Canadian Modern Language Review-revue Canadienne Des Langues Vivantes 

About: Canadian Modern Language Review-revue Canadienne Des Langues Vivantes is an academic journal published by University of Toronto Press. The journal publishes majorly in the area(s): Language education & Language assessment. It has an ISSN identifier of 0008-4506. Over the lifetime, 1545 publications have been published receiving 37486 citations. The journal is also known as: Revue canadienne des langues vivantes.

How Large a Vocabulary Is Needed for Reading and Listening

Abstract: This article has two goals: to report on the trialling of fourteen 1,000 word-family lists made from the British National Corpus, and to use these lists to see what vocabulary size is needed for unassisted comprehension of written and spoken English. The trialling showed that the lists were properly sequenced and there were no glaring omissions from the lists. If 98% coverage of a text is needed for unassisted comprehension, then a 8,000 to 9,000 word-family vocabulary is needed for comprehension of written text and a vocabulary of 6,000 to 7,000 for spoken text.

Using the First Language in the Classroom

Abstract: This paper argues for the re-examination of the time-honoured view that the first language should be avoided in the classroom by teachers and students. The justifications for this rest on a doubtful analogy with first language acquisition, on a questionable compartmentalization of the two languages in the mind, and on the aim of maximizing students' exposure to the second language, laudable but not incompatible with use of the first language. The L1 has already been used in alternating language methods and in methods that actively create links between L1 and L2, such as the New Concurrent Method, Community Language Learning, and Dodson's Bilingual Method. Treating the L1 as a classroom resource opens up several ways to use it, such as for teachers to convey meaning, explain grammar, and organize the class, and for students to use as part of their collaborative learning and individual strategy use. The first language can be a useful element in creating authentic L2 users rather than something to be shunned...

Motivation and Second-Language Acquisition.

Abstract: This paper posits four stages of language acquisition, identified as ele- mental, consolidation, conscious expression, and automaticity and thought, and considers the role of motivation in this process. It distinguishes between two types of motivation, language learning motivation and classroom motivation, indicating how these relate to two distinct contexts, the cultural and the educational through their influence on integrativeness and attitudes toward the learning situation. It discusses how the two types of motivation are differentially involved in the four stages, and empirical support for this perspective is presented in the form of path analyses of two samples of students from Catalonia.

The output hypothesis : Just speaking and writing aren't enough

Abstract: As a person who has been actively involved in research in French immersion education for approximately two decades, I am frequently told "immersion anecdotes" which often serve to provide a possibl...