Publications

Books

van Compernolle, R. A. (Ed.). (under contract). Concept-based language instruction: Principles and applications. Amsterdam: John Benjamins.

van Compernolle, R. A., & McGregor, J. (Eds.). (2016). Authenticity, language and interaction in second language contexts. Bristol: Multilingual Matters. 

van Compernolle, R. A. (2015). Interaction and second language development: A Vygotskian perspective. Amsterdam/Philadelphia: John Benjamins.

van Compernolle, R. A. (2014). Sociocultural theory and L2 instructional pragmatics. Bristol: Multilingual Matters. [Recipient of the 2017 American Association for Applied Linguistics First Book Award] 

Journal special issues edited

van Compernolle, R. A., & Williams, L. (Eds.). (2013). Sociocultural theory and second language pedagogy [Special issue]. Language Teaching Research, 17(3), 275-381. 

Williams, L., & van Compernolle, R. A. (Eds.). (2012). Computer-mediated discourse and interaction in language learning and language teaching [Special issue]. Canadian Modern Language Review, 69(1), 359-457.

Peer-reviewed journal articles

Qin, T., & van Compernolle, R. A. (forthcoming). Computerized dynamic assessment of implicature comprehension in L2 Chinese. Language Learning & Technology.

van Compernolle, R. A. (2021). Topic management and opportunities for learning in an advanced Francophone Cultures class. Applied Pragmatics, 3, 1-25.

Dolce, F., & van Compernolle, R. A. (2020). Topic management and student initiation in an advanced Chinese-as-a-foreign-language classroom. Classroom Discourse, 11, 80-98.

van Compernolle, R. A., & Ballesteros-Soria, N. (2020). Developing interactional repertoires in the classroom through dynamic strategic interaction scenarios. Vigo International Journal of Applied Linguistics, 17, 141-169.

van Compernolle, R. A. (2019). Constructing a second language sociolinguistic repertoire: A sociocultural usage-based approach. Applied Linguistics, 40, 871-893

Poehner, M. E., Kinginger, C., van Compernolle, R. A., & Lantolf, J. P. (2018). Pursuing Vygotsky’s dialectical approach to pedagogy and development: A response to Kellogg. Applied Linguistics, 39, 429-433.

Poehner, M. E., van Compernolle, R. A., Esteve, O., & Lantolf, J. P. (2018). A Vygotskian developmental approach to second language education. Journal of Cognitive Education and Psychology, 17, 238-259.

van Compernolle, R. A. (2018). Learning the sociopragmatics of an artificial language: Comparing rule-based and concept-based instruction. Language and Sociocultural Theory, 5, 1-20.

Poehner, M. E., & van Compernolle, R. A. (2018). Interaction, change, and the role of the historical in validation: The case of L2 Dynamic Assessment. Journal of Cognitive Education and Psychology, 17(1), 28-46.

van Compernolle, R. A., & Smotrova, T. (2017). Gesture, meaning, and thinking-for-teaching in unplanned vocabulary explanations. Classroom Discourse, 8, 194-213.

van Compernolle, R. A. (2017). Preferences for (in)formal language: Correlations with multilingualism, attitudes toward linguistic variation, tolerance of ambiguity, and residence abroad. International Journal of Multilingualism, 14, 317-331.

Walter, D. R., & van Compernolle, R. A. (2017). Teaching German declension as meaning: A concept-based approach. Innovation in Language Learning and Teaching, 11, 68-85. 

van Compernolle, R. A. (2016). CA-for-SCT: Dialectics and the analysis of cognition on the ground. Language and Sociocultural Theory, 3(2), 173-193.

Zhang, H., & van Compernolle, R. A. (2016). Learning potential and the dynamic assessment of L2 Chinese grammar through elicited imitation. Language and Sociocultural Theory, 3, 99-119.

van Compernolle, R. A., Gomez-Laich, M. P., & Weber, A. (2016). Teaching L2 Spanish sociopragmatics through concepts: A classroom-based study. Modern Language Journal, 100(1), 341-361.

van Compernolle, R. A. (2016). Are multilingualism, tolerance of ambiguity, and attitudes toward linguistic variation related? International Journal of Multilingualism, 13, 61-73.

van Compernolle, R. A., & Henery, A. (2015). Learning to do concept-based pragmatics instruction: Teacher development and L2 pedagogical content knowledge. Language Teaching Research, 19, 351-372.

van Compernolle, R. A. (2015). Native and nonnative perceptions of appropriateness in the French second-person pronoun system. Journal of French Language Studies, 25(1), 45-64.

van Compernolle, R. A., & Zhang, H. (2014). Dynamic assessment of elicited imitation: A case analysis of an advanced L2 English speaker. Language Testing, 31, 395-412. 

van Compernolle, R. A., & Henery, A. (2014). Instructed concept appropriation and L2 pragmatic development in the classroom. Language Learning, 64, 549-578. 

van Compernolle, R. A. (2014). Profiling second language sociolinguistic development through dynamically administered strategic interaction scenarios. Language and Communication, 37, 86-99. 

van Compernolle, R. A., & Smotrova, T. (2014). Corrective feedback, gesture, and mediation in classroom language learning. Language and Sociocultural Theory, 1, 25-47. 

