Rémi A Van Compernolle
Biographic Data
| ID | 979624 |
|---|---|
| NAME | Rémi A Van Compernolle |
| GIVEN NAMES | Rémi A |
| FAMILY NAME | Van Compernolle |
| SIGNATURE | VAN COMPERNOLLE R A |
| AFFILIATIONS | Carnegie Mellon University |
| ORCID | 0000-0003-2381-6291 |
| VERIFIED | Yes |
| TOTAL WORKS | 33 |
| TOTAL CITATIONS | 63 |
| AUTHOR COUNT | 32 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 6 |
Introduction to the Special Issue
Technology-Enhanced Conceptual Instruction: Design Principles and First Steps
Recent scholarship has begun enhancing concept-based language instruction (C-BLI) research and practice with the use of various digital and online technologies. In this article, exemplar studies are presented to illustrate the various design principles that have so far been used in this research. These include the use of online tutorials, mobile applications, and video analysis software for materializing complex second-language (L2) phenomena, de…
Mediating Concept Formation in Classroom Interaction: A Case Analysis of L2 Spanish Concept-Based Pragmatics Instruction
This article traces the mediated formation of L2 pragmatics concepts as it occurred in classroom interactions during a concept-based pragmatics instruction enrichment program in a first-semester university-level Spanish class. Building on previous research documenting the outcomes of such enrichment programs, we delve into the microgenesis of pragmatic concepts through careful line-by-line analysis of interactions between students and their teach…
It’s Beyond Our Group ZPD
This study is a replication of Upper (1974). Our results are identical. We too have been unable to focus and accomplish our writing goals since the beginning of the global pandemic. We are certainly not alone, and we would like to recognize all of our colleagues who have also had to take on additional responsibilities at work and at home over the past year that have made writing nearly impossible
Constructing a Second Language Sociolinguistic Repertoire: A Sociocultural Usage-based Perspective
This article discusses a sociocultural usage-based perspective on the development of sociolinguistic competence. Previous research has focused on learners’ acquisition and use of alternative ways of ‘saying the same thing’ (i.e. native-like variation) in relation to study abroad, contact with native speakers, and pedagogy. Missing from the literature are studies examining the developmental trajectories of individual learners from a qualitative pe…
Pursuing Vygotsky's Dialectical Approach to Pedagogy and Development: A Response to Kellogg
The Zone of Proximal Development (ZPD) is a widely recognized construct articulated by L. S. Vygotsky, whose scholarship inspires the approach to L2 research known as Sociocultural Theory (SCT). In a synthesis of North American L2 ZPD work, Kinginger (2002) outlined how the construct had been appropriated, focusing on three interpretations then permeating the field: skill mastery, scaffolding, and metalinguistic knowledge. Kellogg (2017) has argu…
Learning the sociopragmatics of an artificial language
This article reports findings from an experimental study of adults (n = 103) learning the sociopragmatics of an artificial language, ‘Ravenese’. The main purpose of the study was to compare the effects of: (a) rule-based instruction; versus (b) conceptbased instruction. No statistical differences were found between the two instructional conditions on an appropriateness judgment task (pretest, immediate posttest, and delayed posttest). However, di…
CA-for-SCT
This article sketches out the theory and practice of using conversation analysis in the service of sociocultural theory, or CA-for-SCT. Specific focus is on the concept of cognition on the ground (Maynard, 2006), which refers to the ways in which psychological processes are demonstrated in and constituted by the social-interactive contexts in which they occur. Drawing on an interaction around a Dynamic Assessment of L2 French grammatical competen…
Learning Potential and the Dynamic Assessment of L2 Chinese Grammar through Elicited Imitation
