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Philippa Bell

Photo de Philippa Bell

Unité : Département de didactique des langues

Poste : Professeure

Langues : Français / Anglais

Courriel : bell.philippa@uqam.ca

Téléphone : (514) 987-3000 poste 5501

Local : N-4830

Domaines d'expertises

  • Didactique de l'anglais langue seconde ou étrangère
  • Le rôle de l'implicite et de l'explicite en enseignement et en apprentissage de la grammaire en langue seconde
  • Les connaissances explicite et implicite de la grammaire des langues secondes
  • L'implication des connaissances implicites de la langue première pour l'apprentissage implicite/explicite de la langue seconde
  • Les défis d'apprentissage des notions linguistiques en langue seconde (p, ex. la perception auditive ; la fréquence; les différences individuelles cognitives))

 

Informations générales

Cheminement académique

2008 - 2012 - Doctorat en éducation (linguistique appliquée), Université Concordia
2006 - 2008 - Maîtrise en linguistique appliquée, Université Concordia

Liens d’intérêt

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Unités de recherche

  • Centre de recherche sur le langage, l'esprit et le cerveau (CRLEC-UQAM)

Projets de recherche en cours

  • Le rôle des activités langagières communicatives dans le développement de connaissances explicites et de connaissances implicites de la grammaire pour trois notions linguistiques difficiles

  • "Passerelles" dans l'enseignement des savoirs grammaticaux du français L1 et de l'anglais L2 (avec Isabelle Gauvin, chercheure principale et Véronique Fortier)

  • Comment la langue maternelle influence-t-elle les apprentissages explicites et implicites d'une langue seconde ?

Partenaires (organismes, entreprises)

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Affiliations externes principales

  • Aucune donnée disponible pour cette section.
Enseignement et supervision

Cours

Direction de thèses et de mémoires (Depuis 2006) et d’essais doctoraux (depuis 2014)

  • Patenaude, Audrey. (2017). Les stratégies d'apprentissage du vocabulaire en anglais langue seconde au niveau collégial. (Mémoire de maîtrise). Université du Québec à Montréal. Récupéré d’Archipel, l’archive de publications électroniques de l’UQAM. http://www.archipel.uqam.ca/9572.

  • Lacasse, Sylvain. (2016). L'impact de l'utilisation des flashcards sur l'apprentissage des collocations chez des apprenants adultes du français langue seconde. (Mémoire de maîtrise). Université du Québec à Montréal.

Publications

Publications

Bell, P. (2015). Explicit and implicit learning : exploring their simultaneity and immediate effectiveness. Applied Linguistics, (July 20), 1–22. http://dx.doi.org/10.1093/applin/amv028.


Bell, P., Trofimovich, P. et Collins, L. (2015). Kick the ball or kicked the ball? Perception of the past morpheme -ed by second language learners. Canadian Modern Language Review, 71(1), 26–51. http://dx.doi.org/10.3138/cmlr.2075.


Bell, P. (2011). Recension de R. Ellis, S. Loewen, C. Elder, R. Erlam, H. Philip, & H. Reinders, Implicit and explicit knowledge in second language learning, testing, and teaching. Canadian Modern Language Review, 67(1), 152–154. Récupéré de http://muse.jhu.edu/journals/cml/summary/v067/67.1.bell.html.
Notes: Ellis, R., Loewen, S., Elder, C., Erlam, R., Philip, H. and Reinders, H. (2009). Implicit and explicit knowledge in second language learning, testing, and teaching. Bristol, UK : Multilingual Matters.


Horst, M., White, J. et Bell, P. (2010). First and second language knowledge in the language classroom. The International Journal of Bilingualism, 14(3), 331–349. http://dx.doi.org/10.1177/1367006910367848.


Bell, P. et Collins, L. (2009). It's vocabulary'/'It's gender' : learner awareness and incidental learning. Language Awareness, 18(3/4), 277–293. http://dx.doi.org/10.1080/09658410903197280.


Bell, P. (2009). Le cadeau or la cadeau : the role of aptitude in learner awareness of gender distinctions in French. Canadian Modern Language Review, 65(4), 615–643. http://dx.doi.org/10.3138/cmlr.65.4.615.


Bell, P. (2009). Recension de Johannes Eckerth and Sabine Siekmann (dir.), Task-based language learning and teaching : theoretical, methodological, and pedagogical perspectives. Canadian Journal of Applied Linguistics, 12(1), 129–130. Récupéré de http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=06cacf48-fdcb-44a9-ba81-ee825007c760%40sessionmgr111&vid=4&hid=107.
Notes: Eckerth, J. and Siekmann, S. (dir.) (2008). Task-based language learning and teaching : theoretical, methodological, and pedagogical perspectives. Frankfurt am Main : Peter Lang.


Bell, P. (2009). Recension de R. Cowan, The teacher’s grammar of English : a course book and reference guide. Canadian Modern Language Review, 66(2), 325–327.
Notes: Cowan, R. (2008). The teacher’s grammar of English : A course book and reference guide. Cambridge : Cambridge University Press.


Bell, P., White, J. et Horst, M. (2013). Est-ce que le programme d'anglais intensif nuit à la maîtrise du français? Of course not! Québec français, 170, 90–92. Récupéré de http://www.erudit.org/culture/qf1076656/qf0918/70521ac.pdf.


Bell, P. (2012). Incidental, explicit, and implicit language learning during meaning-based exposure : their effectiveness and relationship to individual cognitive abilities. (Thèse de doctorat). Montréal : Concordia University.


