Fanny MeunierUniversité Catholique de Louvain - UCLouvain | UCLouvain · Institute for Language and Communication (IL&C)
Fanny Meunier
PhD - Linguistics
About
96
Publications
50,202
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
1,810
Citations
Citations since 2017
Introduction
My current research interests include:
Second Language Acquisition, Applied Second Language Acquisition in (Instructed) Multilingual Contexts, Teaching English as a Foreign Language, Bi-/multi-literacies, Digital literacies & Learner Corpus Research
Additional affiliations
October 1990 - present
Publications
Publications (96)
Critical commentary on the articles included in the special issue of the Nordic Journal of English Studies entitled "Data-Driven Learning: Tools, Approaches, and Next Steps" - Rachel Allan, Terry Walker, and Virginia Langum (Eds)
This editorial presents an overview of the articles that have been published on the following Research Topic : New Perspectives of L2 Acquisition Related to Human-Computer Interaction (HCI). Psycholinguistics, cognitive and applied linguistics have recently moved in new directions due to unprecedented development in ICT, neuroscience, big data, art...
In her talk, Fanny Meunier will discuss the need to reconsider some key aspects of ‘teaching with corpora’ in our current high tech-saturated world. She will explain how the existence of NLP and AI-based technologies must prompt us to question some (perhaps too quickly ‘taken-for-granted’) aspects of using corpora in instructed settings. She will i...
The present contribution offers a multi-facetted perspective on teacher feedback in the foreign language classroom. Our aim is to compare pedagogical practices in our local context (i.e. the Belgian Fédération Wallonie-Bruxelles or FWB) with research-based discourse on Corrective Feedback (CF). After providing a summary of recent research trends an...
In the framework of the ‘Pacte pour un enseignement d'excellence’ project (pact for teaching excellence) in the Federation Wallonia-Brussels (FWB), the Awakening to Languages (AtL) has been added to the kindergarten curriculum since September 2020. According to the progression framework document (Balises de progression de l'éveil aux langues, Fédér...
Workshop given in the framework of the "Mixed-methods research: Ecological perspectives on language teaching" Summer School. Louvain-la-Neuve, August 17-20, 2022
This 3-hour workshop addressed three types of ecology: 1. learning ecology; 2. classroom ecology; 3. research ecology
Theoretical frameworks and literature were presented and illustrated.
Nearly 30 years after the first TaLC conference (1994, in Lancaster) and in light of the plurilingual and digital turns that have been/are being taken in our research and teaching agendas, I will discuss the need to reconsider some aspects of ‘teaching with corpora’ (what sort of corpora? for which learning/teaching goals? with which type of pedago...
Our presentation will discuss the radical potential of new and emerging technologies for the learning and teaching of additional languages (see Sayers, D., R. Sousa-Silva, S. Höhn et al., 2021, for a forecast of such technologies). Our specific focus will be on communicative aspects of Intelligent Computer-Assisted Language Learning (Bibauw et al.,...
The 2021 EUROCALL conference engaged just under 250 speakers from 40 different countries. Cnam Paris and Sorbonne Université joined forces to host and organise the event despite the challenging context due to the Covid-19 pandemic. Originally programmed to be held on site in the heart of Paris, France, the EUROCALL organising team and executive com...
Journée d'étude autour de l'EAL à l'UCL,
Organisée par le C1
https://drive.google.com/file/d/1TqZyl9ImHkAmksTUaQQw0sihVfr8Mdks/view
Recherche exploratoire et qualitative sur la première année d'implémentation obligatoire de l'Eveil aux langues (EAL) en Belgique francophone. La communication présente l'ancrage des pratiques dans le contexte éducationnel de la Fédération Wallonie Bruxelles et fait état d'observations et d'entretiens avec les enseignants qui ont créé des activités...
This publication is based upon work from COST Action ‘Language in the Human-Machine Era’, supported by COST (European Cooperation in Science and Technology).
Authors of the report:
Sayers, Dave • 0000-0003-1124-7132
Sousa-Silva, Rui • 0000-0002-5249-0617
Höhn, Sviatlana • 0000-0003-0646-3738
Ahmedi, Lule • 0000-0003-0384-6952
Allkivi-Metsoja, Kais...
Nouvelles : actualité de la recherche en didactiques des disciplines
This paper explores the longitudinal development of the phrasicon (i.e. phraseological lexicon) of French-speaking learners of Dutch in two different educational settings: Content and Language Integrated Learning (CLIL) and traditional foreign language learning contexts (non-CLIL). We followed 195 pupils and analyzed a corpus of 390 written texts g...
