Philippa Bell

Photo de Philippa Bell

Philippa Bell

Département de didactique des langues

Poste : Professeure

Courriel : bell.philippa@uqam.ca

Téléphone : (514) 987-3000 poste 5501

Local : N-4830

Domaines d'expertise

  • 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))

Langues

  • Français
  • Anglais
Informations générales

Cheminement académique

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

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 ?

Enseignement et supervision
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
  • «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.)
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

Département de didactique des langues (DDL)

Le Département de didactique des langues œuvre au développement de la recherche et à l’avancement des connaissances en didactique de la langue première et seconde. Le Département, par les programmes dans lesquels il est impliqué, forme de futurs enseignants de la langue première (français) ou seconde (français ou anglais), et offre une formation continue en enseignement des langues et une formation en recherche en didactique des langues.

Coordonnées

Département de
didactique des langues
Local N-4205
1205, rue Saint-Denis
Montréal (Québec) H2X 3R9

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