the Ed/ITLib Digital Library.

International Journal on E-Learning

Vol. 14 , No. 1 (January 2015)

Table of Contents

  1. Organizational Support in Online Learning Environments: Examination of Support Factors in Corporate Online Learning Implementation

    Thomas Schultz , Iowa State University, ; Ana-Paula Correia , Iowa State University,

    Abstract: http://www.editlib.org/p/39246/

  2. E-Learning Instructional Design and the Mismatch between E-Learners and E-Educators’ Learning Styles

    Osama Hassanein , Asyut University,

    Abstract: http://www.editlib.org/p/40595/

  3. Student Attitudes And Preferences Toward An E-Mentoring Program: A Survey of Journalism Students

    Jamie Switzer , Colorado State University,

    Abstract: http://www.editlib.org/p/40622/

  4. Exploring awareness of online reading strategies used by EFL learners in a developing country: A study on undergraduate students in Bangladesh

    Mohammad Shahedul Islam , Military Institute of Science and Technology, ; Mohammad Shamsur Rahman , Military Institute of Science and Technology, ; Enamul Haque , Khulna University,

    Abstract: http://www.editlib.org/p/40649/

  5. Physical and Psychological Well-Being and University Student Satisfaction with E-Learning

    Genevieve Johnson , Curtin University,

    Abstract: http://www.editlib.org/p/41234/

  6. Management of Change

    Shad Morrow , Grand Canyon University,

    Abstract: http://www.editlib.org/p/41283/

  7. Table of contents for this issue: http://www.editlib.org/j/IJEL/v/14/n/1//

You will automatically be emailed the Table of Contents whenever a new issue of International Journal on E-Learning is placed in the Digital Library.

KLiCELS 6 – 7 June 2015

February 24, 2015 By: supyan Category: A. Announcements

Call for Papers

Kuala Lumpur International Communication, Education, Language and Social Sciences (KLiCELS)
Date: 6 – 7 June 2015
Venue: Hotel Putra, Kuala Lumpur, Malaysia

Website: http://klicels.com
Paper submissions:  http://submit.confbay.com/conf/klicels1

Conference fees: from USD250
(Including full day seminar package, meals and ONE DAY FREE TOUR around Kuala Lumpur and Putrajaya)

Selected papers will be published in peer reviewed online proceeding
(ISBN 978-967-11350-X -X)

and

Journal of Education and Social Sciences

(www.jesoc.com) (E-ISSN 2289-XXXX)

KLICELS will bring together scholars and practitioners who are interested to present their papers in area of Communication, Education, Language and Social Sciences and other related topics. This opportunity could be used as a way to broadening their international networks. For details of research areas, please refer to our websitewww.klicels.com (major field of research). All papers must be submitted online and are subject to blind-peer review of our committee members. All presented papers will be published in a proceeding with ISBN. We will provide you a letter of acceptance or invitation letter for your visa application or financial sponsorship from your institution. Therefore, you are encouraged to submit your paper at the earliest time possible.

Submission and Review Guidelines:
Please send either abstract for full paper by 28 Feb. 2015 by log on to:

http://submit.confbay.com/conf/klicels1

The abstract and /or full paper will be reviewed and notification of acceptance will be provided within 2 weeks after we receive them.

Further Information:
Please visit conference website http://klicels.com for detail information. You can also contact the Organizing Committee via klicels@hotmail.com

5th ICSS 2015 Pristina (International Conferences on Social Sciences) 10-11 April 2015

February 22, 2015 By: supyan Category: A. Announcements

I am Mihaela from EUSER,

I would like to inform you that you will have the following advantages if you participate the 5th  ICSS 2015 Pristina  (International Conferences on Social Sciences):

• All articles will be published in the Impact Factor Journals with ISSN (Indexed in ScienceVers & SCOPUS)
• All articles will be published in the Proceedings Book with ISBN
• Participate virtually* or In-Person and get the same advantages
• Receive the published book and journal copies before the conference date**
• Customized payment method by which you can choose only the options that you need. ***
• Pay with your credit card via our “Secure Online Payment”.

- 5th ICSS 2015 Pristina, Date: 10-11 April 2015, Abstract Deadline: 22 February 2015
(In-person and Virtual participation options are available)

For more information and Registration please visit: http://icss5.euser.org
Or contact us via: icss5@euser.org

For Fees, publishing options and registration, kindly refer to the link:
http://icss5.euser.org/index.php/registration-fees/registration-form-5

MWALLT 2014 Conference November 15th, 2014

October 04, 2014 By: supyan Category: O. Conferences

MWALLT 2014 Conference

Illinois Wesleyan University, Bloomington, IL

November 15th, 2014 8am-5pm

Theme: Traditional, Hybrid, and Online Teaching in Modern and Classical Languages: Exploring Differences, Creating Communities.

