The Canadian Journal of Applied Linguistics


Vol. 21, No. 1, 2018

The Acquisition of Prepositional Meanings in L2 Spanish
IntroductionPrepositions are the source of some of the most common errors among second language (L2)1 learners (e.g., Alexopoulou, 2006; Azevedo, 1980; Henning, 1978; Jiménez Catalán, 1996). A large part of their difficulty lies in the multiple and diverse...
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Motivational Currents in Language Learning: Frameworks for Focused Intervention
Dörnyei, Z., Henry, A., & Muir, C. (2016). Motivational currents in language learning: Frameworks for focused intervention. New York, NY: Routledge.Motivational Currents in Language Learning: Frameworks for Focused Intervention, authored by Dörnyei,...
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Vol. 20, No. 2, 2017

L’acquisition De la Phonologie En Français Langue Seconde : Le Profil Phonologique D’enfants Allophones En Maternelle
IntroductionLa ville de Montréal est l'une des villes les plus multiethniques du Canada (Statistiques Canada, 2011). En effet, on répertorie plus de 90 langues parlées par la population de la ville-l'arabe (17 %) et l'espagnol (15 %) étant les plus populaires...
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Opening Up to Native Speaker Norms: The Use of /?/ in the Speech of Canadian French Immersion Students
IntroductionThe goal of this study is to examine the extent to which Canadian French immersion students use lax /1/ in the same linguistic context as native speakers. This regional variant, considered socio-stylistically neutral, is used categorically...
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Introduction Au Numéro Spécial: Regard Sur le Développement De la Compétence De Communication À L’oral : Récit Rétrospectif D'un Apprenant De Français Langue Seconde
IntroductionEn guise d'introduction a ce numéro spécial, nous croyons important de faire le bilan de notre propre perspective entourant le theme central traité par l'ensemble des contributions du numéro. A cet égard, nous tenons compte dans cette introduction...
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Development of Second Language French Oral Skills in an Instructed Setting: A Focus on Speech Ratings
Although second language (L2) pronunciation can no longer be described as a neglected aspect of teaching and research, many questions still remain for learners of languages other than English about the links between instruction and development. For example,...
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Vol. 20, No. 1, 2017

Implicit and Explicit Learning of Languages
Rebuschat, P. (Ed.). (2015). Implicit and explicit learning of languages (489 pp.). Amsterdam, Netherlands/Philadelphia, PA: John Benjamins.Those interested in how human beings learn can look back on a long tradition of research. In the late 1960s, Reber...
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« Un-Frenching » Des Canadiennes Françaises : Histoires Des Fransaskoises En Situation Linguistique Minoritaire
IntroductionLe pouvoir est a la fois une construction et une force sociales. Le groupe détenant le pouvoir utilise ses ressources, y compris la langue, comme ressource symbolique, identitaire, sociale ou encore comme ressource politique pour imposer...
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The Common European Framework of Reference (CEFR) in Canada: A Research Agenda
IntroductionSince the 1960s when the Royal Commission on Bilingualism and Biculturalism laid the foundation for Canada's Official Languages Act of 1969 (Office of the Commissioner of Official Languages, 2015) and Multiculturalism policy of 1971 (Government...
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Explicit Knowledge of the Spanish Subjunctive and Accurate Use in Discrete-Point, Oral Production, and Written Production Measures
Explicit Knowledge of the Spanish Subjunctive and Accurate Use in Discrete-Point, Oral Production, and Written Production MeasuresIntroductionResearch about knowledge representations of language is a central area of inquiry in the field of second language...
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ÉTude De la Contribution De la Mémoire De Travail et De la Mémoire Phonologique Dans la Réalisation D'une Tâche Métasyntaxique Chez Des Enfants De Langue D'origine
IntroductionL'importance de l'habileté métasyntaxique (HMS), a savoir l'habileté a réfléchir sur les aspects syntaxiques de la langue et a en contrôler délibérément l'usage (Gombert, 1988), dans le développement de la comprehension écrite, a été observée...
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Teaching and Learning English Grammar: Research Findings Future Directions
Christison, M., Christian, D., Duff, P. A., & Spada, N. (Eds.). (2015). Teaching and learning English grammar: Research findings future directions (xiv + 236 pp.). New York, NY: Routledge.As an English teacher and a doctoral student of teaching English...
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Vol. 19, No. 2, 2016

Hierarchies of Authenticity in Study Abroad: French from Canada versus French from France?
IntroductionThe culture of study abroad (SA) in second language (L2) education is predicated on notions of authenticity, specifically as these define language, speakers, and the cultural practices associated with the SA context. While language is traditionally...
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Linguistic Identity Positioning in Facebook Posts during Second Language Study Abroad: One Teen's Language Use, Experience, and Awareness
There must be something wrong with me... i just thought about opening the window while thinking "ich brauche frische luff" in my head. but im gonna do it anyway.-Teen, first sojournIntroductionThis study examines one Anglophone Canadian teen's experiences...
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Vol. 19, No. 1, 2016