In this presentation, I argue that it is high time to reconsider oft-quoted definitions of DDL as they limit the boundaries of DDL to the tools and techniques of corpus linguistics, exclude an opening to other tools that have strong pedagogical potential for DDL, and target mostly advanced users. I also argue that there is an urgent need to push th...
Whilst the links between learner corpus research (LCR) and Second Language Acquisition (SLA) have long been debated, McEnery et al. (2019. “Corpus Linguistics, Learner Corpora, and SLA: Employing Technology to Analyze Language Use.” Annual Review of Applied Linguistics 39: 74-92. doi:10.1017/S0267190519000096) claim that learner corpus data are not...
The International Corpus of Learner English (ICLE) is a corpus of essay writing by upper intermediate and advanced learners. Founded and coordinated by Sylviane Granger at the University of Louvain, the corpus is the results of almost 30 years of collaborative activity between a large number of universities internationally. Since the release of the...
This article calls for more constructive alignment in the DDL (Data-Driven Learning) pratices currently carried out in instructed settings. After a short description of constructive alignment, this study addresses some of the reasons behind the lack of alignment that, in turn, often leads to a lack of uptake and sustainable practices in DDL. Concre...
See http://hdl.handle.net/2078.1/223704
References
Buntinx, N. (2019). Attitudes towards English-medium Instruction in Higher Education: Perspectives from Belgian and Norwegian Universities (Master’s thesis). Université catholique de Louvain, Belgium; University of Oslo, Norway. http://hdl.handle.net/2078.1/thesis:18914.
Phillipson, R. (2007)....
The theme selected for the 2019 EuroCALL conference held in Louvain-la-Neuve was ‘CALL and complexity’. As languages are known to be intrinsically and linguistically complex, as are the many determinants of learning (additional) languages, complexity is viewed as a challenge to be embraced collectively. The 2019 conference allowed us to pay tribute...
The theme selected for the 2019 EuroCALL conference held in Louvain-la-Neuve was ‘CALL and complexity’. As languages are known to be intrinsically and linguistically complex, as are the many determinants of learning (additional) languages, complexity is viewed as a challenge to be embraced collectively. The 2019 conference allowed us to pay tribute...
As part of a project on Content and Language Integrated Learning (CLIL) in French-speaking Belgium, this study aims to explore the impact of formal and informal input on learners' variability in writing, and to compare two target-language conditions (Dutch and English) in CLIL and non-CLIL settings in French-speaking Belgium. A regression model sho...
The chapter discusses the importance of in-service teacher training (INSET) to promote the use of open natural language processing (NLP)-based technologies (NLPTs). The first section briefly outlines the affordances of technology for second language acquisition and emphasizes the potential of open NLPTs. The second section presents the overall INSE...
As part of a government project aiming to collect and select educational tools for the language classroom, a quasi-experimental study has been designed to assess the impact of the Actionbound mobile app in language learning and teaching. The open-access website can be used by anyone to create public mobile interactive quizzes and hunts which are pl...
Utiliser le numérique pour favoriser l'expression orale avec et sans interaction en classe de langue étrangère.
Our qualitative study seeks, thanks to a mixed-methods approach, to measure the level of acquisition of digital literacies and knowledge on OER and image rights by pre-service teachers while designing a mobile hunt for primary school L2 Dutch learners on the media education Actionbound web-based app.
Conference overview
In May 2018 the 5th Bologna Policy Forum concluded that in an increasingly interconnected and internationalised world, higher education is central to the future prosperity, peace and progress of the EU. This view is reflected by young Europeans; 90% consider it important to have an experience abroad, whilst 97% agree that havi...
The paper first briefly reviews some of the research data and methods used to track development in Second Language Acquisition (SLA) studies. The focus is then narrowed down to data and methods in learner corpus research (LCR) and arguments for the use mixed-method research approaches are presented. The third section consists in a concrete illustra...
The paper first briefly reviews some of the research data and methods used to track development in Second Language Acquisition (SLA) studies. The focus is then narrowed down to data and methods in learner corpus research (LCR) and arguments for the use mixed-method research approaches are presented. The third section consists in a concrete illustra...