MWALLT invites you to attend our fall conference. We are accepting presentation proposals and encourage current members, professionals, and students to participate. We invite you to submit abstracts for presentations or workshops on topics related to language learning and technology. Whether you are a seasoned veteran or have newly acquired ideas to impart, please consider submitting a presentation or workshop proposal so that we can learn from your experience. Some topic ideas include:

Effective technology use with limited time and on a limited budget
Impact of online learning beyond the language requirement
The place of languages in the Digital Humanities
Mobile learning
Play and game-based learning
Technology and service learning
Content-based learning with new technologies
Building community online
Online tools for the traditional classroom
Managing your online/hybrid identity as a language instructor or learner

 

The proposal deadline is September 1, 2014.

Registration is currently open. You can submit your proposal at the Websitehttp://mwallt.org/2014Proposals

Please mark your calendar and join us!

Sponsored by:

The IWU Language Resource Center Committee:

Tina Isabelli, Professor of Hispanic Studies (cisabell@iwu.edu)
Amy Coles, Assistant Professor of History (and Latin) (acoles@iwu.edu)
Jim Matthews, Associate Professor of French (matthews@iwu.edu) – incoming LRC Coordinator
Sonja Fritzsche, Associate Professor of German and East European Studies (sfritzsc@iwu.edu)
Sharla Brown-Ajayi, Office Coordinator (sbrownaj@iwu.edu)

Sonja Fritzsche, Ph.D.
Chair and Associate Professor of German and Eastern European Studies
Department of German, Russian, and Asian Languages
Illinois Wesleyan University
P.O. Box 2900
201 E. University
Bloomington, IL 61701
309-556-3290

 

Call for papers: Canadian Modern Language Review 2014 Best Graduate Student Paper Award

October 04, 2014 By: supyan Category: I. CALL Journals

Canadian Modern Language Review
2014 Best Graduate Student Paper Award
Call for papers

The Editors of the Canadian Modern Language Review invite submissions for the Annual Award for the Best Paper by a Graduate Student. The competition is open to students who are currently registered or have graduated in the previous academic year. Papers should be submitted no later than November 30, 2014.

Papers should present original, theoretically motivated research, with an analysis supported by a review of the relevant empirical literature. The topic of the paper must be related to second language teaching and learning. Graduate course papers, theses, and dissertations may be source material for the paper submitted. A note from the professor of the relevant course or the thesis/dissertation supervisor supporting the submission and briefly outlining the place/nature of the paper within the student’s graduate studies program must also be included.

Papers will be evaluated by the CMLR Editors and members of the Editorial Board. The assessment criteria will include relevance to the mandate of the journal, originality and significance of research, currency of references, and quality of the writing. Authors should refer to ‘A Guide for Authors’ in the CMLR when preparing their manuscripts. Previously submitted papers are not eligible.

The Best Paper will be published in Volume 71 of the CMLR and the author will receive a one-year subscription to the journal.

Manuscripts should be submitted online to:  PRESTO   cmlr.presto.utpjournals.com/jmanager/users/login
Submission information can be found online at:  www.utpjournals.com/cmlr

 

Previous Winners have included

This award is given to a paper written by a student who is either currently registered or has graduated in the previous academic year which presents original research, either qualitative or quantitative, with an analysis supported by a current theoretical literature review. Papers are evaluated by the CMLR Editors and members of the Editorial Board. Access to these articles is at www.utpjournals.com/cmlr

2013 — Renée Bourgoin, “The predictive effects of L1 and L2 early literacy indicators on reading in French immersion”

2012 — Yvonne Préfontaine, “Perceptions of French Fluency in Second Language Speech Production”

http://utpjournals.metapress.com/content/43443l1067481671/?p=6325f55801cc42a7a9adb9e1ad6d6b6d&pi=3

2010— Klara Abdi, “‘She Really Only Speaks English’: Positioning, Language Ideology, and Heritage Language Learners” http://utpjournals.metapress.com/content/w8g73232134n0143/?p=4f2c4c6a3b6b4292951896490f6880b8&pi=0

