This page is an incomplete list of articles and books that I have consulted or will consult in my independent research on how humans learn languages. I am most interested in the teaching and learning of vocabulary and how important listening comprehension is to vocabulary acquisition. I am also interested in the way that French is taught at universities and why textbooks seem to ignore the important informal and cultural vocabulary that is needed to survive in a French-speaking country, and how students can learn this important vocabulary using the internet and CALL (computer-assisted language learning).
Theories of Second Language Acquisition, Learning and Teaching
Ard, J., & Homburg, T. (1992). Verification of language transfer. In S. M. Gass & L. Selinker (Eds.), Language Transfer in Language Learning, pp. 48–70. Amsterdam: Benjamins.
Atkinson, D. (2002). Toward a sociocognitive approach to second language acquisition, Modern Language Journal, 86, 4: 525-545.
Baddeley, A. D., Papagno, C., & Vallar, G. (1988). When long-term learning depends on short-term storage. Journal of Memory and Language 27, 586–595.
Bialystok, E. & Hakuta, K. (1994). In Other Words: The Science and Psychology of Second-Language Acquisition. New York: Basic Books.
Bley-Vroman, R. (1990). The Logical problem of second language learning. In S.M. Gass & J. Schachter (Eds.), Linguistic Perspectives on Second Language Acquisition, pp. 41-68. Cambridge: Cambridge University Press.
Byrnes, H. (1998). Learning Foreign and Second Languages: Perspectives in Research and Scholarship. New York: The Modern Language Association of America.
Cook, V. (2001). Second Language Learning and Language Teaching. London: Hodder Arnold.
DeKeyser, R. M. (2000). Automaticity and automatization. In P. Robinson (Ed.) Cognition and Second Language Instruction, pp. 125-151. Cambridge: Cambridge University Press.
Doughty, C. J. & Long, M. H. (2003). The Handbook of Second Language Acquisition. Cambridge, MA: Blackwell.
Ellis, N. C. (2000) Memory for Language. In P. Robinson (Ed.) Cognition and Second Language Instruction, pp. 33-68. Cambridge: Cambridge University Press.
Gass, S. M. (1997). Input, Interaction, and the Second Language Learner. Mahwah, NJ: Earlbaum.
Gathercole, S. E., & Baddeley, A. D. (1993). Working Memory And Language: Essays In Cognitive Psychology. Hillsdale, NJ: Erlbaum.
Hadley, A. O. (2001). Teaching Language In Context. Boston: Heinle & Heinle.
Hulstijn, J. (2002). Towards a unified account of the representation, processing and acquisition of second language knowledge, Second Language Research, 18, 193-223.
Kilborn, K. (1994). Learning a language late: second language acquisition in adults. In M.J. Traxler & M. A. Gernsbacher (Eds.) Handbook of Psycholinguistics, pp. 917-44. San Diego: Academic Press.
Krashen, S. D. (1981). Second Language Acquisition and Second Language Learning. Oxford: Pergamon.
Krashen, S. D. (1987). Principles and Practice in Second Language Acquisition. New York: Prentice Hall.
Krashen, S. D.; Terrell, T. (1983). The Natural Approach: Language Acquisition in the Classroom. Hayward CA: Alemany Press.
Larsen-Freeman, D. & Long, M. H. (1991). An Introduction to Second Language Acquisition Research. London: Longman.
Lightbown, P. M. & Spada, N. (1999). How Languages Are Learned. Oxford: Oxford University Press.
Robinson, P. (2000). Cognition and Second Language Instruction. Cambridge: Cambridge University Press.
Schmitt, N. (2002). An Introduction to Applied Linguistics. Oxford: Oxford University Press.
Schulz, R. (1991). Second Language Acquisition Theories and Teaching Practice: How Do They Fit? The Modern Language Journal 75, 1: 17-26.
Segalowitz, N. (2003). Automaticity and Second Languages. In C.J. Doughty & M.H. Long (Eds.) The Handbook of Second Language Acquisition, pp. 382-408. Cambridge, MA: Blackwell.
