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Volume 61, No. 4, June 2005
Exchange Article from The Modern Language Journal Lorenza Mondada and Simona
Pekarek Doehler Articles Joanna L. White and Carolyn
E. Turner Gladys Jean Focus on the Classroom Terry Nadasdi, Raymond Mougeon,
and Katherine Rehner Jennifer D. Ewald Book and Software Reviews official languages support
program, department of canadian heritage. Plan Twenty-Thirteen (2013):
Strategies for a National Approach in Second Language Education r.v. teschner and m.s. whitely.
Pronouncing English: A Stress-Based Approach with CD-ROM b.a. lafford and r. salaberry
(eds.). Spanish Second Language Acquisition: State of the Science ed seick. Writing Better
English bill dodd, christine eckard-black,
john klapper, and ruth whittle. Modern German Grammar: A Practical
Guide (2nd ed.) and Modern German Grammar: Workbook (2nd ed.) Index to Volume 61 Thanks to Our Manuscript Reviewers Calendar of Forthcoming Events A Guide for Authors Editorial Announcements call for papers: Special Issue on Vocabulary call for papers: Best Graduate Student Paper Award demande d'articles : Concours du meilleur travail rédigé par un(e) étudiant(e) aux études supérieures demande d'articles : Numéro spécial consacré au thème du vocabulaire Abstracts We hope that you will enjoy
this issue of The Canadian Modern Language In the end, it was decided that the article by Lorenza Mondada and Simona Doehler, ‘Second Language Acquisition as Situated Practice: Task Accomplishment in the French Second Language Classroom’ would be most relevant to the CMLR readership. This article originally appeared in the MLJ special issue on Classroom Talks (vol. 88, no. 4, pp. 501–518). The authors’ analysis
of classroom interactions at basic and advanced levels is an astute
examination of the complexities of language development. The CMLR
article that will be reprinted in the Also of note in this issue
are two Focus on the Classroom articles, ‘Learning to Speak Everyday
(Canadian) French’ by Terry Nadasdi, We encourage more submissions
to this section of the journal. Manuscripts should have an explicit
pedagogical focus but should also have a strong theoretical framework
that is clearly linked to recommendations for teaching. The remaining
articles, ‘Comparing Children’s Oral Ability in Two In addition, we would like
to highlight a review of Plan 2013, a report We would like to bring to your
attention the Call for Papers for the Once again it is time to invite
submissions for the Annual Award for Finally, we want to thank all
of the manuscript reviewers who have Happy reading! Larry Vandergrift and Tracey
Derwing Exchange Article from The Modern Language Journal Lorenza
Mondada and Simona Pekarek Doehler This article provides an empirically
based perspective on the contribution of conversation analysis (CA)
and sociocultural theory to our understanding of learners' second
language (L2) practices within what we call a strong socio-interactionist
perspective. It explores the interactive (re)configuration of tasks
in French second language classrooms. Stressing that learning is situated
in learners' social, and therefore profoundly interactional, practices,
we investigate how tasks are not only accomplished but also collaboratively
(re)organized by learners and teachers, leading to various configurations
of classroom talk and structuring specific opportunities for learning.
The analysis of L2 classroom interactions at basic and advanced levels
shows how the teacher's instructions are reflexively redefined within
courses of action and how thereby the learner's emerging language
competence is related to other (interactional, institutional, sociocultural)
competencies. Discussing the results in the light of recent analyses
of the indexical and grounded dimensions of everyday and experimental
tasks allows us to broaden our understanding of competence and situated
cognition in lan-guage learning. Joanna L.
White and Carolyn E. Turner This study investigates performance on oral tasks across two groups of francophone learners with different ESL instruction. It reports on second language (L2) ability gains in intensive instruction and regular instruction. To date, gains in oral proficiency have not been reported in such programs, nor has there been a comparison across two concurrent programs. Six classes were involved: one intensive ESL and one regular Grade 6 ESL class from each of three schools. Data were collected at the beginning and end of their programs. Three tasks were used: Audio-Pal, Story Retell, and Info-Gap. Results indicate that the intensive ESL students gained significantly more than the regular ESL students in their oral ability on the three tasks. Of particular interest in this article are the characteristics of the instruments and the language performance they generated. The three tasks discriminated across the two programs and enabled us to characterize the differences that were observed. Gladys Jean
This article describes a quasi-experimental study that explored the role of explicit grammar teaching in the learning of French by secondary-level students enrolled in regular second language classes. The study investigated whether the type of grammatical exercises used to practise a targeted grammatical feature had an influence on its acquisition. During the experimental treatment, one group of students used mechanical drills in the course of a communicative project-based teaching unit while an other group of students used exercises that forced them to engage with meaning while attending to the form. Both groups were tested on their use of the conditional in a pre-test and in a post-test. The study also attempted to discover, with the help of a questionnaire, whether form-meaning exercises were cognitively more demanding than form-only exercises. Terry Nadasdi,
Raymond Mougeon, and Katherine Rehner This article examines the sociolinguistic competence of French immersion students. We first present an overview of the range of variation found in L1 speech and make a distinction between vernacular, informal, formal, and hyper-formal variants. We then compare the use of these forms in the speech of Canadian francophones and Grade 9 and 12 students enrolled in a French immersion program. Our analysis shows that the immersion students' sociolinguistic competence is lacking in that they rarely or never use vernacular and informal variants and overuse forms that are formal or hyper-formal. In order to address this shortcoming, we propose a pedagogical methodology for improving students' sociolinguistic competence, concentrating in particular on the need to increase students' use of informal variants (e.g., ne deletion and /l/ deletion) and to decrease their use of hyper-formal ones (e.g., the verb habiter and subject pronoun nous). Jennifer
D. Ewald
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