This article outlines an approach to evaluating second language grammatical learning potential through dynamic assessment ofelicited imitation. Focus is on the design of a sandwich format dynamic assessment in which learners engage in a pretest ofindependent performance, followed by a mediation phase in which instructional support is provided, and then a retest of independent performance. The assessment centers on learners’ responsiveness to supp…
Authenticity, Language and Interaction in Second Language Contexts
Preferences for (in)formal language: Correlations with attitudes toward linguistic variation, multilingualism, tolerance of ambiguity, and residence abroad
Drawing on data collected via a web-based survey, the study investigates the relationship between preferences for (in)formal language and attitudes toward linguistic variation among a large group of monolingual and multilingual adults (n = 379). Also explored are the links between preferences for (in)formal language and several secondary variables: tolerance of ambiguity, degree of multilingualism, age, experience living abroad, and educational a…
Are multilingualism, tolerance of ambiguity, and attitudes toward linguistic variation related
This article explores the links between multilingualism, the personality trait Tolerance of Ambiguity (TA), and attitudes toward linguistic variation among 379 mono-, bi-, and multilingual adults who completed an online questionnaire. A self-reported high level of proficiency in multiple languages, short- and long-term residence abroad, and high education levels are linked to TA and positive attitudes toward linguistic variation. In addition, hig…
Corrective feedback, gesture, and mediation in classroom language learning
This article examines the way in which a teacher’s provision of form-focused corrective feedback synchronized with gesture mediated a student’s learning in an ESL reading classroom. Specifically, the focus of the analysis is on the student’s appropriation of the teacher’s gesture as a tool that mediates his own independent functioning. It is argued that while the teacher’s corrective feedback in the verbal channel helped to scaffold the learner’s…
Dynamic assessment of elicited imitation: A case analysis of an advanced L2 English speaker
The focus of this paper is on the design, administration, and scoring of a dynamically administered elicited imitation test of L2 English morphology. Drawing on Vygotskian sociocultural psychology, particularly the concepts of zone of proximal development and dynamic assessment, we argue that support provided during the elicited imitation test both reveals and promotes the continued growth of emerging L2 capacities. Following a discussion of the …
Instructed Concept Appropriation and L2 Pragmatic Development in the Classroom
In this article, we investigate the integration of concept-based pragmatics instruction, grounded in Vygotskian sociocultural psychology, in an intact second-semester French class (n = 13) over the course of an academic term. Our focus is on learners' appropriation of the concepts of self-presentation, social distance, and power with respect to the French second-person pronoun system (i.e., tu versus vous) as revealed through language awareness q…
Profiling second language sociolinguistic development through dynamically administered strategic interaction scenarios
From verbal protocols to cooperative dialogue in the assessment of second language pragmatic competence
This article addresses the role of verbal protocols and cooperative dialogue in assessments of L2 pragmatic competence from the perspective of Vygotskian sociocultural theory. Whereas verbal protocols reveal important information about learner response processes, cooperative dialogue in the Zone of Proximal Development yields even more detailed developmental profiles that include emerging competencies and, at the same time, promotes their continu…
The effect of instruction on language learners' sociolinguistic awareness: An empirical study with pedagogical implications
Sociocultural Theory and Interlanguage Pragmatics
Vygotskyan sociocultural theory (SCT) (e.g., Vygotsky, 1978, 1986; for second language [L2] development, see Lantolf & Thorne, 2006) has been extended to interlanguage pragmatics (ILP) research in a number of interesting and fruitful directions since the 1990s.
