Véronique Fortier
Biographic Data
| ID | 3531762 |
|---|---|
| NAME | Véronique Fortier |
| GIVEN NAMES | Véronique |
| FAMILY NAME | Fortier |
| SIGNATURE | FORTIER V |
| AFFILIATIONS | Université du Québec à Montréal |
| ORCID | 0000-0001-9344-9728 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
The use of input‐based tasks to initiate adult learners to the expression of temporality in French literacy and language instruction
Input‐based tasks have shown promising outcomes for teaching concrete notions (i.e., vocabulary items and number marking) to beginner students in varied educational contexts, including with second language (L2) adults with little to no schooling experience. However, neither the teaching of more abstract notions nor the learning outcomes generated by such an intervention with this specific population of learners has yet been documented. We thus co…
"Do I Have to Sign My Real Name?" Ethical and Methodological Challenges in Multilingual Research with Adult SLIFE Learning French as a Second Language
In 2017, Quebec's Auditor General reported several major issues regarding government-funded French as a second language (FSL) courses, especially those intended for adult students with limited or interrupted formal education (SLIFE). To this day, no official framework or program exists for this specific population, a situation that the government of Quebec wishes to resolve. Our research team was thereby mandated by the Ministry of Immigration to…
Developing Oral Comprehension Skills with Students with Limited or Interrupted Formal Education
The development of oral comprehension skills is rarely studied in second and foreign language teaching, let alone in learning contexts involving students with limited or interrupted formal education (SLIFE). Thus, we conducted a mixed-methods study attempting to measure the effect of implicit teaching of oral comprehension strategies with 37 SLIFE in Quebec City, a predominantly French-speaking city in Canada. Two experimental groups received imp…
Exploring the contribution of phonological memory to metasyntactic abilities in bilingual children
The contribution of phonological memory to syntactic abilities has been demonstrated in various populations, but its relationship to metasyntactic abilities, defined as the ability to control syntactic aspects of language, remains largely unexplored. This study therefore aims to examine the contribution of phonological memory in the completion of two metasyntactic tasks: an ungrammatical sentence repetition and an error replication task. Eighty-t…
Réflexions métasyntaxiques formulées par des élèves de 6 e année apprenant l'anglais langue seconde
La capacité métasyntaxique, une des composantes de la capacité métalinguistique, est essentiellement examinée dans une perspective quantitative au moyen de tâches dites traditionnelles telles que le jugement de grammaticalité ou la correction de l'erreur tant en langue maternelle (L1) (Armand, 2000 Armand, F. 2000. Le rôle des capacités métalinguistiques et de la compétence langagière orale dans l'apprentissage de la lecture en français langue pr…
Elicited metalinguistic reflection and second language learning
Elicited metalinguistic reflection and second language learning
"Do I Have to Sign My Real Name?" Ethical and Methodological Challenges in Multilingual Research with Adult SLIFE Learning French as a Second Language
In 2017, Quebec's Auditor General reported several major issues regarding government-funded French as a second language (FSL) courses, especially those intended for adult students with limited or interrupted formal education (SLIFE). To this day, no official framework or program exists for this specific population, a situation that the government of Quebec wishes to resolve. Our research team was thereby mandated by the Ministry of Immigration to…
Developing Oral Comprehension Skills with Students with Limited or Interrupted Formal Education
The development of oral comprehension skills is rarely studied in second and foreign language teaching, let alone in learning contexts involving students with limited or interrupted formal education (SLIFE). Thus, we conducted a mixed-methods study attempting to measure the effect of implicit teaching of oral comprehension strategies with 37 SLIFE in Quebec City, a predominantly French-speaking city in Canada. Two experimental groups received imp…
Elicited metalinguistic reflection and second language learning
Réflexions métasyntaxiques formulées par des élèves de 6 e année apprenant l'anglais langue seconde
La capacité métasyntaxique, une des composantes de la capacité métalinguistique, est essentiellement examinée dans une perspective quantitative au moyen de tâches dites traditionnelles telles que le jugement de grammaticalité ou la correction de l'erreur tant en langue maternelle (L1) (Armand, 2000 Armand, F. 2000. Le rôle des capacités métalinguistiques et de la compétence langagière orale dans l'apprentissage de la lecture en français langue pr…
Exploring the contribution of phonological memory to metasyntactic abilities in bilingual children
The contribution of phonological memory to syntactic abilities has been demonstrated in various populations, but its relationship to metasyntactic abilities, defined as the ability to control syntactic aspects of language, remains largely unexplored. This study therefore aims to examine the contribution of phonological memory in the completion of two metasyntactic tasks: an ungrammatical sentence repetition and an error replication task. Eighty-t…
Developing Oral Comprehension Skills with Students with Limited or Interrupted Formal Education
The development of oral comprehension skills is rarely studied in second and foreign language teaching, let alone in learning contexts involving students with limited or interrupted formal education (SLIFE). Thus, we conducted a mixed-methods study attempting to measure the effect of implicit teaching of oral comprehension strategies with 37 SLIFE in Quebec City, a predominantly French-speaking city in Canada. Two experimental groups received imp…
"Do I Have to Sign My Real Name?" Ethical and Methodological Challenges in Multilingual Research with Adult SLIFE Learning French as a Second Language
In 2017, Quebec's Auditor General reported several major issues regarding government-funded French as a second language (FSL) courses, especially those intended for adult students with limited or interrupted formal education (SLIFE). To this day, no official framework or program exists for this specific population, a situation that the government of Quebec wishes to resolve. Our research team was thereby mandated by the Ministry of Immigration to…
The use of input‐based tasks to initiate adult learners to the expression of temporality in French literacy and language instruction
Input‐based tasks have shown promising outcomes for teaching concrete notions (i.e., vocabulary items and number marking) to beginner students in varied educational contexts, including with second language (L2) adults with little to no schooling experience. However, neither the teaching of more abstract notions nor the learning outcomes generated by such an intervention with this specific population of learners has yet been documented. We thus co…
Psychology (5 works) · Reading and Literacy Development (4 works) · EFL/ESL Teaching and Learning (3 works) · Linguistics (3 works) · Multilingual Education and Policy (3 works) · Computer Science (2 works) · Mathematics education (2 works) · Medical education (2 works) · Medicine (2 works) · Population (2 works)