CPALS (Carleton Papers in Applied Language Studies) was an annual journal of working papers examining the underlying theoretical principles of language teaching, learning, and research.
While the editorial committee retains the right to select articles for inclusion in the Papers, it does not impose any copyright on those articles and reports which are published. Contributors are free to offer their work to other Journals or to publish separately.
Past Volumes
- Volume XXIV (2007-2008)
Release postponed indefinitely.
- Volume XXIII (2006)
This volume of CPALS focuses on the important topic of English for Academic Purposes (EAP) instruction in Canadian universities.
To view/print a PDF version of an article, please click on the article name.
Title Author(s) Cover/Table of Contents/Preface Editor Costs and Benefits: English For Academic Purposes Instruction in Canadian Universities – Janna Fox, Carleton University
– Liying Cheng, Queen’s University
– Robert Berman, University of Alberta
– Xiaomei Song, Queen’s University
– Johanne Myles, Queen’s University
- Volume XXI/XXII (2004-2005)
These two volumes have been combined. The papers in this double volume of the Carleton Papers in Applied Language Studies report on research projects done in graduate courses carried out during the period from 2003 to 2005 at Carleton University which focus on classroom research and exploratory practice. The themes that are represented by the papers in these volumes are Motivation (2003), The Explicit and Implicit Teaching of Grammar (2004), Feedback (2004), and Sense of Progress (2005).
To view/print a PDF version of an article, please click on the article name.
- Volume XX (2003)
The essays in this volume all relate to a Social Sciences and Humanities Research Council (SSHRC) study investigating the discourse and culture of workplaces and university settings that focus on the new technologies.
Title Author Key Concepts in Rhetorical Genre Studies Natasha Artemeva, Carleton University Interactions between Theory and Research: RGS and a Study of Students and Professional Working “in Computers” Aviva Freedman, Carleton University Pushing the Envelope: Expanding the Model of RGS Theory Aviva Freedman, Carleton University Taking a Risk: The Role of Timing and Agency in Exercising Engineering Genre Knowledge Natasha Artemeva, Carleton University
- Volume XVIII/XIX (2001-2002)
These two volumes have been combined. This special issue highlights research essays of three graduate students, each of whom focussed on writing.Title Author(s) Reflection, Learning, and the Academic Stance: Does Writing Academic Journals Have to be so Difficult Lilly Katharina Bokhari, Carleton University Writing to Learn While Learning to Write in the Academy: A Case Study of the Writer’s Journal and its Pedagogical Possibilities Lillian D. Dagher, Carleton University Researching Workplace Writing: A Study of Theoretical Approaches in Rhetorical Genre Analysis of Texts Created in the Workplace Maria M. Wilson, Carleton University
- Volume XVI/XVII (1999-2000)
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Title Author(s) A Situated Argument for the Use of First Language as the Initial Medium of Instruction: Retrospective Reflections on the Reform of an Education System Janna Fox, Carleton University A Needs Analysis for the Iranian Language Institute Devon Woods, Carleton University The Development of College English Curriculum in China Hong Wang, Carleton University
Han Han, Carleton UniversityThe Culture of Teaching and its Influence on College English Curriculum Innovation in China Xuemei Li, Carleton University Large Plans and Vague Ideas Saira Fitzgerald, Carleton University Learning from Curricular Disjuncture Anita Girvan, Carleton University The Japan Exchange and Teaching Programme: A Personal Review Eric Koshinsky, Carleton University Students’ Beliefs and Expectations About Language Learning: Implications for Curricular Change Tara Tovell, Carleton University Reflective Teaching: Exploring Personal Curricular Decisions in the ESL Classroom Roxanne Ross, Carleton University
- Volume XV (1998)
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Title Author(s) Introduction to Volume XV: Teaching ESL and Teaching EFL: New Methodologies, Pedagogical Shock and Changing Perceptions Lyn Bennett, Carleton University