Teaching, Learning, and Developing L2 French Sociolinguistic Competence: A Sociocultural Perspective
The study reported in this article investigates the development of sociolinguistic competence among second-year (US university-level) L2 learners of French who were given systematic instruction on sociolinguistic variation as part of their normal coursework. We focus on the variable use of the negative morpheme ne in verbal negation. Drawing from learners’ explanations of ne presence versus absence, their analyses of two texts representing differ…
Thinking with your hands: Speech–gesture activity during an L2 awareness-raising task
This article reports on a study of second language (L2) French learners’ self-generated use of gesture to think through and resolve a metalinguistic awareness-raising task during small-group work with an expert mediator. Although the use of gesture in L2 communication and pedagogy has recently received increasing attention, little research has explored L2 learners' use of gesture to mediate their own thinking in order to work through L2 problems.…
A corpus-driven study of second-person pronoun variation in L2 French synchronous computer-mediated communication
Using a corpus-driven variationist approach, this study analyzes variation between the French second-person pronouns tu (T) and vous (V) during synchronous computer-mediated communication (SCMC) interactions among learners at different instructional levels. In general, learners at all instructional levels alternated between T and V, yet this variation did not normally lead to any form of social conflict regarding the sociolinguistic appropriatene…
Metalinguistic explanations and self‐reports as triangulation data for interpreting second language sociolinguistic performance
The study reported here explores the use of learners' metalinguistic explanations and self‐reports of variable language production as triangulation data for interpreting second language (L2) sociolinguistic performance, focusing on the variable retention versus omission of the negative morpheme ne . Our central argument is that performance data alone are not sufficient for evaluating how L2 learners perceive social and stylistic variation in the …
Developing a sociocultural orientation to variation in language
Developing second language sociopragmatic knowledge through concept-based instruction: A microgenetic case study
Are multilingualism, tolerance of ambiguity, and attitudes toward linguistic variation related
This article explores the links between multilingualism, the personality trait Tolerance of Ambiguity (TA), and attitudes toward linguistic variation among 379 mono-, bi-, and multilingual adults who completed an online questionnaire. A self-reported high level of proficiency in multiple languages, short- and long-term residence abroad, and high education levels are linked to TA and positive attitudes toward linguistic variation. In addition, hig…
Morphosyntactic and phonological constraints on negative particle variation in French-language chat discourse
This study investigates the variable presence or absence of the negative morpheme ne in online French-language chat environments. The data indicate an overwhelming preference for the omission of ne in most instances of verbal negation, which corroborates previous studies of ne in everyday conversational French. VARBRUL analyses revealed four principal results: (i) subject type (i.e., noun phrase [NP], pronoun, or inferred subject) is the most inf…
Second-person pronoun use and address strategies in on-line personal ads from Quebec
Developing second language sociopragmatic knowledge through concept-based instruction: A microgenetic case study
Emphatic ne in informal spoken French and implications for foreign language pedagogy
This paper investigates the variable retention vs deletion of the negative particle ne in a corpus of informal spoken French, and compares the results with previous studies in which a variationist approach was used. A qualitative analysis of ne use revealed that the negative particle co‐occurs most often with a number of prosodic features of discourse used for emphasis. The final part of this paper provides a number of recommendations for teachin…
On versus tu and vous: Pronouns with indefinite reference in synchronous electronic French discourse
Developing a sociocultural orientation to variation in language
Instructed Concept Appropriation and L2 Pragmatic Development in the Classroom
In this article, we investigate the integration of concept-based pragmatics instruction, grounded in Vygotskian sociocultural psychology, in an intact second-semester French class (n = 13) over the course of an academic term. Our focus is on learners' appropriation of the concepts of self-presentation, social distance, and power with respect to the French second-person pronoun system (i.e., tu versus vous) as revealed through language awareness q…
The effect of instruction on language learners' sociolinguistic awareness: An empirical study with pedagogical implications
Preferences for (in)formal language: Correlations with attitudes toward linguistic variation, multilingualism, tolerance of ambiguity, and residence abroad
Drawing on data collected via a web-based survey, the study investigates the relationship between preferences for (in)formal language and attitudes toward linguistic variation among a large group of monolingual and multilingual adults (n = 379). Also explored are the links between preferences for (in)formal language and several secondary variables: tolerance of ambiguity, degree of multilingualism, age, experience living abroad, and educational a…
The (slightly more) productive use of ne in Montreal French chat
A corpus-driven study of second-person pronoun variation in L2 French synchronous computer-mediated communication
Using a corpus-driven variationist approach, this study analyzes variation between the French second-person pronouns tu (T) and vous (V) during synchronous computer-mediated communication (SCMC) interactions among learners at different instructional levels. In general, learners at all instructional levels alternated between T and V, yet this variation did not normally lead to any form of social conflict regarding the sociolinguistic appropriatene…
