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

International Journal on E-Learning

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.

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

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

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 2^e 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
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

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

————————————————————

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

Now available on Project MUSE …

Canadian Modern Language Review/ La Revue canadienne des langues vivantes

Volume 70, Number 3, August 2014

http://bit.ly/cmlr703pm

This issue contains:

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

Manuela-Elena Tipurita, Gladys Jean

Academic Language Socialization in High School Writing Conferences

Betsy Gilliland

The Impact of the Webcam on an Online L2 Interaction

Nicolas Guichon, Cathy Cohen

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

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

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.

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
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

Canadian Modern Language Review/ La Revue canadienne des langues vivantes

Volume 70, Number 1, February 2014

http://bit.ly/cmlr701

This issue contains:

Le rôle de l’aspect lexical et de la fréquence des formes dans l’input sur la production des formes du passé par des enfants apprenants du français L2 en début d’acquisition

Anita Thomas

L’objectif de cette étude est d’examiner le rôle de l’aspect lexical et de la fréquence des formes dans l’input dans la production orale des formes du passé par des enfants suédois (âgés de 4 à 9 ans) apprenants du français langue seconde (L2) en immersion. Le rôle de la fréquence dans l’input est souvent négligé dans les études sur l’influence de l’aspect lexical tout comme les caractéristiques spécifiques des verbes le sont dans les études consacrées à l’influence de la fréquence des formes. L’analyse de 21 verbes dans l’input puis dans la production des cinq enfants durant les deux premières années d’exposition au français montre un recoupement entre les deux facteurs. Bien que les enfants produisent la plupart des verbes selon leur aspect lexical, les fréquences type et d’occurrence dans l’input permettent d’expliquer à la fois le marquage correct du passé ainsi que la variation que l’on trouve dans les groupes de verbes étudiés. Les résultats confirment ainsi les prédictions d’une approche basée sur l’usage selon laquelle les apprenants construisent leur grammaire à partir de leur expérience de l’input. DOI: 10.3138/cmlr.1636

http://utpjournals.metapress.com/content/v3730189816n40m7/?p=4e4f69ec2bf94acaac9dbe8e19f03bcd&pi=0

Lexical Aspects of Very Advanced L2 French

Fanny Forsberg Lundell, Christina Lindqvist

The present study investigates the possibilities for adult learners to attain nativelikeness in the domain of lexis. Aspects investigated are general lexical knowledge (C-test), receptive deep knowledge, productive collocation knowledge, and productive lexico-pragmatic knowledge in a group of long-residency Swedish French second language (L2) users in France and a matched native control group. The analysis includes correlations between these different vocabulary aspects as well as their relation to the length of residence in the target-language (TL) community. The study reveals that it is possible for L2 learners to attain nativelikeness in general lexical knowledge and lexico-pragmatic knowledge, whereas deep knowledge and collocations are especially difficult for L2 learners, supporting earlier research findings. Furthermore, a strong correlation is found between general lexical knowledge and collocations, but surprisingly not between any of the other aspects, or between vocabulary aspects and length of residence. The results are discussed in light of individual differences in research. DOI: 10.3138/cmlr.1598

http://utpjournals.metapress.com/content/74224411j07x2303/?p=4e4f69ec2bf94acaac9dbe8e19f03bcd&pi=1

Investigating What Second Language Learners Do and Monitor under Careful Online Planning Conditions

Mohammad Javad Ahmadian, Mansoor Tavakoli

This study used quantitative analyses complemented by the retrospective data obtained through a stimulated recall procedure to address three interrelated issues: (a) whether second language learners use online planning opportunities to carefully plan their speech to enhance the quality of the language they produce, (b) what kinds of self-repair behaviour the pressured and careful online planning conditions are likely to induce speakers to make, and (c) the way careful online planning affects EFL learners’ oral L2 performance as measured in terms of complexity, accuracy, and fluency. Thirty intermediate EFL learners were asked to perform an oral narrative task under careful and pressured online planning conditions. Results of the qualitative and quantitative analyses revealed that L2 learners use the planning time to monitor their speech for grammatical accuracy, to retrieve and monitor the appropriate lexical items, and to plan the message they will communicate. In addition, it was found that careful online planning conditions induce learners to execute more error repairs and fewer appropriacy and different-information repairs compared to the pressured online planning condition. An analysis in terms of complexity, accuracy, and fluency measures testified to the positive effects of careful online planning on L2 oral performance. DOI: 10.3138/cmlr.1769

http://utpjournals.metapress.com/content/d86517458442j434/?p=4e4f69ec2bf94acaac9dbe8e19f03bcd&pi=2

Your Participation Is greatly/highly Appreciated: Amplifier Collocations in L2 English

Amanda Edmonds, Aarnes Gudmestad

The current study sets out to investigate collocational knowledge for a set of 13 English amplifiers among native and nonnative speakers of English, by providing a partial replication of one of the projects reported on in Granger (1998). The project combines both phraseological and distributional approaches to research into formulaic language to examine whether natives and nonnatives demonstrate similar patterns of saliency and agreement in their judgments of adverb-adjective collocations. A total of 55 English native speakers and 120 Francophone learners of English (first-year university students, third-year university students, and Master’s students) completed two tasks targeting such collocations. Our quantitative analysis reveals that Master’s students and native speakers performed similarly on the different tasks, and that both groups differed significantly from the first- and third-year university learners. This pattern holds for all analyses of salience and for all but one analysis of agreement. We interpret these findings as evidence of development toward nativelike patterns with respect to the collocations under study. DOI: 10.3138/cmlr.1704

http://utpjournals.metapress.com/content/826g04861135n480/?p=4e4f69ec2bf94acaac9dbe8e19f03bcd&pi=3

FOCUS ON THE CLASSROOM

Collaboration between Content and Language Specialists in Late Immersion

Stella Kong

This paper reports a qualitative case study of a collaborative project between an ESL researcher and a history teacher teaching in a late immersion school in Hong Kong. The project aims to help a Grade 9 class to write history essays on their own instead of copying from the textbook, which is a common phenomenon in Hong Kong schools. The researcher and the history teacher collaborated on the design and teaching of four writing activities during a semester. The design of the writing activities was guided by a pedagogical framework for integrating content-language learning in late immersion, where content learning is increasingly complex and abstract and the language use is correspondingly more complex and specialized. The project was successful in helping students to write on their own and in improving that writing, particularly in terms of text structure. A major contribution to this success was the collaboration between a content specialist and a language specialist. Challenges faced in the collaboration between the content and language specialists and future directions for collaboration are shared.