2008— Muhammad M. Abdel Latif (University of Essex, UK) Towards a New Process-based Indicator for Measuring Writing Fluency: Evidence from L2 Writers’ Think-Aloud Protocols http://utpjournals.metapress.com/content/j724tv6625714621/?p=c8afb1bf03f24d00b133f6de45fb2ff4&pi=2

2007— Talia Isaacs, “Towards Defining a Valid Assessment Criterion of Pronunciation Proficiency in Non-Native English-Speaking Graduate Students” http://utpjournals.metapress.com/content/15567610h2084782/?p=131fa44c567b49bd9905805a42ca20bc&pi=0

2006— Sandra Zappa-Hollman, “Academic Presentations across Post-secondary Contexts: The Discourse Socialization of Non-native English Speakers” http://utpjournals.metapress.com/content/m594561u80121141/?p=7d9018bae9014a1ea2df0e5a5dd326de&pi=0

Posted by T Hawkins, UTP Journals

 

La Revue canadienne des langues vivantes
Demande d’articles
Concours Du Meilleur Travail Rédigé Par Un(e) Étudiant(e) Aux Études Supérieures

Les rédacteurs en chef de la RCLV lancent un appel en vue du Concours du meilleur travail rédigé par un(e) étudiant(e) du 2e ou 3e cycle. Le concours est ouvert aux étudiant(e)s présentement inscrit(e)s ou qui viennent de terminer leur programme d’études supérieures au cours de l’année précédente. Les manuscrits doivent êtresoumis avant le 30 novembre 2014.

Les articles doivent rendre compte de travaux originaux s’appuyant sur la théorie, et l’analyse doit s’accompagner d’une revue de la littérature empirique pertinente. Le sujet doit concerner l’enseignement et l’apprentissage de la langue seconde.Les travaux résultant de séminaires d’études supérieures, ainsi que les thèses et les mémoires, peuvent servir de source pour les manuscrits.

 

Une notice rédigée par le professeur du cours en question ou par le directeur de thèse ou de mémoire devrait être incluse; celle-ci devrait appuyer la mise en candidature et présenter brièvement le rôle et la nature du travail en question dans le cheminement académique de l’étudiant(e).

 

Les manuscrits seront évalués par les rédacteurs en chef de la RCLV et par des membres du Comité de redaction. Les critères d’évaluation comprennent l’adéquation du sujet au mandat de la Revue, l’originalité et la portée de la recherche, l’actualité des sources et des références et la qualité de la rédaction.

 

Les auteur(e)s devraient se reporter au « Guide à l’intention des auteurs » de la RCLV.

 

Les manuscrits soumis dans le passé ne sont pas admissibles. Le travail primé sera publié dans le volume 71 de la RCLV et son auteur(e) recevra un abonnement gratuit d’un an à la revue.

Veuillez soumettre vos articles à:

PRESTO

http://cmlr.presto.utpjournals.com/jmanager/users/login

Les auteurs peuvent leurs renseigner à:

http://www.utpjournals.com/cmlr

 

Lauréats antérieurs

Le prix récompense un article qui, écrit par un étudiant actuellement inscrit à l’université ou qui a reçu son diplôme au cours de l’année précédente, présente un travail de recherche original, sur le plan qualitatif ou quantitatif, dont l’analyse est étayée d’une revue de la littérature théorique actuelle. Les articles proposés sont évalués par les rédacteurs en chef de la RCLV et par les membres du comité de rédaction.

2013 — Renée Bourgoin, “The predictive effects of L1 and L2 early literacy indicators on reading in French immersion”

2012 — Yvonne Préfontaine, “Perceptions of French Fluency in Second Language Speech Production”

http://utpjournals.metapress.com/content/43443l1067481671/?p=6325f55801cc42a7a9adb9e1ad6d6b6d&pi=3

2010— Klara Abdi, “‘She Really Only Speaks English’: Positioning, Language Ideology, and Heritage Language Learners” http://utpjournals.metapress.com/content/w8g73232134n0143/?p=4f2c4c6a3b6b4292951896490f6880b8&pi=0

2008— Muhammad M. Abdel Latif (University of Essex, UK) Towards a New Process-based Indicator for Measuring Writing Fluency: Evidence from L2 Writers’ Think-Aloud Protocols http://utpjournals.metapress.com/content/j724tv6625714621/?p=c8afb1bf03f24d00b133f6de45fb2ff4&pi=2

