Ahlem Ammar

Université de Montréal | UdeM · Didactique

This paper explores the most efficient teaching context to learn words’ visual aspects and by second-grade French-speaking children, including those with special needs. Students came from six classrooms and each classroom was randomly assigned to the control group or to one of two experimental interventions (TFS: explicit teaching of semantic and f...

This study investigated the relationship between pre-service English-as-a-second-language (ESL) teachers’ pedagogical beliefs and their actual teaching practices. To determine the nature of this relationship, 99 teachers-in-training with little or no teaching experience were asked to complete a questionnaire seeking information about their teaching...

This quasi-experimental study examined the potential benefits of zero-error dictation, a teaching technique based on dialogue-driven dictation, and the extent to which target linguistic features and proficiency levels mediated its effects on second language (L2) learners’ accurate use of French grammatical morphology. Seventy-nine learners of L2 Fr...

The development of spelling skill is a very difficult task for students with dyslexia. Spelling in French involves the consideration of various types of knowledge, procedures and strategies. This study aims to describe the spelling strategies of 32 dyslexic students (DYS) aged from 8 to 12 years and to establish links between spelling strategies an...

When we communicate, we make use of both verbal and non-verbal means. In a classroom situation, there are a number of obstacles which students encounter and which can impede their communication. In L2 learning contexts, one of the commonest barriers is the language. Thus, the application of communication strategies (CS) is necessary with a view to...

Research indicates that lexical gains through reading are limited (Nation, 2001). Based on the literature about form focused instruction (FFI) (instruction that draws learners’ attention to the formal properties of of the target language) in second language (L2) acquisition, Laufer (2005) states that it is necessary to combine reading with FFI targ...

This quasi-experimental study investigated the noticeability and effectiveness of three corrective feedback (CF) techniques (recasts, prompts and a combination of the two) delivered in the language classroom. The participants were four groups of high-beginner college level francophone ESL learners (n = 99) and their teachers. Each teacher was assig...

The goal of this study was to determine whether learner beliefs regarding corrective feedback mediate what is noticed and learned in the language classroom. The participants were four groups of high-beginner college-level francophone English as a second language learners and their teachers. Each teacher was assigned to a treatment condition that fi...

The goal of this study was to empirically investigate the noticeability of three corrective feedback (CF) techniques (recasts, prompts, and a mixture of the two) and to determine whether such noticing predicts second language (L2) development. Four groups of high-beginner college level francophone ESL learners (n = 99) and their teachers participat...

This study is an investigation of the extent to which francophone learners of English as a second language (ESL) are aware of the differences between French and English question formation and how such awareness relates to their L2 performance. Three tasks were administered to 58 grades 5 and 6 francophone ESL learners. In a grammaticality judgement...

This study aims at investigating syllabic processes in deaf readers (n=35) who were compared to readers of French as a second language (n=23) and to expert readers (n=40). Two experimental tasks varying in their degree of phonological awareness were created: one awareness? task and one awareness+ task. Results show that all participants have knowle...

This study investigates graphophonemic treatments in deaf readers of French matched to learners of French as a second language and compared to expert readers. Two graphophonemic tasks were used, one task that requires an explicit treatment of graphemes (awareness+) and one task evaluating grapheme sensitivity (awareness-). Results show that all par...

This book of 10 chapters explores the phenomenon of learning second and subsequent languages. It does so by drawing on linguistic, cognitive psychology, language processing, and social views. In chapter 1, Ortega presents the three fields that investigate human language and its acquisition, namely first language acquisition, second language acquisi...

The merits of recasts have been widely debated and investigated in and out of the language classroom. This quasi-experimental study examines the impact of recasts in comparison to prompts and no corrective feedback on francophone learners' acquisition of English third person possessive determiners. Sixty-four students from three intact intensive En...

This quasi-experimental study investigated the potential benefits of two corrective feedback techniques (recasts and prompts) for learners of different proficiency levels. Sixty-four students in three intact grade 6 intensive English as a second language classes in the Montreal area were assigned to the two experimental conditions—one received...

"July 1996" "M.A. Applied Linguistics" Thesis (M.A.)--TESL Centre, Concordia University, 1996. Includes bibliographical references (leaves 124-126). Microfiche.