Wendy Magahay, Carleton University
Devon Woods, Carleton UniversitySome Problems and Solution in Course Design in the EFL Situation in View of Communicative Teaching Methodology Chun Gab Kim, Seonam University The Dilemma of Perceptual Changes: A Case Study of Three ESL Japanese Students Mika Yoshimoto, Carleton University Strategic Reading and Students’ Evolving Processes in an Academic ESL Setting Hyeran Choi, Carleton University Students’ Perceptions of Freewriting and Teacher Comments Heekyeong Lee, Carleton University Expectations and Rubricizations: The Implications of Student Perceptions in the ESL Classroom Julie Brady, Carleton University The Differing Perceptions of Teacher and Learner about the Classroom Setting: Is It ESL? or EFL? Joo-Hyung Kang, Carleton University The Learner’s Needs and Motivation to Learn: A Case Study of a Korean ESL Student Hye-Kyoung Lim, Carleton University Taking Closer Look at Learner-Learner Interactions in the Classroom Geri Dumouchelle, Carleton University Journal Reflections: Learning Korean at Home and Abroad Linda Librande, Carleton University
- Volume XIV (1997)
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Title Author(s) That’s Why Kansai Girls Don’t Like Tokyo Boys Patricia A. Hanly Wood, Carleton University Social Perspectives On Code-Switching, Interference, And Metalinguistic Awareness: The Case of a German-English Bilingual Child Birgit Heine, Monterey Institute of International Studies Language, Law, and Power Michelle Jelinch, Hartnell College Frameworks for Understanding the Outcome of Language Spread Policy: A Case Study of Hindi Gillian Beresford, Carleton University Aboriginal Language Maintenance and Bilingual Education: A Comparative Study of Peru, New Zealand and Canada Tamara Wasylenky, Carleton University Authenticating Authentic Material: The Deeper Level of Embedded Societal Stereotypes Paula A. Gunder, University of Arizona Save the Jungle – Save the World: A Critical Analysis of an EFL/ESL Reading Text Lucie Tsai, Carleton University Proving the Rule: Situating Workplace Writing in a University Context Aviva Freedman, Carleton University
Christine Adam, Carleton UniversityTeaching and Learning Sociolinguistics: A Case Study of University Teaching Devon Woods, Carleton University
- Volume XIII (1996)
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Title Author(s) Classroom-Based Action Research by Student Teachers on Learner Perceptions: A Case Study Approach Devon Woods, Carleton University
Patricia Reynolds, Carleton UniversityAction Research in the Second Language Classroom: Two Views of a Writing Process Class Karen Brousseau, Carleton University The Management of Language Learning: Who Is Supposed to Do What? Sandra M. Valenzuela, Carleton University Motivation and Learning Strategies In and Out of the Classroom Kathleen Thomas, Carleton University Exploring the Links Between Cultural/Educational Backgrounds and Motivation: A Case Study of Two Chinese ESL Learners in an ESL Setting Yuexing Liu, Carleton University The Evolution of a Learner’s Beliefs about Language Learning Leslie Allen, Carleton University The Process of Developing a Coding Scheme to Analyze Semi-structured Group Interviews Focusing on Listening Comprehension Strategies Martine Peters, Carleton University
- Volume XII (1995)
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Title Author(s) Critical Reflections on the Weak Interface Model Helmut Zobl, Carleton University Medium of Instruction: A Matter of Choice Ian Dale, Carleton University Evaluation Methods for Introductory Japanese Credit Courses at Canadian Universities: A Preliminary Survey Emi Sakamoto-Jog, Carleton University Assigning Poetry in the Composition Classroom: A Poetic Journey into Effective Writing Warren Edminster, Baylor University Revising a Research Article: An Ongoing Dialogue Natasha Artemeva , Carleton University Multilingual Approach to Language Acquisition Gerard Van Herk, Carleton University Older Adults, Literacy and Social Networks Trudy Lothian, Carleton University The Adult Learner as Incipient Bilingual: The Role of L1 in the Adult ESL Classrooms Natasha Artemeva, Carleton University
- Volume XI (1994)