2007— Talia Isaacs, “Towards Defining a Valid Assessment Criterion of Pronunciation Proficiency in Non-Native English-Speaking Graduate Students” http://utpjournals.metapress.com/content/15567610h2084782/?p=131fa44c567b49bd9905805a42ca20bc&pi=0

2006— Sandra Zappa-Hollman, “Academic Presentations across Post-secondary Contexts: The Discourse Socialization of Non-native English Speakers” http://utpjournals.metapress.com/content/m594561u80121141/?p=7d9018bae9014a1ea2df0e5a5dd326de&pi=0

Pour avoir accès aux articles des gagnants de ce prix, veuillez visiter le site de la RCLV à http://www.utpjournals.com/cmlr

Affiché par T. Hawkins, UTP Journals

 

Call for Papers: The Canadian Modern Language Review Special Issue 2016

October 04, 2014 By: supyan Category: A. Announcements, I. CALL Journals

Call for Papers Special Issue 2016

Showcasing the translingual SL/FL classroom: strategies, practices, and beliefs

The Canadian Modern Language Review (CMLR) invites manuscripts to be considered for the special issue “Showcasing the translingual SL/FL classroom: strategies, practices, and beliefs” to appear in 2016. In this issue, we solicit empirical research as well as practice-oriented articles on translingual practices, particularly in Canadian classrooms or those with special relevance to Canadian second, foreign, heritage, aboriginaland ancestral language teaching. By translingual practices we mean “making meaning, shaping experiences, gaining understanding and knowledge through the use of two languages” (Baker 2011: 288). The special issue targets studies in any of the following settings: language minority students in structured immersion and/or transitional settings as well as language minority and/or majority students in immersion, maintenance, two-way/dual language, additive, and mainstream bilingual settings.

We welcome a wide range of methodological approaches, including auto-ethnography, survey research, mixed-methods designs, case studies, discourse analysis, and conversation analysis. In addition to classroom practices, research related to the status and role of students’ native languages in the SL/FL/HL/Aboriginal and ancestral language classroom including school policies, teachers’ attitudes, beliefs, and classroom practices, and students’ attitudes towards their own learning are welcome. We strongly encourage contributions for the “Focus on the classroom” section, in which research-based approaches to pedagogy and methodology are presented and elaborated. Submissions are welcome in either English or French. All submissions are subject to the usual CMLR peer review process.

Please visit the submission guidelines at the following link for information on manuscript length, the mandate of the journal, and other aspects of submission: www.utpjournals.com/cmlr

Submission deadline: June 30, 2015

Submissions should be sent electronically through PRESTO: http://bit.ly/cmlrPresto

Receipt of all manuscripts will be acknowledged via PRESTO.

Questions about the special issue may be addressed to the co-editors:

 

Shelley Taylor

Western University

taylor@uwo.ca

 

Cecelia Cutler,

City University of New York

Cecelia.Cutler@lehman.cuny.edu

 

 

Appel d’articles pour le numéro spécial de 2016
Les classes d’accueil et d’immersion : stratégies, pratiques et croyances

 

La Revue canadienne des langues vivantes (RCLV) invite les chercheurs à proposer des articles en vue d’un numéro spécial ayant pour thème : « Les classes d’accueil et d’immersion : stratégies, pratiques et croyances » qui paraîtra en 2016. La revue sollicite des articles de recherche empirique et théorique sur les pratiques translinguistiques, en particulier dans les salles de classe canadiennes ou qui sont directement concernées par l’enseignement des langues secondes, étrangères, d’origine, autochtones et ancestrales au Canada. Les « pratiques translinguistiques » englobent les activités visant à « produire du sens, vivre des expériences, approfondir sa compréhension et ses connaissances par l’utilisation de deux langues » (Baker, 2011 : 288). Les articles proposés aborderont l’un des thèmes suivants : les élèves issus des minorités linguistiques inscrits à un programme d’immersion ou de transition ou les élèves issus de la majorité ou de minorités linguistiques participant à un programme d’immersion, de maintien des connaissances, bidirectionnel, favorisant le bilinguisme à effet positif (ou « additif ») ou intégré au programme scolaire.

