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VANDERGRIFT, Laurens

VANDERGRIFT, Laurens (Larry)

Professor
Official Languages and Bilingualism Institute (303, 600 King Edward)
Telephone: 613 562-5800-3464
email: lvdgrift@uottawa.ca

Member of the Faculty of Graduate and Postdoctoral Studies
Joint appointment with the Official Languages and Bilingualism Institute

Research interests and scholarly activities

Listening comprehension: strategies and processes; metacognition and language learning; L2 language acquisition; motivation; self-regulation in L2 learning; formative evaluation; teacher education.

Editor (with Tracey Derwing), Canadian Modern Language Review
Scholar in Residence, Official Languages Support Program Branch, Department of Canadian Heritage (2005-06)

Teaching fields

Second language classroom-based research; Second language acquisition; Classroom observation; Comprehension processes.

Recent publications

Monographs:

  1. Vandergrift, L. (2006). Proposal for a framework of reference for languages for Canada. Ottawa: Official Languages Support Programs Branch, Department of Canadian Heritage.

Chapters in books:

  1. Vandergrift, L. & Goh, C.(2007). Teaching and testing listening comprehension. In Long, M. & Doughty, C. (eds.) Handbook of second and foreign language teaching (pp. xxx-xxx). Cambridge, MA: Blackwell
  2. Vandergrift, L. ). (2007) Listening strategies. In Lewis, T. & Hurd, S. (Eds.) Language learning strategies in independent settings (pp. xxx-xxx). Clevedon, UK: Multilingual Matters.

Papers in refereed journals:

  1. Vandergrift, L. (2007). Listening comprehension in L2/FL learning. Language Teaching, 40 (3).
  2. Vandergrift, L. (2007). La comprehension auditive en didactique du FLE. In P. Desmet & S. Verlinde (Eds.) in ITL, Review of Applied Linguistics
  3. Vandergrift, L., Goh, C., Mareschal, C. & Tafaghodatari, M.H. (2006). The Metacognitive Awareness Listening Questionnaire (MALQ): Development and validation. Language Learning, 56. 431-462.
  4. Vandergrift, L. (2006). Second language listening: Listening ability or language proficiency? Modern Language Journal, 90, 3-17.
  5. Vandergrift, L. (2005). Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics, 26, 70-89.
  6. Vandergrift, L. (2004). Learning to listen or listening to learn. Annual Review of Applied Linguistics, 24, 3-25.
  7. Vandergrift, L. (2003). Orchestrating strategy use: Towards a model of the skilled L2 listener. Language Learning, 53, 461-494
  8. Vandergrift, L. (2003). From prediction to reflection: Guiding students through the process of L2 listening. Canadian Modern Language Review, 59, 425-440.
  9. Vandergrift, L. (2002). “It was nice to see that our predictions were right”: Developing metacognition in L2 listening comprehension. Canadian Modern Language Review, 58, 555-75.
  10. Vandergrift, L. (2002). Listening: Theory and practice in modern language listening competence. Invited submission to Web Guide to Good Practice in Teaching and Learning in Languages, Linguistics and Area Studies. www.lang.ltsn.ac.uk/resources/goodpractice.aspx?resourceid=67
  11. Vandergrift, L. (2000). Setting students up for success: Formative evaluation and FLES. Foreign Language Annals, 33(3), 290-304.

Conference proceedings :

  1. Vandergrift, L. (2004). The role of metacognition in successful L2 listening comprehension. In Courchêne, R & H. McGarrell (Eds.), Contact: Proceedings of TESL Ontario Research Symposium 2003 (pp. 29-36). Toronto : TESL Ontario.

Technical reports:

  1. Lapkin, S., Macfarlane, A., & Vandergrift, L. (2006). Teaching French in Canada: FSL Teachers’ Perspectives. Ottawa, ON: Canadian Teachers’ Federation.
  2. Vandergrift, L. (2003). Teaching listening strategies to advanced-level listeners. College Park , MD : National Foreign Language Centre. (Invited thought paper)

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