In addition, within the population of visible minorities, the growth rate of specific groups is expected to differ, leading to increased diversification. In 1991, Chinese, Blacks, and Indo - Pakistanis accounted for the largest percentage of visible minorities in Canada (Esses & Gardner, 1996)
377). The concept of performance-based teaching for the foreign language education profession has been highly influenced by earlier research that has focused on oral proficiency assessment in general and the Oral Proficiency Interview (OPI) in particular; this research resulted in the publication of the American Council on the Teaching of Foreign Languages (ACTFL) Provisional Proficiency Guidelines and, more recently, the ACTFL Proficiency Guidelines-Speaking (1999) (Fall et al
(Language aptitude was also seen as an important determinant, of course.) Other measures were considered during the earlier research as potential means of assessing these and/or other motivational aspects, but the preceding eight measures were the ones that ultimately became the central ones (Gardner, 1985)
(Language aptitude was also seen as an important determinant, of course.) Other measures were considered during the earlier research as potential means of assessing these and/or other motivational aspects, but the preceding eight measures were the ones that ultimately became the central ones (Gardner, 1985)
Learners have various motivations in their learning and learner-teacher rapport is one of them. A link is strongly suggested by Gardner and his associates between motivation and second language (L2) learning" (Jiang & Ramsay, 2005, p
What are other factors affect the learning motivation? (3) Literature Review and Theoretical Framework L2 teaching and learning The cultural landscape of Canada has changed in fundamental ways in recent years and current projections indicate that further changes can be expected in the future. In fact, over the next 20 years or so, the representation of visible minorities in Canada is expected to continue to rise so that, by the year 2016, it is estimated that so-called "visible minorities" will probably account for at least 20% of the adult population and a full quarter of the children of the Canadian population (Kelly, 1995)
Students may pick up nonstandard pronunciation and usage; and, 5. Students will learn words and grammar in the order of perceived utility to them rather than in the order that makes the most sense pedagogically (Kubler, 2002, p
471). Beyond this learning of form, it becomes a question of the acquisition of character representations that include orthographic, phonological, and semantic constituents that can be activated by the character form (Liu et al
Some educators believe that a heritage language approach is better because of the format that is used: "Teachers in heritage language programs are often themselves bilingual, bicultural, or both. Because heritage language courses are not conducted in English, they provide an excellent venue for observing student achievement, creativity, and potential in contexts not constrained by the medium of 'English only'" (Lynch, 2008, p
, a dialogue, narrative, report, or essay: in the lower levels these tend to be teacher-made concoctions tightly controlled in terms of how many vocabulary items are included; at the higher levels they may be extracts from the Chinese press). The textual Chinese is then supplemented with a vocabulary list, explanations of the grammar used and reinforcing drills (Ning, 2001)
72). This author cites the results of a recent study conducted by an online job search service that showed that out of almost 1,500 executives in the $100,000-plus job market range, fully 16% found that Chinese would be the most useful foreign language at the their jobs (Robinson, 2005)
" In this regard, Schumann (1978) believed that if the culture people want to live in is different from their native culture, they will inevitably encounter obstacles to their mastery of the mainstream language in use and the cultural contact needed for assimilation is reduced as a result. Clearly, the less comfortable people are with a new culture, the less likely they will be to actively seek out opportunities for interaction and they may fail to experience the types of day-to-day exchanges that help people become accustomed to new cultural settings (Schumann, 1978)
" In this regard, Schumann (1978) believed that if the culture people want to live in is different from their native culture, they will inevitably encounter obstacles to their mastery of the mainstream language in use and the cultural contact needed for assimilation is reduced as a result. Clearly, the less comfortable people are with a new culture, the less likely they will be to actively seek out opportunities for interaction and they may fail to experience the types of day-to-day exchanges that help people become accustomed to new cultural settings (Schumann, 1978)
" In this regard, Schumann (1978) believed that if the culture people want to live in is different from their native culture, they will inevitably encounter obstacles to their mastery of the mainstream language in use and the cultural contact needed for assimilation is reduced as a result. Clearly, the less comfortable people are with a new culture, the less likely they will be to actively seek out opportunities for interaction and they may fail to experience the types of day-to-day exchanges that help people become accustomed to new cultural settings (Schumann, 1978)
Heritage Language Teaching and International Language Instruction Canada's experiences with heritage language instruction among its Chinese population can help inform educators concerning some of the similar constraints and challenges involved in teaching non-heritage Chinese students. Today, Canada is an increasingly multicultural nation that remains officially bilingual in both French and English (Skeldon & Gungwu, 1999)
Theoretical framework outlined the viewpoint from which the researcher has approached the study. In this section, the researcher relates theories of L2 teaching and learning (Stern, 1983, p
48). As noted above, Gardner and his like-minded colleagues maintain that "attitudes and integrativeness" are important motivational factors in L2 learning settings that "determine the level of proficiency achieved by different learners" (Yu, 2002, p
The justification of this approach is that L1 will impede successful students' acquisition of English. (Auerbach, 1993)
Within the educational context, language-teaching methodology should be able to deliver multiple goals. (Atkinson, 1987)
Baron (1990) identifies a shortcoming of this effort by pointing out that L1 is a perquisite in delivering an effective English language classroom teaching. "The efforts to homogenize the language of the teaching corps, school teachers remained by and large monolingual English speakers untrained in any methodology to teach English to non-Anglophones and unable to empathize with the non-Anglophone student" (Baron, 1990, p