 

Les articles peuvent s’inspirer de diverses approches méthodologiques, y compris l’autoethnographie, la recherche-sondage, les méthodes mixtes, les études de cas, l’analyse du discours et l’analyse conversationnelle. En plus des travaux sur les pratiques en classe, les études sur le statut et le rôle accordés à la langue maternelle des élèves dans l’enseignement des langues d’origine, étrangères, ancestrales et autochtones sont bienvenues, y compris celles portant sur les politiques scolaires, l’attitude des enseignants, les croyances, les pratiques scolaires et l’attitude des élèves vis-à-vis de leurs apprentissages. Nous favorisons aussi vivement la soumission d’articles pour la rubrique « Pleins feux sur la classe » dans lesquels des pistes concrètes d’action didactique ou méthodologique sont présentées et commentées. Les articles peuvent être rédigés en anglais ou en français. Ils seront soumis au processus habituel d’évaluation par les pairs de la RCLV.

 

Veuillez consulter les normes de présentation des manuscrits en cliquant sur le lien suivant pour en savoir plus sur la longueur des articles, la mission de la revue ou pour tout autre renseignement concernant la soumission des manuscrits :www.utpjournals.com/cmlr.

Date limite de soumission : le 30 juin 2015

 

Les articles doivent être soumis électroniquement au moyen de l’interface PRESTO (http://bit.ly/cmlrPresto).

La revue accusera réception de tous les manuscrits par l’entremise de PRESTO.

 

Pour toute autre question sur ce numéro spécial, veuillez contacter les corédactrices :

Shelley Taylor

Western University

taylor@uwo.ca

 

Cecelia Cutler,

City University of New York

Cecelia.Cutler@lehman.cuny.edu

 

 

The Canadian Modern Language Review ONLINE

www.utpjournals.com/cmlr

 

Hundreds of peer-reviewed articles, insightful book and software reviews, calendars of forthcoming events and research-based articles, in all areas of second language teaching and acquisition, from 1997 to the present await you at this comprehensive resource.

 

CMLR Online features a comprehensive archive of past and current issues and includes features that address the research needs of today’s second language teachers, administrators and researchers, worldwide. Subscribers to CMLR Online enjoy:

 

•             Enhanced features not available in the print version

•             Early access to the latest issues

•             CMLR anytime, anywhere, on any device!

•             Everything you need at your fingertips

 

Canadian Modern Language Review is also available at Project MUSE - http://bit.ly/cmlr_pm

For more information about CMLR/ RCLV (in print or online) or for submissions information, please contact

University of Toronto Press — Journals Division
5201 Dufferin St., Toronto, ON,
Canada M3H 5T8
tel: (416) 667-7810 fax: (416) 667-7881
Fax Toll Free in North America 1-800-221-9985
email: journals@utpress.utoronto.ca

www.utpjournals.com/cmlr

facebook.com/utpjournals

twitter.com/utpjournals

 

Posted by T Hawkins, UTP Journals

CALL FOR PROPOSALS: The Canadian Modern Language Review SPECIAL ISSUE 2017

October 04, 2014 By: supyan Category: A. Announcements, I. CALL Journals

The Canadian Modern Language Review

SPECIAL ISSUE 2017

CALL FOR PROPOSALS

The Editors of the Canadian Modern Language Review invite proposals for the annual special issue of the journal. Proposals should identify a contemporary topic which will allow for the exploration of recent advances in theory, research, and practice in second language learning and teaching. The proposed topic should also be one that will attract diverse perspectives, research methodologies, and pedagogical applications.

The special issue of the CMLR is an open call for papers; guest editors therefore manage the submissions, which consists of the standard double blind review process. At least one of the editors should be fluent in both English and French.

Proposals will be evaluated by the CMLR Editors and members of the Editorial Board. The criteria will include:  relevance to the mandate of the journal; significance of the topic to the field; and the qualifications of the two editors. The successful proposal will be announced in the spring of 2015.

Guest editors should refer to the Guidelines for Special Issue Proposals on the CMLR website – www.utpjournals.com/cmlr - for details on the submission requirements.

Due date for proposals:  January 25, 2015

 

La Revue canadienne des langues vivantes

NUMÉRO SPÉCIAL – 2017

APPEL À PROPOSITIONS DE THÈMES

Les rédacteurs de la Revue canadienne des langues vivantes invitent les personnes intéressées à proposer des thèmes pour le numéro spécial annuel de la revue. Chaque proposition devra porter sur un sujet contemporain ouvrant sur l’exploration des progrès récents en matière de théorie, de recherche et de pratiques en apprentissage et en enseignement des langues secondes. Le thème proposé devra également susciter des contributions sur des perspectives, des méthodes de recherche et des applications pédagogiques variées.

Pour ce numéro spécial de la RCLV, il y aura un appel général à contributions. Les rédacteurs invités auront donc à gérer les articles soumis au moyen du processus habituel d’évaluation à double insu. Au moins un des rédacteurs devra s’exprimer couramment en anglais et en français.