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Title Author(s) Second Language, Second Self: An Exploratory Study in Contrastive Rhetoric Adrienne Soucy, Carleton University The Cultural Mosaic: Classroom Connections Margaret Kersten, Carleton University Marilyn Weir, Carleton University Inter-Ethnic Stereotypes and Teacher Development: Foreign Exchange Tim Pychyl, Carleton University
Janna Fox, Carleton UniversityGroup Skills in Multicultural Classrooms Andi Gray, Carleton University
Adrienne Soucy, Carleton UniversityCross-Cultural Language Training: The Case for a Holistic Organizational Approach Trudy O’Brien, Carleton University Reading Institutional Cultures: A Comparison of Readers in Two Settings Christine Adam, Carleton University
- Volume X (1993)
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Title Author(s) Psychometric Properties of the Cael Assessment, I: An Overview of Development, Format, and Scoring Procedures Janna Fox, Carleton University
Timothy A. Pychyl, Carleton University
Bruno D. Zumbo, University of OttawaPsychometric Properties of the Cael Assessment, Ii: An Examination of the Dependability/Reliability of Placement Decisions Bruno D. Zumbo, University of Ottawa
Janna Fox, Carleton University
Timothy A. Pychyl, Carleton UniversityThe Role of Validity Theory in the Resolution of Observational Indeterminacy Bruno D. Zumbo, University of Ottawa
Anita M. Hubley, Carleton UniversityThe Exercise of Power and Control in the Rhetorics of Testing Elana Shohamy, Tel Aviv University New Measurement Models and Methods for Constructing Language Tests Ronald K. Hambleton, University of Massachusetts
Mohammed Dirir, University of Massachusetts
Margaret Des Brisay, University of Ottawa
- Volume IX (1992)
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Title Author(s) Building With Words: Discourse in an Architect’s Office Peter Medway, Carleton University
Richard Andrews, University of HullExploring the Social Dimension of a Workplace Genre and the Implications for Teaching Graham Smart, Bank of Canada Gender and Discourse: The Case of Interruptions Susan Donaldson, Carleton University Modality and Ethos in Academic Writing: A Comparison of Novices and Professionals Ian Pringle, Carleton University
Aviva Freedman, Carleton UniversityThe Role of Register and Phase in Text Typology Lynne Young, Carleton University Phasal Analysis and Multiple-Inheritance: An Appeal for Charity Glenn Stillar, Glendon College, York University
- Volume VIII (1991)
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Title Author(s) Theme Management and Generic Formation in Deaf College Students’ Texts Jacqueline Anderson, Madonna University Self Reflection and Learner Competence Andi Gray, Carleton University Harnessing “The Uses of Chaos”: Self Reflective Freewriting and Writing To Learn to Write in a Second Language Adrienne Soucy, Carleton University Student Beliefs about Language Learning: A Cross Cultural Study Nancy Rennau Tumposky, Montclair State College Locating and Communicating: A Formula for the Main Point Report Catherine MacNeil, Carleton University Developing an ESP for Engineering Course: From Needs Analysis to Lesson Plan Trudy O’Brien, Carleton University ESP: Agriculture Linda Librande, Carleton University
- Volume VII (1990)
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Title Author(s) The Carleton Intensive Courses in English as a Second Language Wendy Magahay, Carleton University
Devon Woods, Carleton UniversityIntensive ESL Courses at CALS The Core Component The Writing Process Component The Oral Process Component The Individual Guided Learning Component Susan Donaldson, Carleton University Counselling International Students at Cals George Chouchani, Carleton University
- Volume VI (1989)
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Title Author(s) Interactional Differences in Writing Conferences Between TAs and Students in the Writing Tutorial Service Janna Fox, Carleton University Can Students Learn What to Expect in Academia? An Interview Renata de Pourbaix, Carleton University
Lynne Young, Carleton UniversityCan Linguistic Descriptions Help Language Learners to Develop Realistic Expectations about Academic Discourse? Lynne Young, Carleton University Perceptions and Processes of French and English Writing in a French Immersion Program Diane Dagenais Students’ Stances: Dimensions Affecting Composing and Learning Processes Aviva Freedman, Carleton University
