Ahlem Ammar
Biographic Data
| ID | 3843630 |
|---|---|
| NAME | Ahlem Ammar |
| GIVEN NAMES | Ahlem |
| FAMILY NAME | Ammar |
| SIGNATURE | AMMAR A |
| AFFILIATIONS | Université de Montréal |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Effect of Explicit Instruction on the Acquisition of Words' Visual Aspects By Second-Grade French-Speaking Children
This paper explores the most efficient teaching context to learn words’ visual aspects and by second-grade French-speaking children, including those with special needs. Students came from six classrooms and each classroom was randomly assigned to the control group or to one of two experimental interventions (TFS: explicit teaching of semantic and formal properties of words; TF: explicit teaching of formal properties of words). For students withou…
Explicit Instruction within a Task: Before, During, or After
This study addresses the effects of the timing of explicit instruction within the three phases of a task cycle (pretask, task, posttask) while considering learner’s previous knowledge. Eight intact groups ( N = 165) of French L2 university-level students (4 B1- and 4 B2-level groups) completed two tasks. Groups were formed according to previous knowledge. Three groups received explicit instruction on the French subjunctive during the pretask, tas…
L2 French students' conversations during interactive writing tasks and their interaction mindset
This study explores the relationship between L2 French students' conversations during interactive writing tasks and their interaction mindset, which is their perception about peer interaction. Students ( N = 51) in three, high‐intermediate/low‐advanced French L2 classes completed an interaction mindset questionnaire and two interactive writing tasks during a 13‐week semester. Each class was randomly assigned to one type of interactive writing tas…
Talking It Through: Collaborative Dialogue and Second Language Learning
This quasi-experimental study examined the potential benefits of zero-error dictation, a teaching technique based on dialogue-driven dictation, and the extent to which target linguistic features and proficiency levels mediated its effects on second language (L2) learners' accurate use of French grammatical morphology. Seventy-nine learners of L2 French in four Grade 5 and 6 classes in the Montreal area were assigned to two conditions: traditional…
Learners' Beliefs as Mediators of What Is Noticed and Learned in the Language Classroom
The goal of this study was to determine whether learner beliefs regarding corrective feedback mediate what is noticed and learned in the language classroom. The participants were four groups of high‐beginner college‐level francophone English as a second language learners and their teachers. Each teacher was assigned to a treatment condition that fit his corrective feedback style, and each provided feedback in response to errors with the past tens…
Procédures graphophonémiques chez des lecteurs sourds en français langue seconde
Cette recherche a pour but d'évaluer les traitements graphophonémiques en lecture chez des lecteurs sourds (n = 35) comparés à des lecteurs en français langue seconde (n = 23) et à des lecteurs experts (n = 40). Deux tâches graphophonémiques ont été utilisées, soit une tâche demandant le traitement explicite des graphèmes (conscience+) et une tâche de sensibilité graphophonémque (conscience−). Les résultats indiquent que tous les participants ont…
Awareness of L1/L2 differences: Does it matter
This study is an investigation of the extent to which francophone learners of English as a second language (ESL) are aware of the differences between French and English question formation and how such awareness relates to their L2 performance. Three tasks were administered to 58 grades 5 and 6 francophone ESL learners. In a grammaticality judgement task, learners were asked to judge the grammaticality of English Wh– and yes/no questions. In a scr…
One Size Fits All?: Recasts, Prompts, and L2 Learning
This quasi-experimental study investigated the potential benefits of two corrective feedback techniques (recasts and prompts) for learners of different proficiency levels. Sixty-four students in three intact grade 6 intensive English as a second language classes in the Montreal area were assigned to the two experimental conditions—one received corrective feedback in the form of recasts and the other in the form of prompts—and a control group. The…
L2 French students' conversations during interactive writing tasks and their interaction mindset
This study explores the relationship between L2 French students' conversations during interactive writing tasks and their interaction mindset, which is their perception about peer interaction. Students ( N = 51) in three, high‐intermediate/low‐advanced French L2 classes completed an interaction mindset questionnaire and two interactive writing tasks during a 13‐week semester. Each class was randomly assigned to one type of interactive writing tas…
