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References in periodicals archive ?
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.
The surveyed teachers had sharply divided views on teaching Canadianisms in class.
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.
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.
To summarize, these ESL students' knowledge of Canadianisms was limited.
More than half the teachers showed a positive attitude toward teaching Canadianisms and could suggest teaching methods.
Why do learners learn some Canadianisms and not others?
ESL students' spotty knowledge of Canadianisms can also be partly explained by the communicative strategies these learners develop (Corder, 1983).
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