Author:
Bell Philippa,Payant Caroline
Reference15 articles.
1. Beaulieu, S., Fortier, V., Damiens, J., Laberge, C. et Fillion, C. (2020). Développer des connaissances lexicales et grammaticales sans support écrit et sans production grâce à une approche par tâches basée sur la compréhension. La Revue de l’AQEFLS, 33, 12–19.
2. Bell, P. K. (2017). Explicit and implicit learning: Exploring their simultaneity and immediate effectiveness. Applied Linguistics, 38(3), 297–317.
3. Bell, P. K., 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.
4. Bell, P., Collins, L. et Marsden, E.(2020). Building an oral and written learner corpus of a school programme: Methodological issues. Dans Le B. Bruyn, et M. Paquot (Dir.), Learner corpus research meets second language acquisition (pp. 214-242). Cambridge University Press.
5. Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.