Nancy Gagné

Peer-Reviewed Presentations 

Gagné, N. & French, L. M. (July, 2021). Children's L2 oral production in intensive settings: perceived fluency, comprehensibility and accentedness. Paper presented at the 30th Annual Conference of the European Second Language Association EuroSLA 30 (EuroSLA), Barcelone, Espagne. 

Gagné, N. & Joan Casademont, A. (October, 2020). Complexité et précision : Développement oral des enfants débutants en apprentissage de l’anglais langue seconde. Paper presented at Baby-TaLC / E-GRAPELES : Langages et identités, Perpignan, France.

Gagné, N. (July, 2020). Perceived fluency, comprehensibility and accentedness: A speech corpus analysis of children's L2 oral production. Paper presented at the 14th Teaching and Language Corpora Conference (TalC), Perpignan, France.

Gagné, N. & Joan Casademont, A. (July, 2020). Crosslinguistic influences and L3/Ln teaching:  A corpus-based analysis of L3/Ln Catalan intermediate learners' errors in writing. Paper presented at the 14th Teaching and Language Corpora Conference (TalC), Perpignan, France.

Gagné, N. & French, L. M. (June, 2019).  Intensive Instruction: Impact on oral lexical development.  Paper presented at the Canadian Association of Applied Linguistics (ACLA-CAAL), Vancouver, Canada.

Gagné, N. French, L. M. & Hummel, K. (March, 2019). Examining children's L2 fluency development: The relationship among oral task type, L1 fluency and initial levels of L2 fluency. Paper presented at the annual conference of the American Association for Applied Linguistics, Atlanta, Georgie.

Gagné, N. & French, L. M. (November, 2018). Intensive English: How assessment tools for L2 oral fluency influence the results.  Paper presented at the SPEAQ's 46th annual convention. Roots and Wings, Lévis, Canada.

Gagné, N. & French, L. M. (October, 2018). Examining the role of L1 fluency on L2 performance: monologic versus dialogic tasks.  Paper presented at the 37th Second Language Research Forum (SLRF). Sur la contribution des sciences cognitives à la recherche en langue seconde, Montréal, Canada.

French, L. M., Gagné, N., & Serna Dimas, H.M. (February 2017). Internationalization, cultural competency, and intercultural competencies in language learning contexts. Paper presented at Universality of Global Education Issues Conference, Houston, Texas.

French, L. M., Gagné, N., & Segalowitz, N. (March, 2015). The beneficial impact of short-term study abroad: French learners’ improvement in fluency, comprehensibility and accentedness. Paper presented at the annual conference of the American Association for Applied Linguistics, Toronto, Canada.

Gagné, N., French, L. M., & Guay, J. D. (March, 2015). Au-delà de la mesure temporelle : la pause comme indicateur du développement de l’aisance à l’oral en L2. Paper presented at the joint conference of the American Association for Applied Linguistics/Canadian Association of Applied Linguistics (ACLA/CAAL).Toronto, Canada.

French, L. M., Collins, L., & Gagné, N. (November, 2014). What are the long-term benefits of an intensive English experience? Paper presented at the SPEAQ's 42nd annual convention. Pedagogically Yours!, Québec, Canada.

Gagné, N., French, L. M., & Guay, J. D. (October, 2014). Pauses et production orale en L2 : une perspective longitudinale dans le cadre d’un programme court en immersion. Paper presented at the Journées de Pausologie, Montpellier, France.

French, L. M., Guay, J. D., & Gagné, N. (October, 2014). Short-term study abroad in Quebec: A look at English speaking adults’ fluency gains in French. Paper presented at the Second Language Research Forum (SLRF): Theory Meets Practice, North Carolina, United States.

French, L. M., Gagné, N., Guay, J. D., & Beaulieu, S. (September, 2014). Short-term study abroad: French learners’ fluency, comprehensibility and accentedness. Paper presented at Pronunciation in Second Language Learning and Teaching (?PSLLT), Santa Barbara, Californie.

French, L. M., Collins, L., Gagné, N., & Guay, J. D. (March, 2014). A look at the long-term effects of intensive instruction on L2 skills. Paper presented at the annual conference of the American Association for Applied Linguistics, Portland, Oregon.

Other Presentations (Invited)

Gagné, N. (October, 2019). Task type and performance: How can we support the development of oral fluency in schools? Regroupement des responsables de l’anglais langue seconde (RREALS), Québec.

Gagné, N., & French, L.M. (December, 2014). Anglais intensif : effets à long terme, modèles et impacts.  Conseil administratif, Commission scolaire de la Jonquière.

French, L.M. & Gagné, N. (November, 2013). Projet sur le développement de l’oral dans le contexte du Saguenay en anglais langue seconde (DOSA) : Résultats préliminaires.  Conseil administratif, Commission scolaire de la Jonquière.

Gagné, N. (February, 2013)) Anglais intensif, l’impact sur les élèves à besoins particuliers. Comité de parents EHDAA, Commission scolaire de la Jonquière.

Book Review

Gagné, N. (2012) Munoz, C. Intensive exposure experiences in second language learning. Bristol, Multilingual Matters, in La Revue canadienne des langues vivantes/The Canadian Modern Language Review, 69 :2. pp.238-240.

Peer-Reviewed Articles

French, L. M., Gagné, N., & Collins, L. (2020). Long-term effects of intensive instruction on fluency, comprehensibility and accentedness. Journal of Second Language Pronunciation. doi: https://doi.org/10.1075/jslp.20026.fre

Gagné, N. (2019). Anglais intensif: transfert des savoirs et développement lexical. Les Langues Modernes, 3(2019), 59-66.

Gagné, N. (2013). En route vers l'école. Revue préscolaire. 51(2): 46.

 

This section shows the documents (if any) that are available in R-libre, TELUQ's open access research publication repository.