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Carleton Papers in Applied Language Studies (CPALS)

Carleton Papers in Applied Language Studies (CPALS)

Carleton Papers in Applied Language Studies is an annual journal of working papers examining the underlying theoretical principles of language teaching, learning, and research. The editorial committee invites the submission of previously unpublished articles focusing on new developments and recent research findings in the field of applied language studies.

Of particular interest are such themes as:

  • approaches to communicative language teaching
  • syllabus design
  • pedagogical implications of research on writing
  • discourse analysis
  • computer-assisted learning.

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.

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If you would like to order one or more volumes of the Carleton Papers in Applied Language Studies, please fill out the Subscription Order Form.

Current 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.
Title Author(s)
Cover/Table of Contents/Preface Editors
Why Do They Do It? A Reflection on Issues Surrounding the Issue of Chinese Student Motivation. Mike Barker, Carleton University
A Brief Introduction to High School Education in China Yuhui Yang, Carleton University
‘Shooting Yourself in the Foot’ or ‘On the Yellow Brick Road’? Chinese Students in an Intensive ESL Program. Louise Smith, Carleton University
An Inquiry into Characteristics of Motivation Among Chinese Students in a University Credit EAP Program Mike Barker, Carleton University
Understanding Motivation: a Review of Relevant Literature Mike Barker, Carleton University
The Evolution of Asian ESL Students’ Perceptions of Grammar: Case Studies of Nine Learners Sunkyoung Yoon, Carleton University Kyoko Hoshi, Carleton University Hong Zhao, Carleton University
Oral versus Written Grammar: Teacher Perspectives and Common Practices Peggy Hartwick, Carleton University
Towards an Understanding of Student Perceptions on Feedback Ahmed Nazif, Carleton University Debasish Biswas, Carleton University Rosagela M. Hilbig, Carleton University
Students’ Perceptions of Progress: Are Grades, Peers and ‘Successful Use of the Language’ Indicators? Christine Doe, Carleton University
Building Bridges and Crossing Borders: A Cross-Cultural Perspective on the Impact of ESL Learners’ Beliefs, Expectations, and Experiences in their Sense of Progress Mohammed Al-Alawi, Carleton University
Towards a Conceptualization of the Construct ‘Sense of Progress’ in L2 Learning Juliana Bahia, Carleton University
The Ups and Downs of Becoming a Graduate Student Researcher Karen Rishel, Carleton University

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)
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 University
The 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)
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 University
Some 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)
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 University
Teaching and Learning Sociolinguistics: A Case Study of University Teaching Devon Woods, Carleton University

Volume XIII (1996)
Title Author(s)
Classroom-Based Action Research by Student Teachers on Learner Perceptions: A Case Study Approach Devon Woods, Carleton University Patricia Reynolds, Carleton University
Action 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)
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)
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 University
Group Skills in Multicultural Classrooms Andi Gray, Carleton University Adrienne Soucy, Carleton University
Cross-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)
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 Ottawa
Psychometric 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 University
The Role of Validity Theory in the Resolution of Observational Indeterminacy Bruno D. Zumbo, University of Ottawa Anita M. Hubley, Carleton University
The 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)
Title Author(s)
Building With Words: Discourse in an Architect’s Office Peter Medway, Carleton University Richard Andrews, University of Hull
Exploring 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 University
The 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)
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)
Title Author(s)
The Carleton Intensive Courses in English as a Second Language Wendy Magahay, Carleton University Devon Woods, Carleton University
Intensive 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)
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 University
Can 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 University
Studying ESL Teachers’ Decision Making: Rationale, Methodological Issues and Initial Results Devon Woods, Carleton University

Volume V (1988)
Title Author(s)
Bilingual Education and Programs for Immigrant/Refugee Children: A Review of the Literature Devon Woods, Carleton University M. Moore, Carleton University
Classroom Dimensions of the Low-Achieving Italian Child in Primary School: A Pilot Study Ruth Taaffe, University of Ottawa Ian Pringle, Carleton University
Sociolinguistics 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 University
Bilingualism in Tamilnadu (India) and Canada: A Comparison G. Srinivasa Varma, Annamalai University, India

Volume IV (1987)
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)
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 University
On Structuring Inference in Discourse Joseph P. Kess, University of Victoria

Volume II (1985)
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)
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 University
Subject 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