Ce chapitre aborde la pratique de l’oralité en classes de langues modernes sous quatre points de vue complémentaires. La section 2 inclut une brève contextualisation abordant les compétences linguistiques en Europe et le Cadre Européen Commun de Référence pour les Langues (CECRL), pour se focaliser ensuite sur la place accordée au développement pro...
The present chapter illustrates how Systemic Functional Linguistics (SFL) can inform a usage-inspired approach to researching and teaching L2 writing in a postsecondary context. We first outline an SFL perspective to multilingual academic literacy development and then illustrate this perspective by means of longitudinal, corpus data on nominalizati...
This ppt conference presentation is made available as an OER in the form of a pdf.
Please check the OER specifications indicated on page 1.
The research consists in having a digital hunt designed by a group of language student teachers and in testing the activity with 43 5th grade primary school pupils. The aim of the study is two-fold since the usefulness of the activity will be evaluated not only in terms of language acquisition but also in terms of the acquisition of digital literac...
Using a mobile app to develop L2 (Dutch) reading strategies & investigating the users' attitudes and perceptions
Creation of the hunt with student teachers (HE Vinci) and analysis of their perceptions towards the use of MALL when teaching primary school pupils
Research design + preliminary findings
Although recently published surveys have confirmed that CLIL learners outperform traditional L2 learners as far as target language test scores are concerned, it nonetheless remains largely unclear to what extent, in what respect and thanks to which (internal and external) processes and factors (see Dalton-Puffer, 2011). Therefore, a 5-year multidis...
In this study, we present a corpus-based comparison of the use of intensifying constructions in written L1 Dutch (Corpus Hedendaags Nederlands) and written L1 French (Frantext). We subsequently discuss intensification in Dutch as a second language (L2 Dutch) by French-speaking learners (Leerdercorpus Nederlands). The analysis adopts a constructiona...
The present paper falls within the framework of an interdisciplinary project on Content and Language Integrated Learning (CLIL) in French speaking Belgium. The project aims to assess CLIL at the interface of linguistic, cognitive and educational perspectives (Hiligsmann et al. in preparation). In this paper we specifically focus on the acquisition...
In times of globalization, policies increasingly promote multilingualism as a strong social and economic asset. One way to foster multilingualism in education is Content and Language Integrated Learning (CLIL), a didactic method in which school subjects are taught in a different target language than the mainstream school language. In the French-spe...
Intensifying constructions in the interlanguage of French-speaking L2 learners of Dutch: a collostructional analysis Intensification can be expressed cross-linguistically by several morphological and syntactic constructions (among others, Kirschbaum 2002; Hoeksema 2011, 2012; Zeschel 2012; Rainer 2015). The diversity of constructions available to e...
The acquisition of intensifying constructions in L2 Dutch and L2 English by French-speaking learners: a collostructional analysis Intensification can be expressed cross-linguistically by several morphological and syntactic constructions (among others, Kirschbaum 2002; Hoeksema 2011, 2012; Zeschel 2012; Rainer 2015). The language-specific preference...
The expression of intensification in the interlanguages of French-speaking CLIL and non-CLIL learners of English Our contribution will present the first results of a research project on the acquisition of Dutch and English intensifying constructions by Belgian French-speaking secondary school pupils. This study forms part of a broader interdiscipli...
This chapter shows how learner corpora can be used to help design pedagogic applications. Section 1 contains a brief description of learner corpora and addresses some of the key issues in learner corpus collection and analysis. Four types of learner corpus-informed pedagogic applications are then presented in Sections 2 to 5, viz. grammar books, le...
Modeling “constructional transfer”: A corpus-based study of competing morphologic and syntactic intensifiers in native and learner Dutch In this contribution we will present a corpus-based comparison of the use of intensifying constructions in (written) native Dutch (Corpus Hedendaags Nederlands), Dutch by French-speaking learners (Leerdercorpus Ne...
Written and spoken data produced by learners has always been a key resource for the study of second language acquisition (SLA). However, for a long time the data used was rather artificial, i.e. resulting from highly controlled language tasks, and therefore not necessarily a reflection of what learners do in more natural communication contexts. In...
The origins of learner corpus research go back to the late 1980s, when large electronic collections of written or spoken data started to be collected from foreign/second language learners, with a view to advancing our understanding of the mechanisms of second language acquisition and developing tailor-made pedagogical tools. Engaging with the inter...
Poster presentation of doctoral research project, including study context, theoretical framework, broader research context and methodology of current study.
