LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
(2008)
Publisher: Cambridge University Press
Languages: English
Types: Book
Subjects:
This special issue of JFLS focuses on what learners know about French words, on\ud how they use that knowledge and on how it can be investigated and assessed.\ud In many ways, it is a sequel to the special issue on the Acquisition of French\ud as a Second Language edited by Myles and Towell that appeared in JFLS in 2004.\ud While articles on the L2 acquisition of the French lexicon have appeared in a variety of journals, including JFLS, this special issue (SI) is the first volume which specifically focuses on lexical knowledge and use among learners of French as a second language. The issue is timely, because of the growing importance of vocabulary in the SLA research agenda, but also because research into vocabulary acquisition appears at the top of a list of areas in which teachers of Modern Foreign Languages are most interested.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Anderson, R. C. and Freebody, P. (1981). Vocabulary knowledge. In: J. Guthrie (ed.), Comprehension and Teaching: Research Reviews. Newark, DE: International Reading Association, pp. 77-117.
    • Ayoun, D. (2007) (ed.). French Applied Linguistics. Benjamins. Language Learning & Language Teaching 16.
    • Bates, E. and Goodman, J. (1997). On the inseparability of grammar and the lexicon: Evidence from acquisition, aphasia and real-time processing. In G. Altmann (ed.), Special issue on the lexicon, Language and Cognitive Processes, 12.5/6: 507-586.
    • Cook, V. (1991; 1996; 2001). Second Language Learning and Language Teaching. New York: Hodder Arnold.
    • Cook, V. (1998). Review of Peter Skehan (1998). A Cognitive Approach to Learning Language. Oxford University Press. http://homepage.ntlworld.com/vivian.c/Writings/ Reviews/SkehanRev.htm [accessed 16 February 2007]
    • Daller, H. (1999). Migration und Mehrsprachigkeit. Der Sprachstand tu¨rkischer Ru¨ckkehrer aus Deutschland. Frankfurt am Main, etc.: Peter Lang.
    • Daller, H., Van Hout, R. and Treffers-Daller, J. (2003). Lexical richness in spontaneous speech of bilinguals. Applied Linguistics, 24: 197-222.
    • Dewaele, J. M. (ed.) (2005). Focus on French as a Foreign Language. Clevedon: Multilingual Matters.
    • Dickinson, O. K. and Tabors, P. O. (eds.) (2001). Beginning Literacy with Language: Young Children Learning at Home and School. Baltimore: Paul H. Brookes.
    • Doughty, C. and Long, M. (2001). (eds). Handbook of Second Language Acquisition. Malden, MA: Blackwell.
    • Ellis N. C. (ed.) (1994). Implicit and Explicit Learning of Languages. New York: Academic Press.
    • Ellis, N. C. (1997). Vocabulary acquisition: Word structure, collocation, word-class, and meaning. In: N. Schmitt and M. McCarthy. (eds.) Vocabulary: Description Acquisition and Pedagogy. Cambridge: Cambridge University Press, pp. 122-139.
    • Gass, S. M. (1999). Discussion: Incidental vocabulary learning. Studies in Second Language Acquisition, 21: 319-333.
    • Horst, M. and Collins, L. (2006). From Faible to strong: How does their vocabulary grow? The Canadian Modern Language Review, 63.1: 83-106.
    • Hu, M. and Nation, I. S. P. (2000). Unknown vocabulary density and reading comprehension. Reading in a Foreign Language 13.1: 403-430.
    • Huckin, Th and Coady, J. (1999). Incidental vocabulary acquisition in a second language: a review. Studies in Second Language Acquisition 21: 181-193.
    • Hulstijn, J. H. (2003). Incidental and intentional learning. In C. J. Doughty and M. H. Long (eds.) Handbook of second language acquisition. Malden, MA: Blackwell, pp. 349-381.
    • Laufer, B. (1992). Reading in a foreign language: how does L2 lexical knowledge interact with the reader's general academic ability. Journal of Research in Reading (UKRA), 15.2: 95-103.
    • Macaro, E. (2003). Teaching and learning a second language: a review of recent research. London: Continuum.
    • MacWhinney, B. (2005). Extending the Competition Model. International Journal of Bilingualism, 9.1: 69-84.
    • Malvern, D. D. and Richards, B. J. (2002). Investigating accommodation in language proficiency interviews using a new measure of lexical diversity. Language Testing, 19.1: 85-104.
    • Malvern, D., Richards, B., Chipere, N. and Dura´n, P. (2004). Lexical Richness and Language Development: Quantification and Assessment. Houndmills, Basingstoke: Palgrave Macmillan.
    • Meara, P. and Bell, H. (2001). P_Lex: A simple and effective way of describing the lexical characteristics of short L2 texts. Prospect, 16.3: 5-19.
    • Meara, P. and Milton, J. (2003). X_Lex The Swansea Levels Test. Newbury: Express.
    • Milton, J. (2006). Language Lite? Learning French vocabulary in school. Journal of French Language Studies, 16: 187-205.
    • Myles F. and Mitchell R. (eds.) (2004). Second Language Learning Theories, second edition. London: Arnold.
    • Myles, F. and Towell, R. (eds.) (2004). Special Issue on the Acquisition of French as a Foreign Language. Journal of French Language Studies, 14.3.
    • Pienemann, M. (1998). Language Processing and Second Language Development. Amsterdam/Philadelphia: Benjamins.
    • Pre´vost, Ph. and Paradis, J. (2004). The Acquisition of French in Different Contexts. Amsterdam/Philadelphia: Benjamins.
    • Read, J. (2000). Assessing Vocabulary. Cambridge: Cambridge University Press.