Second Language Learning with the Story Maze Task: Examining the Training Effect of Weaving through Stories
IntroductionThe focus of this article is on how a task, called the story maze, can be used to assist with second language (L2) learning. The story maze task (described in further detail later) is a modified version of a maze task, which is a procedure...
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In Search of the Right Questions: Language Background Profiling at Ontario Public Schools
In Search of the Right Questions: Language Background Profiling at Ontario Public SchoolsIntroductionOver the past few decades there has been an increasing awareness that bilingualism and multilingualism are common around the world and should thus be...
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Vol. 18, No. 2, 2015

The Effect of Input Flooding and Explicit Instruction on Learning Adverb Placement in L3 French
AbstractThis paper investigates the effect of an oral input flood and form-focused instruction on the learning of adverb placement in French by learners whose first language is Emirati Arabic. Participants were 24 university students in the United Arab...
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Vol. 18, No. 1, 2015

Can the Pro-Drop Parameter Account for All the Errors in the Acquisition of Non-Referential It in L2 English?
AbstractNumerous studies, examining the acquisition of non-referential it in [-pro-drop] English by learners of [+pro-drop] languages, have revealed that their participants omit non-referential subjects in English if their L1 allows null-subject position....
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Vol. 17, No. 2, 2014

Vocabulary Learning through Extensive Reading: A Case Study
AbstractThe role and importance of reading in second language vocabulary learning have been discussed by many researchers because of the richness and variety of vocabulary in written texts compared to oral discourse (Horst, 2005; Nation, 2001). However,...
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The Influence of Content on Adult L2 Learners' Task Motivation: An Interest Theory Perspective
AbstractThis study investigates the influence of content-related conditions on adult second language learners' task motivation during interactive tasks. It also aims to identify what is referred to as interestingness conditions within task content, that...
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Comparing Written Competency in Core French and French Immersion Graduates
AbstractFew studies have compared the written competency of French immersion students and their core French peers, and research on these learners at a postsecondary level is even scarcer. My corpus consists of writing samples from 255 students from both...
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The Impact of Self-Concept on Language Learning
Csizér, K., & Magid, M. (Eds.). (2014). The impact of self-concept on language learning. Bristol, United Kingdom: Multilingual Matters.The Impact of Self-Concept on Language Learning, edited by Kata Csizér and Michael Magid, is one of three recently...
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Vol. 17, No. 1, 2014

Une Approche Pédagogique D'enseignement Du Français Langue Seconde Ajustée Aux éTudiants Venant Des Programmes D'immersion
RésuméCette étude se penche sur la situation des étudiants postimmersifs en première année de français langue seconde à l'université et cherche à les aider à dépasser le niveau plateau de communication (Lyster, 2007). Elle situe la problématique au niveau...
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Thirty Years after Bill 101: A Contemporary Perspective on Attitudes towards English and French in Montreal
AbstractThis paper presents a 2007 study that was conducted amongst 147 young anglophone, francophone and allophone Montrealers in order to shed light on their attitudes towards English and French in terms of status and solidarity. The study made use...
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Vol. 16, No. 1, 2013

The Integration of Language and Content: Form-Focused Instruction in a Content-Based Language Program
AbstractThis comparative, classroom-based study investigated the effect and effectiveness of introducing a focus on form approach to a content-based, occupation-specific language program for adults. Thirty-six adults in two classes participated in a...
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Native Language Effects on Spelling in English as a Foreign Language: A Time-Course Analysis
AbstractThe study explores first language (L1) influences on the mechanisms of spelling in English as a foreign language (EFL). We hypothesized that the transparency of LI orthography influences (a) the amount of hesitation associated with spelling irregular...
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Vol. 15, No. 1, 2012

Implicit Knowledge, Explicit Knowledge, and Achievement in Second Language (L2) Spanish
AbstractImplicit and explicit knowledge of the second language (L2) are two central constructs in the field of second language acquisition (SLA). In recent years, there has been a renewed interest in obtaining valid and reliable measures of L2 learners'...
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Learner Perceptions of Asynchronous Oral Computer-Mediated Communication: Proficiency and Second Langauge Selves
AbstractThe present study addresses the perceptions of international teaching assistants regarding the role of language learning tasks using Wimba Voice (WV) in aiding the improvement of their second language (L2) oral skills. It specifically examines...
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Processing Unfamiliar Words: Strategies, Knowledge Sources, and the Relationship to Text and Word Comprehension
AbstractThis study examines strategies (inferencing and ignoring) and knowledge sources (semantics, morphology, paralinguistics, etc.) that second language learners of English use to process unfamiliar words in listening comprehension and whether the...
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Morphological Variability in Interlanguage Grammars: New Evidence from the Acquisition of Gender and Number in Italian Determiner Phrases and Direct Object Pronouns
AbstractIn this paper, I investigate the phenomenon of morphological variability in the production of Italian determiners, descriptive adjectives, and direct object pronouns by adult English learners of Italian to determine whether morphological errors...
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