Associate Professor, Education
PhD, Second Language Education, McGill University
MA, Applied Linguistics, Concordia University
BPHE, Physical Education, Queen’s University
BA (minor) Philosophy, Queens’ University
Associate professor, Department of Education, Concordia University, 2013-present
Assistant professor, Department of Education, Concordia University, 2009-2013
Part-time faculty, Faculty of Education, McGill University, 2004-2009
Instructor, Département de linguistique et de didactique des langues, 2008
Instructor, École des langues, Université du Québec à Montréal, 2006
Part-time faculty, TESL Centre, Concordia University, 1999-2003
Applied Language Studies (APLI 604)
Language Assessment (APLI 635)
Language Awareness (APLI 636)
Phonology for Teachers (TESL 221)
Language Acquisition (TESL 341)
Testing, Evaluation, and Course Design (TESL 415)
Teaching Practicum (TESL 433)
Communication – Special Topics (ESL290)
English Language – Intermediate I (ESL207)
English Language – Intermediate II (ESL208)
Trofimovich, P., Nagle, C., O’Brien, M. G., Kennedy, S. & TaylorReid, K. (2020). Second language comprehensibility as a dynamic construct. Journal of Second Language Pronunciation, doi:10.1075/jslp.20003.tro.
Tsunemoto, A.,Trofimovich, P., & Kennedy, S. (2020). Pre-service teachers’ beliefs about second language pronunciation teaching, their experience, and speech assessments. Language Teaching Research, 7 ,doi:10.1177/1362168820937273.
Strachan, L., Kennedy,S., & Trofimovich, P. (2019). Second language speakers’ awareness of their own comprehensibility: Examining task repetition and self-assessment. Journal of Second Language Pronunciation, 5, 347-373.
Kennedy, S. &Trofimovich, P. (2019). Comprehensibility: A useful tool to explore listener understanding. Canadian Modern Language Review, 75, 274-284.
Dao,P., Trofimovich, P., & Kennedy, S. (2018). Structural alignment in L2 task-based interaction. ITL – International Journal of Applied Linguistics, 169, 293-320.
Dao,P. & Kennedy, S. (2018). Exploring L2 structural convergence in peer task-based interaction. University of Sydney Papers in TESOL,13.
Kennedy, S.(2017). Using stimulated recall to explore the use of communication strategies in English lingua franca interactions. Journal of English as a Lingua Franca, 6,1-27.
Trofimovich,P., Kennedy, S., & Blanchet, J. (2017). Development of L2 French oral skills in an instructed setting: A focus on speech ratings. Canadian Journal of Applied Linguistics, 20, 32-50.
Kennedy, S., & Trofimovich, P. (2016). Research timeline: Second language communication strategies. Language Teaching, 49(4), 494-512. doi:10.1017/S026144481600015X
Trofimovich, P., Isaacs, T., Kennedy, S.,Saito, K., & Crowther, D. (2016). Flawed self-assessment: Investigating self- and other-perception of second language speech. Bilingualism: Language and Cognition, 19, 122-140.
Kennedy, S., Guénette, D., Murphy, J.,& Allard, S. (2015). Le rôle de la prononciation dans les problèmes decompréhension entre locuteurs de français lingua franca. Canadian Modern Language Review, 71, 1-25.
Trofimovich, P. , Kennedy, S., & Blanchet, J. (2015, August). Phonetics instruction in L2 French : Contributions of segments, prosody, and fluency to speech ratings. Paper presentedat the Phonetics Teaching and Learning Conference (PTLC), London, England.
Kennedy, S. & Buss,L.* (2015, March). Understanding L2speech : Links between word-level and discourse-level understanding. Paper presented at the annual meeting of the Canadian Association of Applied Linguistics (ACLA), Toronto, Ontario.
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