Vol. 24 No. 3 (2021)

Afficher Vol. 24 No. 3 (2021)

Publié-e: 2021-11-26

Éditorial

Éditorial

Michael Rodgers, Eva Kartchava

i-iv
- PDF (English)

Articles

Cours de français langue seconde pour personnes immigrantes à Québec : portrait des habiletés orales en fin de parcours

Suzie Beaulieu, Leif Michael French, Javier Bejarano, Kristin Reinke

1-29
- PDF (English)
Maîtrise des clitiques datifs dans les structures bitransitives en français L2 par des apprenants anglophones : influence de la structure argumentale de la L1

Louisette Emirkanian, Leslie Redmond, Adel Jebali

30-60
- PDF (English)
Knowledge of Greek and Latin Roots is Related to Reading Comprehension among French-Speaking Sixth Graders

Kathleen Whissell-Turner, Anila Fejzo

61-78
- PDF (English)
Error Analyses and the Cognitive or Linguistic Influences on Children’s Spelling: Comparisons Between First- and Second-Language Learners

Gina Louise Harrison

79-97
- PDF (English)
Effectiveness in L2 Vocabulary Study – A Classroom-based Investigation of Deliberate Learning

Paul Pauwels

98-119
- PDF (English)
Differential Effects of Input-based and Output-based Tasks on L2 Vocabulary Learning

Phuong-Thao Duong, Maribel Montero Perez, Piet Desmet, Elke Peters

120-144
- PDF (English)
Is Less Really More? The Case for Comprehensive Written Corrective Feedback

Mohammad Falhasiri

145-165
- PDF (English)
Does Prewriting Planning Positively Impact English L2 Students’ Integrated Writing Performance?

Pakize Uludag, Kim McDonough, Caroline Payant

166-185
- PDF (English)
Tellers, Makers, and Holders of Stories: A Micro-Analytic Understanding of Students’ Identity Work in Drama-based Adult ESL Classrooms

Won Kim

186-206
- PDF (English)

Critiques de livres

Review of Deterritorializing Language, Teaching, Learning, and Research. Deleuzo-Guattarian Perspectives on Second Language Education

Magali Forte

207-209
- PDF (English)