DOI: 10.3138/cmlr.1607

http://utpjournals.metapress.com/content/578512g02537k88h/?p=4e4f69ec2bf94acaac9dbe8e19f03bcd&pi=4

Book and Software Reviews / Critiques de livres et de logiciels

Marja-Liisa Olthuis, Suvi Kivelä, & Tove Skutnabb-Kangas, Revitalizing Indigenous Languages: How to Recreate a Lost Generation, reviewed by Margaret MacDonald

Kim McDonough & Alison Mackey (Eds.), Second Language Interaction in Diverse Educational Contexts, reviewed by Kris Van den Branden

Danièle Moore et Cécile Sabatier, Une semaine en classe en immersion française au Canada. Le projet CECA au Canada. reviewed by Sylvie Roy

Gabriela Steffen, Les disciplines dans l’enseignement bilingue. Apprentissage intégré des savoirs disciplinaires et linguistiques, reviewed by Cécile Sabatier

DOI: 10.3138/cmlr.70.1.123

http://utpjournals.metapress.com/content/x24x1306687vp784/?p=4e4f69ec2bf94acaac9dbe8e19f03bcd&pi=5

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 – supplementary information, colour photos, videos, audio files, etc. encouraging further exploration and research.

Early access to the latest issues – Did you know that most online issues are available to subscribers up to two weeks in advance of the print version? Sign up for e-mail alerts and you will know as soon as the latest issue is ready for you to read.

Access in the office, at home and “on the go” – experience everything CMLR Online has to offer from your desktop and mobile devices.

Everything you need at your fingertips – search through current and archived issues from the comfort of your office chair not by digging through book shelves or storage boxes. The easy to use search function allows you to organize results by article summaries, abstracts or citations and bookmark, export, or print a specific page, chapter or article.

Canadian Modern Language Review is also available at Project MUSE -http://muse.jhu.edu/journals/canadian_modern_language_review/

70 years of support to researchers, language educators and policy makers …

The Canadian Modern Language Review publishes peer-reviewed articles on second language learning and teaching. It is a bilingual (French and English) journal of international repute, serving researchers and language teaching professionals interested in the learning and teaching of English and French as second languages, as well as other modern, indigenous, heritage, and community languages.

Contributors to the quarterly issues include authors from Canada and around the world.

CMLR publishes 4 issues a year, offering its readership peer-reviewed research articles that inspire debate and question contemporary approaches in all areas of second language teaching and acquisition, including

- Applied Linguistics

- FSL and ESL studies

- Bilingual education

- L2 teacher education

- L2 research methodology

- International and indigenous languages

- Cultural contexts of L2 learning

- L2 pedagogy

- L2 assessment

- Multiple literacies

- Language policy

- Language learning

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

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The Canadian Modern Language Review

SPECIAL ISSUE 2015

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 (usually a team of two) 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 invited editors. Please visit the CMLR website to view the journal mandate. The successful proposal will be announced in the summer of 2013.

Guest editors should refer to the Guidelines for Special Issue Proposals on the CMLR website for details on the submission requirements.

Due date for proposals:  June 1, 2013

Inquiries/Manuscripts should be directed to:

The Editors

The Canadian Modern Language Review

University of Toronto Press – Journals Division

Email: cmlr@utpress.utoronto.ca

www.utpjournals.com/cmlr

Revue canadienne des langues vivantes

NUMÉRO SPÉCIAL – 2015

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 (en règle générale, une équipe de deux personnes) auront donc à gérer les articles soumis au moyen du processus habituel d’évaluation en double aveugle. Au moins un des rédacteurs invités devra s’exprimer couramment en anglais et en français.

Les propositions seront évaluées par les rédacteurs en chef de la RCLV et les membres du conseil éditorial de la revue, 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 rédacteurs invités. Merci de lire le mandat de la revue accessible sur notre site en cliquant sur le lien suivant. La proposition retenue sera annoncée en été 2013.

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.

Date limite d’envoi des propositions : 1 juin 2013

Pour renseignements et soumissions, merci de contacter:

Rédacteurs en chef

La Revue canadienne des langues vivantes

University of Toronto Press – Journals Division

Courriel : cmlr@utpress.utoronto.ca

www.utpjournals.com/Revue-canadienne-des-langues-vivante.html

The Canadian Modern Language Review ONLINE

http://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.

Canadian Modern Language Review is also available at Project MUSE - http://muse.jhu.edu/journals/canadian_modern_language_review/

Almost 70 years of support to researchers, language educators and policy makers …

The Canadian Modern Language Review publishes peer-reviewed articles on second language learning and teaching. It is a bilingual (French and English) journal of international repute, serving researchers and language teaching professionals interested in the learning and teaching of English and French as second languages, as well as other modern, indigenous, heritage, and community languages.

Contributors to the quarterly issues include authors from Canada and around the world.

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

Posted by T Hawkins, UTP Journals