    • Ritchie, W. C. and Bhatia, T. K. (2005). Handbook of Second Language Acquisition. San Diego: Academic Press.
    • Truscott, J. and Sharwood Smith, M. (2004) Acquisition by processing: a modular perspective on language development. Bilingualism: Language and Cognition, 7.1: 1- 20.
    • Wray, A. (2005). Formulaic Language and the Lexicon. Cambridge: Cambridge University Press.
    • Allen, P., Cummins, J., Harley, B. and Swain, M. (1987). Development of Bilingual Proficiency Project. Toronto: OISE, University of Toronto.
    • Armstrong, N. (2001). Social and Stylistic Variation in Spoken French. A Comparative Approach. Amsterdam/Philadelphia: Benjamins.
    • Chambers, J. K. (1999). Converging features in the Englishes of North America. Cuadernos de Filolog´ıa Inglesa, 8: 117-127.
    • Chambers, J. K. (2000). Region and language variation. English World-Wide, 21: 1-31.
    • Chambers, J. K. (2002). Dialect Topography of Canada. Macro-sociolinguistic regional surveys of Golden Horseshoe 1991, Golden Horseshoe 2001, Ottawa Valley, Quebec City, Montreal, New Brunswick, Eastern Townships and Greater Vancouver, as well as adjacent U.S. regions (upstate NY, Maine, Vermont and Washington): http://www.chass.utoronto.ca/∼chambers/dialect_topography
    • Chambers, J. K. (2004). 'Canadian Dainty': the rise and decline of Briticisms in Canada. In: R. Hickey (ed.), The Legacy of Colonial English: A Study of Transported Dialects. Cambridge: Cambridge University Press, pp. 224-241.
    • Deslauriers, L. and Gagnon, N. (1995). Capsules. Manuels 5A, 5B. Montreal: Modulo.
    • Deslauriers, L. and Gagnon, N. (1997). Capsules. Manuels 6A, 6B. Montreal: Modulo.
    • Lavandera, B. (1978). Where does the sociolinguistic variable stop? Language and Society, 7: 171-182.
    • Lealess, A. (2005). En franc¸ais, il faut qu'on parle bien: Assessing native-like proficiency in L2 French. MA thesis, University of Ottawa.
    • Le Dorze, P. and Morin, N. (1994). Portes ouvertes sur notre pays. Manuel 3A, 3B. Montreal: Gue´rin.
    • Lodge, R. A. (2004). A Sociolinguistic History of Parisian French. Cambridge: Cambridge University Press.
    • Martel, P. (1984). Les variantes lexicales sont-elles sociolinguistiquement inte´ressantes? Sociolinguistique des langues romanes. Actes du XVIIe`me Congre`s International de Linguistique et Philologie Romanes. Aix-en-Provence: Universite´ de Provence, pp. 181- 193.
    • Mougeon, R. and Beniak, E´ . (1991). Linguistic Consequences of Language Contact and Restriction: The Case of French in Ontario, Canada. Oxford: Oxford University Press.
    • Mougeon, R., Rehner, K. and Nadasdi, T. (2004). The Learning of Spoken French Variation by Immersion Students from Toronto, Canada. Journal of Sociolinguistics, 8.3: 408-432.
    • Mougeon, R., Nadasdi, T. and Rehner, K. (2002). E´tat de la recherche sur l'appropriation de la variation par les apprenants avance´s du FL2 ou FLE. In: J.-M. Dewaele and R. Mougeon (eds.), L'acquisition de la variation par les apprenants du franc¸ais langue seconde, Special issue of Acquisition et Interaction en Langue E´ trange`re, 17: 7-50.
    • Nadasdi, T. Mougeon, R. and Rehner, K. (2005). Learning to speak everyday (Canadian) French. Canadian Modern Language Review, 61.4: 543-561.
    • Nadasdi, T., Mougeon, R. and Rehner, K. (2004). Expression de la notion de «ve´hicule automobile» dans le parler des adolescents francophones de l'Ontario. Francophonies d'Ame´rique, 17: 91-106.
    • Nadasdi, T., Mougeon, R. and Rehner, K. (2003). Emploi du futur dans le franc¸ais parle´ des e´le`ves d'immersion franc¸aise. Journal of French Language Studies, 13.2: 195-219.
    • Nadasdi, T. and McKinnie, M. (2003). Living and working in Immersion French. Journal of French Language Studies, 13.1: 47-61.
    • Poirier, C. (1998) (ed.). Dictionnaire historique du franc¸ais que´be´cois. Les Presses de l'Universite´ Laval.
    • Rehner, K. and Mougeon, R. (1999). Variation in the spoken French of immersion students: To ne or not to ne, that is the sociolinguistic question. Canadian Modern Language Review, 56.1: 124-154.
    • Rehner, K. and Mougeon, R. (2003). The effect of educational input on the development of sociolinguistic competence by French immersion students: The case of expressions of consequence in spoken French. Journal of Educational Thought, 37.3: 259-281.
    • Rehner, K., Mougeon, R. and Nadasdi, T. (2003). The learning of sociolinguistic variation by advanced FSL learners: The case of nous versus on in immersion French. Studies in Second Language Acquisition, 25: 127-156.
    • Roy Nicolet, L. and Jean-Coˆ te´, M. (1994). Portes ouvertes sur notre pays. Manuel 1A, 1B. Montreal: Gue´rin.
    • Sankoff, D. (1988). Sociolinguistics and syntactic variation. In: F. Newmeyer (ed.), Language: The Socio-cultural Context. Cambridge: Cambridge University Press, pp. 140-161.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article