Skehan, F. (1998). A Cognitive Approach to Language Learning. Oxford: Oxford University Press.
Stevick, E. (1996). Memory, Meaning, and Method: A View of Language Teaching. Boston: Heinle & Heinle.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. M. Gass & C. Madden (Eds.), Input in Second Language Acquisition, pp. 235-253. Rowley, MA: Newbury House.
Vocabulary Acquisition & Listening Comprehension
Absalom, M. & Rizzi, A. (2008). Comparing the outcomes of online listening versus online text-based tasks in university level Italian L2 study. ReCALL 20, 1: 55-66.
Atkinson, R. C. (1972). Optimizing the learning of a second-language vocabulary. Journal of Experimental Psychology, 96, 124–129.
Baltova, I. (1994). The impact of video on the comprehension skills of core French students. The Canadian Modern Language Review 50: 507-531.
Barcroft, J. (2004). Second Language Vocabulary Acquisition: A Lexical Input Processing Approach. Foreign Language Annals 37, 2: 200-208.
Borras, I. & Lafayette, R.C. (1994). Effects of multimedia courseware subtitling on the speaking performance of college students of French. Modern Language Journal 78, 1: 61-75.
Byrnes, H. (1984) The Role of Listening Comprehension: A Theoretical Base. Foreign Language Annals 17, 4: 317-29.
Channell, J. (1988). Psycholinguistic considerations in the study of L2 vocabulary acquisition. In R. Carter & M. McCarthy (Eds.), Vocabulary and Language Teaching. London: Longman.
Christophe, A. et al. (1997). Reflections on Phonological Bootstrapping: Its Role for Lexical and Syntactic Acquisition. Language and Cognitive Processes 12, 5/6: 585–612.
Coady, J. & Huckin, T. (1997). Second Language Vocabulary Acquisition: A Rationale for Pedagogy. Cambridge: Cambridge University Press.
de Groot, A. (2006). Effects of Stimulus Characteristics and Background Music on Foreign Language Vocabulary Learning and Forgetting. Language learning 56, 33: 463-506.
Elley, W. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24, 174-187.
Ellis, N. (1994). Consciousness in second language learning: Psychological perspectives on the role of conscious processes in vocabulary acquisition. AILA Review, 11, 37-56.
Ellis, N. & Beaton, A. (1993). Psychological determinants of foreign language vocabulary learning. Language Learning, 43, 4: 559-617.
Gathercole, S. E., & Thorn, A. S. C. (1998). Phonological short-term memory and foreign-language learning. In A. F. Healy & L. E. Bourne (Eds.), Foreign Language Learning: Psycholinguistic Studies on Training and Retention, pp. 141–158. Mahwah, NJ: Erlbaum.
Gupta, P. & MacWhinney, B. (1997). Vocabulary Acquisition and Verbal Short-Term Memory: Computational and Neural Bases. Brain and Language 59, 267-333.
Herron, C. et al. (2006). A Comparison Study of the Effects of a Story-based Video Instructional Package Versus a Text-based Instructional Package in the Intermediate-level Foreign Language Classroom. CALICO Journal 23, 2: 281-307.
Hilton, H. (2003). L'Accès au lexique mental dans une langue étrangère : le cas de francophones apprenant l'anglais. CORELA 2, 25-43.
Jones, L. (2004). Testing L2 Vocabulary Recognition and Recall using Pictorial and Written Test Items. Language Learning & Technology 8, 3: 122-143.
Koskinen, P.S. et al. (1996). Captioned televison and the vocabulary acquisition of adult second language comprehension. Journal of Educational Technology Systems, 21, 3: 183-191.
Lyman-Hager, M.A. (1994). Video and Interactive Multimedia Technologies in French for the 1990s. The French Review 68, 2: 209-228.
Markham, P. L. (1989). The effects of captioned television videotapes on the listening comprehension of beginning, intermediate, and advanced ESL students. Educational Technology 29, 10: 38-41.