Metalinguistic explanations and self‐reports as triangulation data for interpreting second language sociolinguistic performance
The study reported here explores the use of learners' metalinguistic explanations and self‐reports of variable language production as triangulation data for interpreting second language (L2) sociolinguistic performance, focusing on the variable retention versus omission of the negative morpheme ne . Our central argument is that performance data alone are not sufficient for evaluating how L2 learners perceive social and stylistic variation in the …
What do women want
This article examines young French women’s perceptions with regard to the grammatical feminization of professional titles, drawing from data collected during semi-guided one-to-one interviews. A qualitative analysis of the interviews is presented, focusing specifically on three recurring themes: (i) feminization as a move toward equality between men and women, (ii) the questioning of the existence of feminized neologisms, and (iii) the role of th…
Morphosyntactic and phonological constraints on negative particle variation in French-language chat discourse
This study investigates the variable presence or absence of the negative morpheme ne in online French-language chat environments. The data indicate an overwhelming preference for the omission of ne in most instances of verbal negation, which corroborates previous studies of ne in everyday conversational French. VARBRUL analyses revealed four principal results: (i) subject type (i.e., noun phrase [NP], pronoun, or inferred subject) is the most inf…
Second-person pronoun use and address strategies in on-line personal ads from Quebec
Interactional and discursive features of English-language weblogs for language learning and teaching
This chapter provides an overview of the nature of authentic (i.e., non-educational) weblogs (blogs) and offers a number a recommendations for using blogs in the English as a second/foreign language (ESL/EFL) curriculum to promote second language literacy. Our discussion centers around blog-writing as social practice as opposed to using blogs to help learners develop formal writing skills. Following a brief overview of a small corpus of diverse b…
Teaching language variation in French through authentic chat discourse
In this chapter, we provide a glimpse into the nature of moderated and non-moderated French-language chat in public, non-educational contexts, and we enumerate and explain a number of pedagogical applications aimed at helping learners of French participate in and have greater access to this type of authentic discourse beyond the classroom. We first present a corpus-based analysis of language variation in moderated and nonmoderated chat discussion…
What do women want
This article examines young French women’s perceptions with regard to the grammatical feminization of professional titles, drawing from data collected during semi-guided one-to-one interviews. A qualitative analysis of the interviews is presented, focusing specifically on three recurring themes: (i) feminization as a move toward equality between men and women, (ii) the questioning of the existence of feminized neologisms, and (iii) the role of th…
Emphatic ne in informal spoken French and implications for foreign language pedagogy
This paper investigates the variable retention vs deletion of the negative particle ne in a corpus of informal spoken French, and compares the results with previous studies in which a variationist approach was used. A qualitative analysis of ne use revealed that the negative particle co‐occurs most often with a number of prosodic features of discourse used for emphasis. The final part of this paper provides a number of recommendations for teachin…
On versus tu and vous: Pronouns with indefinite reference in synchronous electronic French discourse
The (slightly more) productive use of ne in Montreal French chat
Thinking with your hands: Speech–gesture activity during an L2 awareness-raising task
This article reports on a study of second language (L2) French learners’ self-generated use of gesture to think through and resolve a metalinguistic awareness-raising task during small-group work with an expert mediator. Although the use of gesture in L2 communication and pedagogy has recently received increasing attention, little research has explored L2 learners' use of gesture to mediate their own thinking in order to work through L2 problems.…
A corpus-driven study of second-person pronoun variation in L2 French synchronous computer-mediated communication
Using a corpus-driven variationist approach, this study analyzes variation between the French second-person pronouns tu (T) and vous (V) during synchronous computer-mediated communication (SCMC) interactions among learners at different instructional levels. In general, learners at all instructional levels alternated between T and V, yet this variation did not normally lead to any form of social conflict regarding the sociolinguistic appropriatene…
Metalinguistic explanations and self‐reports as triangulation data for interpreting second language sociolinguistic performance
The study reported here explores the use of learners' metalinguistic explanations and self‐reports of variable language production as triangulation data for interpreting second language (L2) sociolinguistic performance, focusing on the variable retention versus omission of the negative morpheme ne . Our central argument is that performance data alone are not sufficient for evaluating how L2 learners perceive social and stylistic variation in the …
Developing a sociocultural orientation to variation in language
Developing second language sociopragmatic knowledge through concept-based instruction: A microgenetic case study
Sociocultural Theory and Interlanguage Pragmatics
Vygotskyan sociocultural theory (SCT) (e.g., Vygotsky, 1978, 1986; for second language [L2] development, see Lantolf & Thorne, 2006) has been extended to interlanguage pragmatics (ILP) research in a number of interesting and fruitful directions since the 1990s.
