Publications

Appel, R., & Trofimovich, P. (2017). Transitional probability predicts native and non-native use of formulaic sequences. International Journal of Applied Linguistics, 27, 24–43. doi:https://doi.org/10.1111/ijal.12100

Appel, R., Trofimovich, P., Saito, K., Isaacs, T., & Webb, S. (in press). Lexical aspects of comprehensibility and nativeness from the perspective of native-speaking English raters. ITL - International Journal of Applied Linguistics.

Ayotte-Beaudet, J.-P., Potvin, P., Lapierre, H. G., & Glackin, M. (2017). Teaching and learning science outdoors in schools’ immediate surroundings at K-12 levels: A meta-synthesis. Eurasia Journal of Mathematics Science and Technology Education, 13(9), 5343-5363. doi:10.12973/eurasia.2017.00833a

Bailes, S., Fichten, C. S., Rizzo, D., Baltzan, M., Grad, R., Pavilanis, A., . . . Libman, E. (2017). The challenge of identifying family medicine patients with obstructive sleep apnea: Addressing the question of gender inequality. Family Practice, 34(4), 467-472.  doi:10.1093/fampra/cmx008

Barcomb, M., Grimshaw, J., & Cardoso, W. (2017). I can’t program! Customizable mobile language-learning resources for researchers and practitioners. Languages, 2(3), 8-23. doi:10.3390/languages2030008

Beaulne, G., & Gauvin, I. (2017). Effets d’un enseignement suivant les principes de la médiation sociocognitive des apprentissages sur la capacité d’élèves de 1re secondaire à identifier le sujet. Langage et littératie/Language and Literacy, 19(4), 1-22.

Bergeron, A., & Trofimovich, P. (2017). Linguistic dimensions of accentenedness and comprehensibility: Exploring task and listener effects in second language French. Foreign Language Annals, 50, 547-566. doi:https://doi.org/10.1111/flan.12285

Borokhovski, E., Bernard, R. M., Segalowitz, N., & Sokolovskaya, A. (2018). Systematically mapping connection between Rapid Automatized Naming (RAN) task and reading performance: A meta-analysis of correlational data. Rossiiskii psikhologicheskii zhurnal [Russian Psychological Journal], 15(1), 46–76. doi:10.21702/rpj.2018.1.3

Castro, J. C., & Castro, A. P. (2017, Summer). Connecting artistic practice with teaching. SchoolArts Magazine, 116(10), 8, 42.

Cerreta, S., & Trofimovich, P. (2018). Engaging the senses: A sensory-based approach for L2 pronunciation instruction to actors. Journal of Second Language Pronunciation, 4, 46-71. doi:https://doi.org/10.1075/jslp.00003.cer

Charland, P., Arvisais, O., Cyr, S., & Gadais, T. (2017). Défis éducatifs des enfants migrants ou réfugiés. AFKAR/IDÉES, 55, 30-32.

Collins, L., & White, J. (in press). Nonnative accent and the perceived grammaticality of spoken grammar forms. Journal of Second Language Pronunciation.

Crowther, D., Trofimovich, P., Isaacs, T., & Saito, K. (2017). Linguistic dimensions of L2 accentedness and comprehensibility vary across speaking tasks. Studies in Second Language Acquisition. Advance Online Publication. https://doi.org/10.1017/S027226311700016X

Dao, P., & McDonough, K. (2018). The effect of interlocutor proficiency on learner engagement during peer interaction. International Journal of Education Research, 88, 60-72. 

See our annual report for the complete list of publications in 2017-2018 (page 8).