Meara, P. (1993). The bilingual lexicon and the teaching of vocabulary. In R. Schreuder & B. Weltens (Eds.), The Bilingual Lexicon, pp. 279–297. Amsterdam: Benjamins.
Morin, R. & Goebel, Jr. J. (2001). Basic Vocabulary: Teaching Strategies or Teaching Words? Foreign Language Annals 34, 1: 8-17.
Nation, I.S.P. (1993). Vocabulary size, growth, and use. In R. Schreuder & B. Weltens (Eds.), The Bilingual Lexicon, pp. 115–134. Amsterdam: Benjamins.
Nation, I.S.P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.
Papagno, C., Valentine, T., & Baddeley, A. (1991). Phonological short-term memory and foreign-language vocabulary learning. Journal of Memory and Language, 30, 331–347.
Schmitt, N. (2000). Vocabulary in Language Teaching. Cambridge: Cambridge University Press.
Seibert, L.C. (1927). An experiment in learning French vocabulary. Journal of Educational Psychology 18: 294-309.
Sueyoshi, A. & Hardison, A. (2005). The Role of Gestures and Facial Cues in Second Language Listening Comprehension. Language Learning 55, 4: 661-699.
Vandergrift, L. (1997). The Cinderella of Communication Strategies: Reception Strategies in Interactive Listening. The Modern Language Journal, 81, 4: 494-505.
Vandergrift, L. (2006). Second Language Listening: Listening Ability or Language Proficiency? The Modern Language Journal, 90, 1: 6-18.
Computer-Assisted Language Learning of Vocabulary & Listening Comprehension
Allum, P. (2004). Evaluation of CALL: Initial vocabulary learning. ReCALL 16, 2: 488-501.
Boulon, J. (2002). Narcy’s learning stages as the base for creating multimedia modules for L2 acquisition. ReCALL 14, 1: 85-95.
Chapelle, C.A. (1998). Multimedia CALL: Lessons to be learned from research on instructed SLA. Language Learning and Technology, 2, 1: 22-34.
Chapelle, C.A. (2001). Computer Applications in Second Language Acquisition. Cambridge: Cambridge University Press.
Groot, P.J.M. (2000). Computer-Assisted Second Language Vocabulary Acquisition. Language Learning & Technology 4, 1: 60-81.
Hoeflaak, A. (2004). Computer-Assisted Training in the Comprehension of Authentic French Speech: A Closer View. Computer Assisted Language Learning 17:3, 315-337.
Shawback, M.J. & Terhune, N.M. (2002). Online interactive courseware: Using movies to promote cultural understanding in a CALL environment. ReCALL 14, 1: 85-95.
Authentic Language, Culture & Slang in Classroom Materials
Breen, M.P. (1985). Authenticity in the Language Classroom. Applied Linguistics 6: 60–70.
Bush, M.D. (2007). Facilitating the Integration of Culture and Vocabulary Learning: The Categorization and Use of Pictures in the Classroom. Foreign Language Annals 40, 4: 727-745.
Chapelle, C. A. (2009). A hidden curriculum in language textbooks: Are beginning learners of French at U.S. universities taught about Canada? The Modern Language Journal 93, 2: 139-152.
Charkova, K.D. (2007). A Language Without Borders: English Slang and Bulgarian Learners of English. Language Learning 57, 3: 369–416.
Crossley, S. et al. (2007). A Linguistic Analysis of Simplified and Authentic Texts. Modern Language Journal 91, 1: 15-30.
Di Vito, N. O. (1991). Incorporating Native Speaker Norms in Second Language Materials. Applied Linguistics 12, 4: 383-96.
Gilmore, A. (2004). A comparison of textbook and authentic interactions. ELT Journal 58, 4: 363-374.
Gilmore, A. (2007) Authentic materials and authenticity in foreign language learning. Language Teaching 40, 2: 97-119.
Glisan, E. & Drescher, V. (1993). Textbook Grammar: Does It Reflect Native Speaker Speech? The Modern Language Journal 77: 1, 23-33.
Harwood, N. (2002). Taking a lexical approach to teaching: principles and problems. International Journal of Applied Linguistics 12, 2: 139-155.