Bell, P. (2015). The memory effect – Does working memory affect how we learn new second language grammar? Dans Contact Magazine, 41, Octobre 2014 (p. 53–66). Récupéré de http://www.teslontario.net/uploads/publications/researchsymposium/ResearchSymposium2015.pdf.
Notes: proceedings of the Fifteenth Annual Research Symposium


Communications

Communications

  • «Pupils' Knowledge of Grammar Across Languages: A Learner-Centred Perspective» Congrès de The International Association for the Improvement of Mother Tongue Education, Odense, Denmark, 2015.
  • «Are Focused Tasks Equally Effective for the Development of Three Complex Language Features» Congrès de American Association of Applied Linguistics, Toronto, 2015.
  • «The Reliability of Explicit and Implicit Learning Research Results: Do Findings Differ Based on the Employed Awareness Measures?» Symposium Cognitive Processes, L2 Instruction and L2 Difficulty, Bruxelles, 2014.
  • «Measuring Within-Participant Simultaneous Explicit and Implicit Learning.» Congrès de University of Southern Denmark's Second Language Research Centre conference, Thinking, doing, learning: Usage based perspectives on second language learning, Odense, 2013.
  • «Implicit learning and explicit learning of second language syntax by adults.» Congrès de American Association of Applied Linguistics (AAAL), Boston, 2012.
  • «Learner awareness: Its role in incidental acquisition.» Congrès de Association for Language Awareness (ALA), Montréal, 2012.
  • «Consciousness and Second Language Acquisition: Can We Learn Second Languages Without Trying?» Congrès de Collège Vanier, English Department Symposium, Language and Writing in the 21st Century: A Symposium, Montreal, 2012.
  • «Language Learning Success: Does It Happen Explicitly or Implicitly?» Congrès de Society for the Promotion of the Teaching of English as a Second Language in Quebec Conference (SPEAQ), Québec, 2012.
  • «The Effects of Theory and Research on Grammar Course Book Activities.» Congrés de Teaching English as a Second Language Ontario, Toronto, 2010.
  • «Le cadeau or la cadeau?: Aptitude, awareness, and the noticing of gender distinctions in French.» Congrès de American Association of Applied Linguistics (AAAL), Washington D.C., 2008.
  • «Kick the ball or kicked the ball?: Even native-speakers don't always know.» Congrès de Society for the Promotion of the Teaching of English as a Second Language in Quebec Conference (SPEAQ), Montreal, 2011. (Bell, P., Collins, L., & Trofimovich, P.)
  • «Grammar Activities in Language Course Books and in Research Projects: Are We on the Same Page?» Congrès de American Association of Applied Linguistics (AAAL), Atlanta, 2010. (Bell, P., & Collins L.)
  • «Do language course books and research projects approach grammar in the same way?» Congrès de Society for the Promotion of the Teaching of English as a Second Language in Quebec Conference (SPEAQ), Montreal, 2009. (Bell, P., & Collins, L.)
  • «'It's vocabulary'/'It's gender': Learner Awareness and Incidental Learning.» Congrès de Association for Language Awareness (ALA), Hong Kong, 2008. (Bell, P., & Collins, L.)
  • «Closing the gap between English and French.» Congrès de Society for the Promotion of the Teaching of English as a Second Language in Quebec Conference (SPEAQ), Québec, 2008. (Bell, P., Horst, M., & White, J.)
  • «The impact of perception practice on the learning of grammatical morphology.» Congrès de American Association of Applied Linguistics (AAAL), Boston, 2012. (Collins, L., Trofimovich, P., & Bell, P.)
  • «Focused listening tasks and the regular past tense in English.» Congrès de Task-Based Language Teaching, Auckland, New Zealand, 2011. (Collins, L., Bell, P., & Dwight, V.)
  • «Is Cognate Pattern Instruction in Late Childhood Teachable and Useful?» Congrès de American Association of Applied Linguistics (AAAL), Atlanta, 2010. (White, J., Horst, M., & Bell, P.)
  • «Making the most of learners' linguistic knowledge.» Congrès de American Association for Applied Linguistics (AAAL), Denver, 2009. (White, J., & Bell, P.)
  • «Cross-linguistic awareness instruction and analytic ability differences amongst young learners.» Congrès de Canadian Association of Applied Linguistics (CAAL), Ottawa, 2009. (White, J., Bell, P., & Horst, M.)
  • «ESL activities that build on the languages students know.» Congrès de Society for the Promotion of the Teaching of English as a Second Language in Quebec Conference (SPEAQ), Montréal, 2009. (White, J., Horst, M., & Bell, P.)
  • «Cross-linguistic awareness: Teachable and effective?» Congrès de Association for Language Awareness (ALA), Hong Kong, 2008. (White, J., Horst, M., & Bell, P.)
  • «Crosslinguistic awareness and individual differences in young language learners.» Congrès de Canadian Association of Applied Linguistics (CAAL), Vancouver, 2008. (Horst, M., White, J., & Bell, P.)
  • «How do individual differences contribute to metalinguistic awareness in young instructed learners.» Second Language Research Forum (SLRF), the University of Urbana-Champaign, Illinois, 2007. (White, J., Horst, M., & Bell, P.)
  • «Chicken soupe with riz: Building on the language they know.» Society for the Promotion of the Teaching of English as a Second Language in Quebec Conference (SPEAQ), Montréal, 2007. (White, J., Horst, M., Bell, P., & Callendar, M.)
Réalisations

Réalisations

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Distinctions

Prix et distinctions

  • Bourse de doctorat Joseph-Armand Bombardier (CRSH) - 2009-2012
  • Bourse de doctorat pour études à l'étranger Michael Smith (CRSH) - 2011
  • Bourse de doctorat de l'université Concordia, Faculty of Arts and Science - 2008-2011
  • Bourse d'études Hydro-Québec de l'université Concordia - 2008 - 2010
Services à la collectivité

Services à la collectivité

Aucune donnée disponible pour cette section.