Acquisition of intensifying constructions in English by French-speaking CLIL and non-CLIL learners In this contribution I will present the research domain, objectives and methodology of a new interdisciplinary project on Content and Language Integrated Learning (CLIL) in French speaking Belgium. CLIL is a didactic method in which school subjects ar...
The understanding and description of learners' developmental patterns have been at the core of second language acquisition (SLA) research for about forty years now. Kramsch (2000: 315) defines SLA as being concerned ‘with the process by which children and adults acquire (learn) second (third or fourth) languages in addition to their native language...
The article discusses the potential of combining learner corpus research with experimental studies in order to fine-tune the understanding of learner language development. It illustrates the complementarity of the two methodological approaches with data from an ongoing study of the acquisition of the English tense and aspect system by French learne...
This article reviews the concrete effects that the theoretical findings on the formulaic nature of language have had in instructed second language acquisition (SLA). The introductory section includes some terminological comments and a general discussion on the validity of adopting a formulaic approach in second or foreign language teaching. The sec...
Learner corpora have been collected and analyzed for approximately 20 years now. They can be defined as electronic collections of (near-)natural spoken or written texts produced by foreign or second language learners in a variety of language settings and assembled according to explicit design criteria. They have mainly been used to better describe...
The eleven contributions to this volume, written by expert corpus linguists, tackle corpora from a wide range of perspectives and aim to shed light on the numerous linguistic and pedagogical uses to which corpora can be put. They present cutting-edge research in the authors’ respective domain of expertise and suggest directions for future research....
The aim of this article is twofold: first, to briefly assess the influence that corpus linguistic research has had on second/foreign language learning so far, and second, to suggest future directions for a more coherent and well thought out integration of corpora in instructed settings. In section 1, the influence of native and learner corpus resea...
Long regarded as a peripheral issue, phraseology is now taking centre stage in a wide range of fields. This recent explosion of interest undoubtedly has a great deal to do with the development of corpus linguistics research, which has both demonstrated the key role of phraseological expressions in language and provided researchers with automated me...
This book addresses the key role of phraseology in second language acquisition and instruction. It is divided into three main sections: Extracting and Describing Phraseological Units investigates the role played by native and learner corpora in the extraction and description of multiword units, two initial and crucial steps in informing language pe...
The present paper has been conducted in the framework of a five-year research project entitled 'Foreign language learning: phraseology and discourse', currently carried out at the Centre for English Corpus Linguistics (CECL), UCL, Belgium. The authors' research focus is on the phraseological aspects of English as a Foreign Language (EFL) learning a...
Projects
Projects (7)
This project examines MA students' use of sources and of languages during the composition of their thesis. The overarching objective of this project is to get students to understand why they tend to stick to monoliterate strategies based on data collected with a previous group before designing, in collaboration with academic staff, an online tool as well as pedagogical activities that would help them take better ownership of their research and writing process.
COST project coordinator: Dr Dave Sayers, Finland
see https://www.cost.eu/actions/CA19102/#tabs|Name:overview
"Within the next 10 years, many millions of people will be … wearing relatively unobtrusive ... devices that offer an immersive and high-resolution view of a visually augmented world".(1) This is the ‘human-machine era’, a time when our senses are not just supplemented by handheld mobile devices, but thoroughly augmented. The language we see, hear and produce will be mediated in real time by technology. This has major implications for language use, and ultimately language itself. Are linguists ready for this? Can our theory, methods, and epistemology handle it?
LITHME has two aims: to prepare linguistics and its subdisciplines for what is coming; and to facilitate longer term dialogue between linguists and technology developers. How will pervasive augmentation technology affect language in areas such as international law, translation, and other forms of language work? What will this mean for how people identify with specific languages? Could increasing reliance on real-time language technologies actually change the structure of language? Longer term, could developments in brain-machine interfaces serve to complement or even supersede language altogether? Linguistics will be far stronger for robust technological foresight, while developers will benefit from better understanding potential linguistic and societal consequences of their creations.
Meanwhile LITHME will shine a light on the ethical implications of emerging language technologies. Inequality of access to technologies, questions of privacy and security, new vectors for deception and crime; these and other critical issues will be kept to the fore.
(1) Perlin,K.2016. Future Reality: How Emerging Technologies Will Change Language Itself. IEEE Computer Graphics And Applications 36(3):84–89.
This project aims to better understand the processes at play in the written productions of bi- and multilingual students by using mixed-methods research designs.