 

Les propositions seront évaluées par les rédacteurs de la RCLV et les membres du conseil d’administration, selon les critères suivants : la pertinence du thème relativement au mandat de la revue, l’importance du sujet dans le champ d’études et les qualifications des deux rédacteurs. La proposition retenue sera dévoilée au printemps 2015.

 

Pour tout renseignement concernant les exigences de soumission, les rédacteurs invités devront se référer aux Directives sur la proposition de thèmes pour le numéro spécial, disponible sur le site web de la RCLV - http://www.utpjournals.com/Revue-canadienne-des-langues-vivante.html.

 

Date limite d’envoi des propositions : le 25 janvier 2015

 

 

 

The Canadian Modern Language Review/La Revue canadienne des langues vivantes

During the nearly 70 years of its existence, The Canadian Modern Language Review/La Revue canadienne des langues vivanteshas evolved from an Ontario-centered journal containing mainly classroom-based teaching strategies and resources to a Canada-wide, bilingual, refereed scholarly publication of national scope and international repute. The CMLR/RCLV serves members of the teaching profession, administrators and researchers interested in all levels of English and French as second languages and, in addition, those interested in native and other modern, international, or heritage language programs and issues.

 

CMLR is available online at www.utpjournals.com/cmlr and at Project MUSEhttp://muse.jhu.edu/journals/canadian_modern_language_review

 

 

For more information about CMLR/ RCLV (in print or online) or for submissions information, please contact

 

Canadian Modern Language Review

University of Toronto Press  Journals Division

5201 Dufferin Street

Toronto, Ontario M3H 5T8

cmlr@utpress.utoronto.ca

www.utpjournals.com/cmlr

Posted by T Hawkins, UTP journals

Canadian Modern Language Review Volume 70, Number 3, August 2014

October 04, 2014 By: supyan Category: I. CALL Journals

Now available online …

 

Canadian Modern Language Review/ La Revue canadienne des langues vivantes

Volume 70, Number 3, August 2014

http://bit.ly/cmlr703

This issue contains:

Enseignement explicite du genre des noms en français : expérimentation au primaire en classe d’immersion

Manuela-Elena Tipurita, Gladys Jean

Cet article fait état d’une expérimentation conduite dans des classes de 2e année d’immersion française portant sur l’enseignement explicite des régularités observées dans les terminaisons des noms français qui sont indicatrices de leur genre grammatical (par exemple, le phonème [o] qui prédit le genre masculin pour 93 % des noms possédant cette finale). Les résultats de prétest, post-test immédiat et post-test différé montrent qu’un bref traitement consistant en l’enseignement explicite de quatre terminaisons prédictives du genre (avec énonciation de la règle) a permis aux apprenants d’être significativement plus précis dans leur assignation du genre à des noms connus, et même à des noms inconnus. Il semblerait donc que ce type d’enseignement puisse fonctionner avec des jeunes de ce bas âge, ce qui pourrait diminuer la fossilisation des erreurs de genre par la suite, erreurs qui se retrouvent fréquemment dans les productions des plus grands, qui résistent à la correction et qui engendrent nombre d’erreurs d’accord. DOI: 10.3138/cmlr.1756

http://bit.ly/cmlr703a

 

Academic Language Socialization in High School Writing Conferences

Betsy Gilliland

 

This study examines multilingual high school writers’ individual talk with their teachers in two advanced English language development classes to observe how such talk shapes linguistically diverse adolescents’ writing. Addressing adolescent writers’ language socialization through microethnographic discourse analysis, the author argues that teachers’ oral responses during writing conferences can either scaffold or deter students’ socialization into valued ways of using academic language for school writing. She suggests what forms of oral response provide scaffolding and what forms might limit multilingual adolescent learners’ academic literacy. Constructive interactions engaged students in dialogue about their writing, and students included content or phrasing from the interaction in their texts. Unhelpful interactions failed to foster students’ language development in observable ways. Although teachers attempted to scaffold ideas and language, they often did not guide students’ discovery of appropriate forms or points. These interactions represent restrictive academic language socialization: while some students did create academic texts, they learned little about academic language use. DOI: 10.3138/cmlr.1753

http://bit.ly/cmlr703b

 