Teaching, Learning, and Developing L2 French Sociolinguistic Competence: A Sociocultural Perspective
The study reported in this article investigates the development of sociolinguistic competence among second-year (US university-level) L2 learners of French who were given systematic instruction on sociolinguistic variation as part of their normal coursework. We focus on the variable use of the negative morpheme ne in verbal negation. Drawing from learners’ explanations of ne presence versus absence, their analyses of two texts representing differ…
From verbal protocols to cooperative dialogue in the assessment of second language pragmatic competence
This article addresses the role of verbal protocols and cooperative dialogue in assessments of L2 pragmatic competence from the perspective of Vygotskian sociocultural theory. Whereas verbal protocols reveal important information about learner response processes, cooperative dialogue in the Zone of Proximal Development yields even more detailed developmental profiles that include emerging competencies and, at the same time, promotes their continu…
The effect of instruction on language learners' sociolinguistic awareness: An empirical study with pedagogical implications
Corrective feedback, gesture, and mediation in classroom language learning
This article examines the way in which a teacher’s provision of form-focused corrective feedback synchronized with gesture mediated a student’s learning in an ESL reading classroom. Specifically, the focus of the analysis is on the student’s appropriation of the teacher’s gesture as a tool that mediates his own independent functioning. It is argued that while the teacher’s corrective feedback in the verbal channel helped to scaffold the learner’s…
Dynamic assessment of elicited imitation: A case analysis of an advanced L2 English speaker
The focus of this paper is on the design, administration, and scoring of a dynamically administered elicited imitation test of L2 English morphology. Drawing on Vygotskian sociocultural psychology, particularly the concepts of zone of proximal development and dynamic assessment, we argue that support provided during the elicited imitation test both reveals and promotes the continued growth of emerging L2 capacities. Following a discussion of the …
Instructed Concept Appropriation and L2 Pragmatic Development in the Classroom
In this article, we investigate the integration of concept-based pragmatics instruction, grounded in Vygotskian sociocultural psychology, in an intact second-semester French class (n = 13) over the course of an academic term. Our focus is on learners' appropriation of the concepts of self-presentation, social distance, and power with respect to the French second-person pronoun system (i.e., tu versus vous) as revealed through language awareness q…
Profiling second language sociolinguistic development through dynamically administered strategic interaction scenarios
Are multilingualism, tolerance of ambiguity, and attitudes toward linguistic variation related
This article explores the links between multilingualism, the personality trait Tolerance of Ambiguity (TA), and attitudes toward linguistic variation among 379 mono-, bi-, and multilingual adults who completed an online questionnaire. A self-reported high level of proficiency in multiple languages, short- and long-term residence abroad, and high education levels are linked to TA and positive attitudes toward linguistic variation. In addition, hig…
Learning Potential and the Dynamic Assessment of L2 Chinese Grammar through Elicited Imitation
This article outlines an approach to evaluating second language grammatical learning potential through dynamic assessment ofelicited imitation. Focus is on the design of a sandwich format dynamic assessment in which learners engage in a pretest ofindependent performance, followed by a mediation phase in which instructional support is provided, and then a retest of independent performance. The assessment centers on learners’ responsiveness to supp…
Authenticity, Language and Interaction in Second Language Contexts
Preferences for (in)formal language: Correlations with attitudes toward linguistic variation, multilingualism, tolerance of ambiguity, and residence abroad
Drawing on data collected via a web-based survey, the study investigates the relationship between preferences for (in)formal language and attitudes toward linguistic variation among a large group of monolingual and multilingual adults (n = 379). Also explored are the links between preferences for (in)formal language and several secondary variables: tolerance of ambiguity, degree of multilingualism, age, experience living abroad, and educational a…
Linguistics (28 works) · Psychology (28 works) · Computer Science (23 works) · EFL/ESL Teaching and Learning (20 works) · Sociology (20 works) · Philosophy (12 works) · Pedagogy (11 works) · Sociocultural evolution (10 works) · Social Psychology (9 works) · Language, Discourse, Communication Strategies (8 works)