Learners' Beliefs as Mediators of What Is Noticed and Learned in the Language Classroom
The goal of this study was to determine whether learner beliefs regarding corrective feedback mediate what is noticed and learned in the language classroom. The participants were four groups of high‐beginner college‐level francophone English as a second language learners and their teachers. Each teacher was assigned to a treatment condition that fit his corrective feedback style, and each provided feedback in response to errors with the past tens…
One Size Fits All?: Recasts, Prompts, and L2 Learning
This quasi-experimental study investigated the potential benefits of two corrective feedback techniques (recasts and prompts) for learners of different proficiency levels. Sixty-four students in three intact grade 6 intensive English as a second language classes in the Montreal area were assigned to the two experimental conditions—one received corrective feedback in the form of recasts and the other in the form of prompts—and a control group. The…
Procédures graphophonémiques chez des lecteurs sourds en français langue seconde
Cette recherche a pour but d'évaluer les traitements graphophonémiques en lecture chez des lecteurs sourds (n = 35) comparés à des lecteurs en français langue seconde (n = 23) et à des lecteurs experts (n = 40). Deux tâches graphophonémiques ont été utilisées, soit une tâche demandant le traitement explicite des graphèmes (conscience+) et une tâche de sensibilité graphophonémque (conscience−). Les résultats indiquent que tous les participants ont…
Awareness of L1/L2 differences: Does it matter
This study is an investigation of the extent to which francophone learners of English as a second language (ESL) are aware of the differences between French and English question formation and how such awareness relates to their L2 performance. Three tasks were administered to 58 grades 5 and 6 francophone ESL learners. In a grammaticality judgement task, learners were asked to judge the grammaticality of English Wh– and yes/no questions. In a scr…
Learners' Beliefs as Mediators of What Is Noticed and Learned in the Language Classroom
The goal of this study was to determine whether learner beliefs regarding corrective feedback mediate what is noticed and learned in the language classroom. The participants were four groups of high‐beginner college‐level francophone English as a second language learners and their teachers. Each teacher was assigned to a treatment condition that fit his corrective feedback style, and each provided feedback in response to errors with the past tens…
Talking It Through: Collaborative Dialogue and Second Language Learning
This quasi-experimental study examined the potential benefits of zero-error dictation, a teaching technique based on dialogue-driven dictation, and the extent to which target linguistic features and proficiency levels mediated its effects on second language (L2) learners' accurate use of French grammatical morphology. Seventy-nine learners of L2 French in four Grade 5 and 6 classes in the Montreal area were assigned to two conditions: traditional…
L2 French students' conversations during interactive writing tasks and their interaction mindset
This study explores the relationship between L2 French students' conversations during interactive writing tasks and their interaction mindset, which is their perception about peer interaction. Students ( N = 51) in three, high‐intermediate/low‐advanced French L2 classes completed an interaction mindset questionnaire and two interactive writing tasks during a 13‐week semester. Each class was randomly assigned to one type of interactive writing tas…
Explicit Instruction within a Task: Before, During, or After
This study addresses the effects of the timing of explicit instruction within the three phases of a task cycle (pretask, task, posttask) while considering learner’s previous knowledge. Eight intact groups ( N = 165) of French L2 university-level students (4 B1- and 4 B2-level groups) completed two tasks. Groups were formed according to previous knowledge. Three groups received explicit instruction on the French subjunctive during the pretask, tas…
Effect of Explicit Instruction on the Acquisition of Words' Visual Aspects By Second-Grade French-Speaking Children
This paper explores the most efficient teaching context to learn words’ visual aspects and by second-grade French-speaking children, including those with special needs. Students came from six classrooms and each classroom was randomly assigned to the control group or to one of two experimental interventions (TFS: explicit teaching of semantic and formal properties of words; TF: explicit teaching of formal properties of words). For students withou…
Psychology (8 works) · Linguistics (7 works) · EFL/ESL Teaching and Learning (6 works) · Mathematics education (6 works) · Computer Science (4 works) · Grammar (3 works) · Grammaticality (3 works) · Language proficiency (3 works) · Second language (3 works) · Cognitive psychology (2 works)