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Vowel Length From Latin to Romance

By Michele Loporcaro

This book "draws on extensive empirical data, including from lesser known varieties" and "puts forward a new account of a well-known diachronic phenomenon."


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Letter Writing and Language Change

Edited By Anita Auer, Daniel Schreier, and Richard J. Watts

This book "challenges the assumption that there is only one 'legitimate' and homogenous form of English or of any other language" and "supports the view of different/alternative histories of the English language and will appeal to readers who are skeptical of 'standard' language ideology."


Academic Paper


Title: Pedagogy and Second Language Learning: Lessons learned from intensive French
Author: Joan Netten
Email: click here TO access email
Institution: Memorial University
Author: Claude Germain
Email: click here TO access email
Institution: Université du Québec à Montréal
Linguistic Field: Applied Linguistics
Abstract: Through research and classroom observation undertaken while conceptualizing and implementing the Intensive French program in Canada, many new insights were gained into the development of communication skills in a classroom situation. Five lessons learned about the development of spontaneous oral communication are presented in this article: the ineffectiveness of primary core French; the minimum number of intensive hours necessary to develop spontaneous oral communication; the need to develop implicit competence rather than explicit knowledge; the distinction between accuracy as knowledge and accuracy as skill; and the importance of the teaching strategies focussing on language use. These lessons have implications for our understanding of how oral competence in an L2 is developed and for the improvement of communicative language pedagogy.
Type: Individual Paper
Status: In Progress
Publication Info: Canadian Journal of Applied Linguistics, No. 8.2, 183-210


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