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Archive for February, 2014

NEALLT Annual Conference 14 – 16 March 2014

February 06, 2014 By: supyan Category: O. Conferences

CALL FOR PROPOSALS

The Northeast Association for Language Learning Technology (NEALLT) will hold its annual conference at Swarthmore College, Swarthmore, PA from Friday, March 14 to Sunday, March 16, 2014. The conference will be hosted by the Swarthmore Language Resource Center.

This year’s theme will be “Technology and Language Learning: In the classroom and beyond…” We welcome proposals for presentations and panel discussions on topics including:

- Flipped Classrooms
- Social Networks
- Student Agency – tasks for student expression
- Scaffolding Student Learning
- Emerging technologies
- Resource Center management and design
- Mobile technology
- Online courses
- MOOCS
- Open Educational Resources

Presentations and panel discussions will be about 30 min. If you have an interesting topic for a 3-hour pre-conference workshop please let us know. We welcome a variety of perspectives and encourage presentations which report on ongoing or in-progress projects or research.

Proposals will be considered on a rolling basis and we encourage early submissions. Proposals should be submitted online at:

http://tinyurl.com/NEALLT-2014-proposals

For more information, please contact Michael Jones ( mjones1@swarthmore.edu or 610.328.8036).

Proposal deadline: no later than February 17th
Notification of acceptance: no later than February 21st

Registration: Conference registration and lodging will be posted soon on the NEALLT web site at http://www.neallt.org.

—————
Marc Siskin
Manager, Modern Language Resource Center
Carnegie Mellon University

 

CALICO Journal Volume 31, No. 1

February 06, 2014 By: supyan Category: I. CALL Journals

 

CALICO is proud to announce the publication of Volume 31, No. 1 of the CALICO Journal. This is a special issue on Web 2.0 and Language Learning: Rhetoric and Reality.  You can find the issue online at
The articles are available in full-text to current members and subscribers.  Read on for a description of what may be found in the articles in this issue.

In the first article, “Affordances of Web 2.0 Technologies for Collaborative Advanced Writing in a Foreign Language”, Carola Strobl investigates whether online collaboration can yield a positive effect on academic writing in a foreign language. The research is distinctive in that it explores peer feedback and collaboration among advanced level L2 learners.

         Digital gaming has become the focus of significantly more research in recent years. Claire Ikumi Hitosugi, Matthew Schmidt, and Kentaro Hayashi’s paper, “Digital Game–based Learning (DGBL) in the L2 Classroom: The Impact of the UN’s Off-the-Shelf Videogame, Food Force, on Learner Affect and Vocabulary Retention,” uses a mixed methods design in an examination of learners of Japanese as a second/foreign language.

         The role of virtual learning environments is the subject of Elena Martin-Monje’s paper, “Integration of Web 2.0 Tools in a VLE to Improve the EFL Spanish University Entrance Examination Results.” Utilizing a quasi-experimental design with EFL learners using Moodle, Web 2.0 based materials (e.g., forums, collaborative glossaries, social repositories with annotated past papers, podcasts, social bookmarking, a wiki, and a blog) were analyzed alongside learners’ use of traditional EFL resources.

         In “Second Language Teachers’ Identity Development through Online Collaboration with L2 Learners,” Keiko Kitade explores how Japanese student teachers play a tutor role in providing feedback on content and language in their own L2 online postings. Drawing on sociocultural and genetic theoretical frameworks, the study asked two primary research questions: What contradictions emerge during online activities? and How do the contradictions relate to student teachers’ identity development?

         Shenggao Wang and Camilla Vásquez continue the turn towards the use of Web 2.0 in non-English contexts in their paper, “The Effect of Target Language Use in Social Media on Intermediate-level Chinese Language Learners’ Writing Performance.” The results of the quasi-experimental study with two groups of learners, one utilizing Facebook and the other traditional forms of writing, suggested that the Facebook group produced more, while there was no significant difference in terms of quality.

         Mobile learning has been one of the most significant areas of research across education over the last fifteen years. Language learning has proved to be a particularly important area for research with a number of innovative applications being developed. Jack Burston’s paper “The Reality of MALL: Still on the Fringes” provides a thorough and critical literature review of the field and highlights a number of key challenges if MALL research is to advance.

 

Canadian Modern Language Review, Volume 70, Number 1, February 2014

February 06, 2014 By: supyan Category: I. CALL 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.

 

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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

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Canada M3H 5T8
tel: (416) 667-7810 fax: (416) 667-7881
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www.utpjournals.com/cmlr

 

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