Herschensohn, J. (1988). Linguistic Accuracy of Textbook Grammar. The Modern Language Journal 72, 4: 409-414.
Kramsch, C. J. (1987). Foreign Language Textbooks' Construction of Foreign Reality. Canadian Modern Language Review 44, 1: 95-119.
Kramsch, C. J. (1993). Context and Culture in Language Teaching. Oxford, UK: Oxford University Press.
Maxim, H.H. (2000). Integrating Language Learning and Cultural Inquiry in the Beginning Foreign Language Classroom. ADFL Bulletin 32, 1: 12-17.
Scollon, R. (1999). Cultural codes for calls: The use of commercial television in teaching culture in the classroom. In E. Hinkel (ed.), Culture in Second Language Teaching and Learning, pp. 181-195. Cambridge: Cambridge University Press.
Taylor, D. (1994). Inauthentic authenticity or authentic inauthenticity? TESL-EJ, 1, 2: 1-12.
Walz, J. (1986). Is Oral Proficiency Possible with Today's French Textbooks? The Modern Language Journal 70, 1: 13-20.
Wong, W. & VanPatten, B. (2003). The Evidence is IN: Drills are OUT. Foreign Language Annals 36, 3: 403-423.
Informal Spoken French & French Teaching
Arteaga, D. & Herschensohn, J. (1998). Diachronic Perspectives on the Teaching of New French. The French Review 71, 4: 607-620.
Ashby, W. J. (1981). The loss of the negative particle, ne, in French: A syntactic change in progress. Language 57, 3:674-687.
Ashby, W. J. (1999). Au sujet de quoi? La fonction du sujet grammatical, du complément d'objet direct, et de la construction présentative en français parlé. The French Review 72, 3: 481-492.
Auger, J. & Valdman, A. (1999). Letting French Students Hear the Diverse Voices of Francophony. The Modern Language Journal 83, 3: 403-412.
Auger, J. (2003). Linguistic Norm vs. Functional Competence: Introducing Quebec French to American Students. In The Sociolinguistics of Foreign-language Classrooms: Contributions of the Native, the Near-Native, and the Non-Native Speaker. Issues in Language Program Direction, A Series of Annual Volumes. 79-104.
Ball, R.V. (2000). Colloquial French Grammar: A Practical Guide. Oxford, UK: Blackwell Publishers.
Beeching, K. (1997). French for Specific Purposes: The Case for Spoken Corpora. Applied Linguistics 18, 3: 374-394.
Beeching, K. (2004). Pragmatic particles - polite but powerless? Tone-group terminal hein and quoi in contemporary spoken French. Multilingua 23, 61-84.
Coveney, A. (2000). Vestiges of nous and the 1st person plural verb in informal spoken French. Language Sciences 22: 447-481.
Di Vito, N. O. (1992). Present Concerns about French Language Teaching. Modern Language Journal 76, 1: 50-57.
Hansen, M.M. (1997). Alors and donc in spoken French: A reanalysis. Journal of Pragmatics 28: 153-187.
Joseph, J. (1988). New French: A Pedagogical Crisis in the Making. The Modern Language Journal 72, 1: 31-36.
Léon, P. & Tennant, J. (1990). Bad French and Nice Guys: A Morphophonetic Study. The French Review 63, 5: 763-778.
Martineau, F. & Mougeon, R. (2003). A Sociolinguistic Study of the Origins of ne Deletion in European and Quebec French. Language 79, 1: 118-152.
Nadasdi, T. et al. (2005). Learning to Speak Everyday (Canadian) French. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 61, 4: 543–563.
Racine, I. & Grosjean, F. (2002). La production du E caduc facultatif est-elle prévisible? Un début de réponse. French Language Studies 12 , 307-326.
Valdman, A. (1982). Français standard et français populaire: sociolectes ou fictions? The French Review 56, 2: 218-227.
Valdman, A. (2000). Comment gérer la variation dans l'enseignement du français langue étrangère aux États-Unis. The French Review 73, 4: 648-666.
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