Poehner, M. E., & van Compernolle, R. A. (2013). L2 development around tests: Response processes and dynamic assessment. International Review of Applied Linguistics in Language Teaching, 51, 353-377. 

van Compernolle, R. A. (2013). Concept appropriation and the emergence of L2 sociostylistic variation. In R. A. van Compernolle & L. Williams (Eds.), Sociocultural theory and second language pedagogy [Special issue]. Language Teaching Research, 17(3), 343-362. 

van Compernolle, R. A., & Kinginger, C. (2013). Promoting metapragmatic development through assessment in the zone of proximal development. In R. A. van Compernolle & L. Williams (Eds.), Sociocultural theory and second language pedagogy [Special issue]. Language Teaching Research, 17(3), 282-302. 

van Compernolle, R. A., & Williams, L. (2013). Group dynamics in the language classroom: Embodied participation as active reception in the collective ZPD. Classroom Discourse, 4(1), 42-62. 

van Compernolle, R. A., & Williams, L. (2013). The effect of instruction on language learners’ metasociolinguistic awareness: An empirical study with pedagogical implications. System, 41(2), 298-306.

van Compernolle, R. A. (2013). From verbal protocols to cooperative dialogue in the assessment of second language pragmatic competence. Intercultural Pragmatics, 10, 71-100.

van Compernolle, R. A., & Williams, L. (2012). Reconceptualizing sociolinguistic competence as mediated action: Identity, meaning-making, agency. Modern Language Journal, 96(2), 234-250.

van Compernolle, R. A., & Williams, L. (2012). Teaching, learning, and developing L2 French sociolinguistic competence: A sociocultural perspective. Applied Linguistics, 33(2), 184-205.

van Compernolle, R. A., & Williams, L. (2012). Promoting sociolinguistic competence in the classroom Zone of Proximal Development. Language Teaching Research, 16(1), 39-60.

van Compernolle, R. A. (2011). Developing second language sociopragmatic knowledge through concept-based instruction: A microgenetic case study. Journal of Pragmatics, 43(13), 3267-3283.

van Compernolle, R. A., & Williams, L. (2011). Thinking with your hands: Speech-gesture activity during an L2 awareness-raising task. Language Awareness, 20(3), 203-219. 

van Compernolle, R. A. (2011). Use and variation of French diacritics on an Internet dating site. Journal of French Language Studies, 21(2), 131-148.

Poehner, M. E., & van Compernolle, R. A. (2011). Frames of interaction in Dynamic Assessment: Developmental diagnoses of second language learning. In M. E. Poehner & P. Rae-Dickens (Eds.), Addressing issues of access and fairness in education through Dynamic Assessment [Special issue]. Assessment in Education: Principles, Policy and Practice, 18(2), 183-198. Reprinted in Poehner, M. & Rea-Dickins, P. (Eds.). (2013) Addressing Issues of Access and Fairness in Education through Dynamic Assessment. Abingdon, Oxfordshire: Routledge.

van Compernolle, R. A., & Williams, L. (2011). Metalinguistic explanations and self-reports as triangulation data for interpreting L2 sociolinguistic performance. International Journal of Applied Linguistics, 21(1), 26-50.

van Compernolle, R. A., Williams, L., & McCourt, C. (2011). A corpus-driven study of second-person pronoun variation in L2 French synchronous computer-mediated communication. Intercultural Pragmatics, 8(1), 67-91.

van Compernolle, R. A. (2011). Developing a sociocultural orientation to variation in language. Language & Communication, 31(1), 86-94. 

van Compernolle, R. A. (2010). The (slightly more) productive use of ne in Montreal French chat. Language Sciences, 32(4), 447-463.

van Compernolle, R. A. (2010). Incidental microgenetic development in second-language teacher-learner talk-in-interaction. Classroom Discourse, 1(1), 66-81. 

van Compernolle, R. A. (2010). Towards a sociolinguistically responsive pedagogy: Teaching second-person address forms in French. Canadian Modern Language Review, 66(3), 445-463. 

van Compernolle, R. A., & Williams, L. (2010). Orthographic variation in electronic French: The case of l’accent aigu. French Review, 83(4), 820-833.

