Effect of Classroom Instructions on the Acquisition of Canadianisms
We wondered if classroom instruction played a role in the acquisition of Canadianisms: was there any difference between the scores of the ESL students who had regular English training in classroom and the scores of the Chinese visiting scholars who were exposed to the university milieu but did not receive any regular English training?
So according to our data, classroom instruction per se was not a variable affecting the acquisition of Canadianisms by these learners.
Relationship Between the Teaching and the Acquisition of Specific Canadianisms
Are Canadianisms that teachers report that they have taught in class more familiar to the ESL students than those no teacher claims to have taught?
A Pearson Correlation test was conducted to examine whether there was a correlation between the teaching of, and the acquisition of, a given Canadianism. In order to do this, we weighted the Canadianisms as follows.
Finally, we explored whether these international ESL students were taught or systematically exposed to Canadianisms while in Canada.
When asked whether they would deal with Canadianisms as they came up in class, five said yes, one no, and two did not answer.
These responses show that although more than half of these teachers had an interest in teaching Canadianisms in class, some did not like the idea.
Obviously one cannot assume that all ESL teachers in Canada wish to teach Canadianisms.
When asked what methods they would use in teaching Canadianisms, all the teachers surveyed said that they would explain the meanings of Canadianisms in reading or listening materials or at students' request; two said they would also ask students to look up a word in a Canadian English dictionary; and no teacher chose the last alternative: to ignore Canadianisms that did not impede students' understanding of a text.
Some teachers suggested other possible strategies for teaching Canadianisms: (a) using local materials (e.g., newspapers); (b) giving students a list of Canadian words and acronyms and asking them to consult native speakers; (c) focusing a lesson on Canadian English; (d) asking students what they thought some Candianisms meant and discussing equivalents in their cultures; and (e) introducing pertinent Canadianisms before assigning a reading.