The Impact of the Webcam on an Online L2 Interaction

Nicolas Guichon, Cathy Cohen

It is intuitively felt that visual cues should enhance online communication, and this experimental study aims to test this prediction by exploring the value provided by a webcam in an online L2 pedagogical teacher-to-learner interaction. A total of 40 French undergraduate students with a B2 level in English were asked to describe in English four previously unseen photographs to a native English-speaking teacher of EFL via Skype, a free web-based videoconferencing tool, during a 10-minute interaction. Twenty students were assigned to the videoconferencing condition and 20 to the audioconferencing condition. All 40 interactions were recorded using dynamic screen capture software and were analyzed with ELAN, a multimodal data annotation tool. Participants’ perceptions of the online interaction are first compared with regard to the issues of social presence and their understanding and appreciation of the online interaction, using data gathered from a post-task questionnaire. The study then explores whether seeing the interlocutor’s image impacts on the patterns of these synchronous exchanges and on the word search episodes. Results indicated that the impact of the webcam on the online pedagogical interaction was not as critical as had been predicted. DOI: 10.3138/cmlr.2102

http://bit.ly/cmlr703c

WINNER OF THE BEST GRADUATE STUDENT PAPER AWARD / GAGNANT DU CONCOURS DU MEILLEUR ARTICLE PAR UN ÉTUDIANT DIPLÔMÉ

The Predictive Effects of L1 and L2 Early Literacy Indicators on Reading in French Immersion

Renée Bourgoin

This study explored the predictive effects of within- and cross-language early literacy indicators with regard to second language (L2) reading achievement in a Grade 3 entry-point French immersion (FI) program. Kindergarten students (N = 83) in a regular English program were administered English early literacy measures. Three years later, once students entered the FI, 56 students from the original cohort were reassessed using French literacy measures. This allowed for an examination of the long-term connections between first language (L1) early literacy indicators and L2 reading outcomes. Regression analysis revealed that L1 early literacy skills relating to aspects of phonological awareness and, more importantly, alphabetic knowledge were significant predictors of L2 reading even when school-based L2 learning was delayed several years. With respect to the French literacy indicators, knowledge of the alphabet and related measures were again significant predictors of L2 reading performance. The predictive effects of French indicators were significant even in the first few months of FI. These results provide additional information about the predictive effects of within- and cross-language early literacy indicators and the extent to which they can be used to identify students who may be at risk for reading difficulties in their L2. DOI: 10.3138/cmlr.2346

http://bit.ly/cmlr703d

 

ÉCHANGE D’ARTICLES AVEC RECHERCHES ET APPLICATIONS / LE FRANÇAIS DANS LE MONDE

Pensée en action/ pensée sur l’action : une fenêtre sur l’agir professoral?

Francine Cicurel

 

Lorsque un enseignant visionne le filmage de son action en classe, ce qui est souvenir enfoui dans la mémoire redevient perception. Le fait de se voir au milieu de sa classe, en acte, amène l’enseignant à penser d’une autre façon son métier, sa manière de faire, ce qui caractérise son public et la manière dont il aborde les divers obstacles qu’il rencontre nécessairement. Montent alors à la conscience des savoirs cachés, des motifs sur lesquels il n’a pas le temps ni l’habitude de s’étendre, des appréciations qui ne portent pas seulement sur la langue mais aussi sur la représentation qu’il a des apprenants, des commentaires sur l’image de soi, sur les croyances, le métier, la gestion des imprévus, la rationalité ou la spontanéité de l’action. Cet article se propose d’interroger les discours de verbalisations d’enseignants comme voie d’accès à ce qu’on appelle la pensée enseignante. DOI: 10.3138/cmlr.70305

http://bit.ly/cmlr703e

 

Book and Software Reviews / Critiques de livres et de logiciels

D. Ayoun (2013), The Second Language Acquisition of French Tense, Aspect, Mood and Modality. reviewed by Anita Thomas.

J. W. Schwieter (Ed.). (2013), Innovative Research and Practices in Second Language Acquisition and Bilingualism. reviewed by Larissa Buss.

S. Galligani, S. Wachs et C. Weber, dirs. (2013), École et langues. Des difficultés en contextes. reviewed by James Archibald.

S. Jarvis & M. Daller (Eds.). (2013), Vocabulary Knowledge: Human Ratings and Automated Measures. reviewed by Michael P.H. Rodgers.