Williams, L., & van Compernolle, R. A. (2009). Second-person pronoun use in French language discussion fora. Journal of French Language Studies, 19(3), 363-380.

van Compernolle, R. A., & Williams, L. (2009). Learner versus non-learner patterns of stylistic variation in synchronous computer-mediated French: Yes/no questions and nous versus on. Studies in Second Language Acquisition, 31(3), 471-500.

Williams, L., & van Compernolle, R. A. (2009). On versus tu and vous: Pronouns with indefinite reference in synchronous electronic French discourse. Language Sciences, 31(4), 409-427.

van Compernolle, R. A. (2009). Emphatic ne in informal spoken French and implications for foreign language pedagogy. International Journal of Applied Linguistics, 19(1), 47-65. 

van Compernolle, R. A., & Williams, L. (2009). Variable omission of ne in real-time French chat: A corpus-driven comparison of educational and non-educational contexts. Canadian Modern Language Review, 65(3), 413-440.

van Compernolle, R. A. (2009). What do women want? Linguistic equality and the feminization of job titles in contemporary France. Gender and Language, 3(1), 33-52.

van Compernolle, R. A. (2008). Nous versus on: Pronouns with first-person plural reference in synchronous French chat. Canadian Journal of Applied Linguistics, 11(2), 85-110.

van Compernolle, R. A. (2008). Second-person pronoun use and address strategies in on-line personal advertisements from Quebec. Journal of Pragmatics, 40(12), 2062-2076.

van Compernolle, R. A. (2008). Morphosyntactic and phonological constraints on negative particle variation in French-language chat discourse. Language Variation and Change, 20(2), 317-339.

van Compernolle, R. A. (2008). « Une pompière ? C’est affreux ! » Étude lexicale de la féminisation des noms de métiers et grades en France. Langage & Société, 123, 107-126.

van Compernolle, R. A., & Williams, L. (2007). De l’oral à l’électronique: La variation orthographique comme ressource sociostylistique et pragmatique dans le français électronique. In I. Pierozak (Ed.), Regards sur Internet, dans ses dimensions langagières. Penser les continuités et discontinuités [Special Issue]. Glottopol, 10, 56-69.

Williams, L., & van Compernolle, R. A. (2007). Second-person pronoun use in on-line French-language chat environments. French Review, 80(4), 804-820.

Chapters in edited volumes

van Compernolle, R. A. (forthcoming). Sociocultural theory. In S. Mercer & T. Gregersen (Eds.), The Routledge handbook of psychology of language learning. New York: Routledge.

van Compernolle, R. A. (forthcoming). Technology-enhanced approaches to researching SLA processes: A Vygotskian perspective. In N. Ziegler & M. Gonzalez-Lloret (Eds.), The Routledge handbook of SLA and technology. New York: Routledge.

van Compernolle, R. A. (forthcoming). Observing and assessing interactional competence in dynamic strategic interaction scenarios. In M. R. Salaberry & A. R. Burch (Eds.), Assessing speaking in context: Expanding the construct and its applications. Bristol: Multilingual Matters.

Poehner, M. E., & van Compernolle, R. A. (2020). Reconsidering time and process in L2 dynamic assessment. In M. E. Poehner & O. Inbar-Lourie (Eds.). Toward a reconceptualization of L2 classroom assessment: Praxis and researcher-teacher partnership (pp. 173-195). Berlin: Springer Publishing.

van Compernolle, R. A. (2019). The qualitative science of Vygotskian sociocultural psychology and L2 development. In J. W. Schwieter & A. Benati (Eds.), The Cambridge handbook of language learning (pp.62-83). Cambridge, England: Cambridge University Press.

van Compernolle, R. A. (2019). Vygotskian cultural-historical psychology in L2 pragmatics. In N. Taguchi (Ed.), The Routledge handbook of SLA and pragmatics. New York/London: Routledge. 

van Compernolle, R. A., & Kinginger, C. (2019). Second language concept-based pragmatics instruction: The role of languaging. In M. Haneda & H. Nassaji (Eds.), Language as social action: Insights from socio-cultural perspectives. Amsterdam: John Benjamins.

van Compernolle, R. A. (2018). Speaking, interactional competencies, and mediated action. In R. A. Alonso (Ed.), Speaking in a second language (pp. 27-48). Amsterdam: John Benjamins.

van Compernolle, R. A. (2018). Concept-based pragmatics instruction: Principles and applications. In J.P. Lantolf & M.E. Poehner (Eds.), with M. Swain (Ed. Consultant), The Routledge handbook of sociocultural theory and second language development (pp. 211-228). New York/London: Routledge.