Julia Carey, Carleton University
Antonina Miller, Carleton UniversityStudying ESL Teachers’ Decision Making: Rationale, Methodological Issues and Initial Results Devon Woods, Carleton University
- Volume V (1988)
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Title Author(s) Bilingual Education and Programs for Immigrant/Refugee Children: A Review of the Literature Devon Woods, Carleton University
M. Moore, Carleton UniversityClassroom Dimensions of the Low-Achieving Italian Child in Primary School: A Pilot Study Ruth Taaffe, University of Ottawa
Ian Pringle, Carleton UniversitySociolinguistics of Heritage Language Education Ian Dale, Carleton University Linguistic Perceptions of Italo-Canadian Students: A Pilot Study Claudia Persi Haines, Carleton University
Ian Pringle, Carleton UniversityBilingualism in Tamilnadu (India) and Canada: A Comparison G. Srinivasa Varma, Annamalai University, India
- Volume IV (1987)
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Title Author(s) A Note on “Applied Language Studies” Janice Yalden, Carleton University Literacy Learning in a French Immersion Classroom John Dixon Is Writing a Story in a Second Language That Much More Complex Than in a First Language? Children’s Perceptions Mary H. Maguire, McGill University Pre-Evaluation of Software for Computer Assisted Language Learning: A Report and Recommendations Solange Guberman, Carleton University Computers in ESL Classes: A Pilot Study Janna Fox, Carleton University The Demands for Linguistic and Cultural Adaptation of Immigrants at University in Canada Devon Woods, Carleton University Learning to Write Again: Discipline-Specific Writing at University Aviva Freedman, Carleton University Given and New Information from Word to Text: Principles and Strategies for Enhancing Cohesion Mark S. Le Tourneau, Weber State College
- Volume III (1986)
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Title Author(s) How Encouraging Invented Spelling in First Grade Children’s Writing Affects their Learning to Spell and Read Linda Clarke, O.I.S.E. &, Carleton University Learning to Write in French Immersion Marie-Victoire Pringle, Manotick Public School Not Teaching Writing: Discovering the Writing Process Julia Carey, Carleton University The Why of Cognition: Emotion and the Writing Process Alice Brand, University of Missouri St. Louis Understanding Temporal Sequences: Effects of Age, Attention and Text Structure Ronald Smyth, Carleton University
Susan Marshall, Dalhousie UniversityOn Structuring Inference in Discourse Joseph P. Kess, University of Victoria
- Volume II (1985)
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Title Author(s) Some Notes on Krashen’s Learned/Acquired Distinction Stan Jones, Carleton University How Teaching Writing Can Affect One’s Own Writing Process Toni Miller, Carleton University Sentence Combining: Some Questions Aviva Freedman, Carleton University Writing to Discover and Structure Meaning in the World of Business Graham Smart, Bank of Canada Linguistics and High Technology Jean Pierre Paillet, Carleton University Second Language Student Placement Through Self-Assessment Raymond Leblanc, University of Ottawa Cross Cultural Variability in Conversational Interactions Trudy O’Brien, Carleton University
- Volume I (1984)
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Title Author(s) CALS at Carleton Janice Yalden, Carleton University Computers in the Teaching of Linguistics Jean Pierre Paillet, Carleton University English in the Workplace: Mcdonald’s Executive English Joyce Pagurek, Carleton University
Brigid Fitzgerald, Carleton UniversitySubject Matter as Input for Beginners: A First Course in Italian for Students of Architecture Claudia Persi Haines, Carleton University Needs Assessment Surveys Lynne Young, Carleton University Compiling Instructors’ Perceptions of Learners’ Deficiencies: A Problem Centered Approach to In-Service Training and Language Development Alister Cumming, Carleton University The Carleton University Writing Tutorial Service Aviva Freedman, Carleton University A Process Orientation in ESL Writing Devon Woods, Carleton University The Use of Reformulation in Teaching Writing to FSL Students Razika Sanaoui, Carleton University Simulation or Reality? a Group Project in Writing Alister Cumming, Carleton University