DOI: 10.3138/cmlr.70.3.403

http://bit.ly/cmlr703r

 

 

Canadian Modern Language Review online at:

CMLR Online – http://bit.ly/cmlronline

Project MUSE - http://bit.ly/cmlr_pm

 

For more information about CMLR/ RCLV (in print or online) or for submissions information, please contact

University of Toronto Press — Journals Division
5201 Dufferin St., Toronto, ON,
Canada M3H 5T8
tel: (416) 667-7810 fax: (416) 667-7881
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email: journals@utpress.utoronto.ca

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Posted by T Hawkins, UTP Journals

The Canadian Journal of Linguistics Volume 59(2), July/juillet 2014

October 04, 2014 By: supyan Category: I. CALL Journals

Now available at Project MUSE…

 

The Canadian Journal of Linguistics / La revue canadienne de linguistique

Volume 59(2), July/juillet 2014

http://bit.ly/cjl592pm

Articles

When take means require: A study of extraposed and impersonal constructions with take

Gregory Furmaniak

The aim of this corpus-based study is to offer a syntactic and semantic characterization of sentences whose formal realization can be schematized as it + take + NP + (NP) + to-VP. The examination of the data suggests that this linear structure is shared by two distinct micro-constructions with different semantic properties: a construction with extraposition whose primary meaning is described in terms of consumption and an impersonal micro-construction which is analyzed as an anankastic construction expressing a necessary condition. It is shown that the apparently erratic grammatical behaviour of the string results from the existence in the hierarchical network of constructions of two different micro-constructions with similar formal realizations. http://bit.ly/cjl592a

On the D-linked character of genitive interrogatives in Iraqi Arabic

Laura Andreea Sterian

This paper focuses on genitive interrogatives in Iraqi Arabic. I argue that these constructions are inherently D-linked (Discourse-Linked). Similarly to D-linked interrogatives, when genitive interrogatives appear in content questions in which both the resumptive strategy and the gap strategy are possible, the genitive interrogatives have a D–N structure when the gap strategy is employed and a D–?–N structure when the resumptive strategy is employed. I then propose the following hypothesis: what defines D-linking is the presence of a domain restriction in the form of an overt noun.  http://bit.ly/cjl592b

SQUIBS/NOTULES

Unaccusativity and the VP node in Cayuga

Michael Barrie

http://bit.ly/cjl592s1

 

Investigating clitic doubling in Laurentian French: An experimental approach

Cassandra Chapman

http://bit.ly/cjl592s2

 

Two types of wh-omission in first language acquisition

Yves Roberge, Nelleke Strik

http://bit.ly/cjl592s3

 

REVIEWS/COMPTES RENDUS

Indefinite objects: Scrambling, choice functions, and differential marking by Luis López (review)

Ross (Rostyslav) Bilous  http://bit.ly/cjl592r6

 

The logic of pronominal resumption by Ash Asudeh (review)

Anna Bondaruk  http://bit.ly/cjl592r5

 

Acquiring phonology: A cross-generational case study by Neil Smith (review)

Sarah D.F. Greer   http://bit.ly/cjl592r4

 

Semantics: From meaning to text by Igor A. Mel’?uk (review)

Inna Kozlova  http://bit.ly/cjl592r3

 

Morphology: From data to theories by Antonio Fábregas and Sergio Scalise (review)

Francesco-Alessio Ursini  http://bit.ly/cjl592r2

 

Agreement and head movement: Clitics, incorporation, and defective goals by Ian Roberts (review)

Joseph W. Windsor http://bit.ly/cjl592r1

 

Books Received/Livres reçus

http://bit.ly/cjl592r

 

Canadian Linguistics Association National Achievement Award 2014

The 2014 recipient of the Canadian Linguistic Association National Achievement Award is Dr. Jila Ghomeshi of the Department of Linguistics, University of Manitoba.

This award honours researchers whose work has expanded our knowledge in linguistics and has brought distinction to the Canadian linguistics community. It also recognizes their role as ambassadors in the promotion of Canadian linguistics here and abroad. Jila is a very worthy recipient of this award.

http://bit.ly/cjl592n

 

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The Canadian Journal of Linguistics publishes articles of original research in linguistics in both English and French. The articles deal with linguistic theory, linguistic description of English, French and a variety of other natural languages, phonetics, phonology, morphology, syntax, semantics, historical linguistics, sociolinguistics, psycholinguistics, first and second language acquisition, and other areas of interest to linguists. Published three times a year by the Canadian Linguistic Association

 

The Canadian Journal of Linguistics is available online at Project MUSE - http://bit.ly/cjlpm

 

Please visit www.utpjournals.com/cjl  for submissions info.

 

Posted by T Hawkins, UTP Journals