van Compernolle, R. A. (2018). Focus on meaning and form: A Vygotskian perspective on task and pragmatic development in dynamic strategic interaction scenarios. In M. Ahmadian & M. P. G. Mayo (Eds.), Recent trends in task-based language learning and teaching (pp. 79-97). Berlin: Mouton De Gruyter.

van Compernolle, R. A. (2017). Sociocultural approaches to technology use in language education. In S. May (Ed.) Encyclopedia of language and education, vol. 9, S. L. Thorne (Ed.), Language, education and technology (pp. 233-246). Berlin: Springer. https://doi.org/10.1007/978-3-319-02328-1_36-2

van Compernolle, R. A., & Henery, A. (2016). Evaluating L2 pragmatic appropriateness and authenticity in synchronous computer-mediated strategic interaction scenarios. In R. A. van Compernolle & J. McGregor (Eds.), Authenticity, language, and interaction in second language contexts (pp. 10-34). Bristol: Multilingual Matters.

van Compernolle, R. A. (2016). Sociolinguistic authenticity and classroom L2 learners: Production, perception, and metapragmatics. In R. A. van Compernolle & J. McGregor (Eds.), Authenticity, language, and interaction in second language contexts (pp. 61-81). Bristol: Multilingual Matters.

van Compernolle, R. A. (2015). The emergence of sociolinguistic competence in L2 classroom interaction. In N. Markee (Ed.), Handbook of classroom discourse and interaction (pp. 265-280). London: Wiley-Blackwell. 

Poehner, M. E., & van Compernolle, R. A. (2013). Frames of interaction in Dynamic Assessment: Developmental diagnoses of second language learning. In M. E. Poehner & P. Rea-Dickins (Eds.). (2013) Addressing Issues of Access and Fairness in Education through Dynamic Assessment. Abingdon, Oxfordshire: Routledge. [Reprint of article in special issue of Assessment in Education in 2011, listed above]

van Compernolle, R. A. (2013). Interactional competence and the dynamic assessment of L2 pragmatic abilities. In S. Ross & G. Kasper (Eds.), Assessing second language pragmatics (pp. 327-353). Basingstoke, UK: Palgrave/Macmillan. 

Rine, E. F., & van Compernolle, R. A. (2012). Sociocultural theory and interlanguage pragmatics. In C. Chapelle (General Ed.), M. González-Lloret (Area Ed.), Wiley Encyclopedia of Applied Linguistics. Malden, MA: Wiley-Blackwell. DOI: 10.1002/9781405198431.wbeal1085

van Compernolle, R. A., & Williams, L. (2012). Variationist sociolinguistics, L2 sociopragmatic competence, and corpus analysis of classroom-based synchronous computer-mediated discourse. In C. Félix-Brasdefer & D. Koike (Eds.), Pragmatic variation in first and second language contexts: Methodological issues (pp. 239-269). Amsterdam: John Benjamins. 

van Compernolle, R. A. (2011). Responding to questions and L2 learner interactional competence during language proficiency interviews: A microanalytic study with pedagogical implications. In J. K. Hall, J. Hellermann, & S. Pekarek Doehler (Eds.), L2 interactional competence and development (pp. 117-144). Bristol: Multilingual Matters.

van Compernolle, R. A., & Pierozak, I. (2009). Teaching language variation in French through authentic chat discourse. In L. Abraham & L. Williams (Eds.), Electronic discourse in language learning and language teaching (pp. 111-126). Amsterdam: John Benjamins.

van Compernolle, R. A., & Abraham, L. (2009). Interactional and discursive features of English-language weblogs for language learning and teaching. In L. Abraham & L. Williams (Eds.), Electronic discourse in language learning and language teaching (pp. 193-211). Amsterdam: John Benjamins.

van Compernolle, R. A., & Williams, L. (2009). (Re)situating the role(s) of new technologies in world language teaching and learning. In R. Oxford & J. Oxford (Eds.), Second language teaching and learning in the Net Generation (pp. 9-21). Honolulu: University of Hawai`i, National Foreign Language Resource Center.

Williams, L., & van Compernolle, R. A. (2009). The chatbot as a tool/peer for learners of French. In G. Lord & L. Lomicka (Eds.), The next generation: Online collaboration and social networking in CALL (pp. 145-172). San Marcos, TX: CALICO.

van Compernolle, R. A. (2008). Sociopragmatic norms in Québécois online personal advertisements. In M-C Koop (Ed.), Le Québec à l’aube du nouveau millénaire : entre tradition et modernité (pp. 139-147). Québec, Canada: Presses de l’Université du Québec.

van Compernolle, R. A. (2007). The variable use of ne in public French-language chat. In J. Gerbault (Ed.), La langue du cyberespace : de la diversité aux normes (pp. 251-264). Paris: L’Harmattan.