Note: / Intensive English programs can be highly motivating for high-ability grade 6 students in Quebec.Following the progression of learning included in the Ministry of Education’s currentcurriculum, four in-class projects were created, focusing on cultural aspects and challenging,authentic tasks to increase students’ motivation and academic achievement. These inquiry-basedprojects emphasize students’ use of communication, collaboration, and problem-solving skillsand promote effective English Second Language learning among grade 6 students in IntensiveEnglish classes of Quebec.

This study examines the relationship between gesture and a deep understanding of a second language. The participants, including the researcher, are second-language educators who have experience drastic changes in levels of fluency after switching from traditional teaching methods, prioritizing grammar and thematic teaching, to the gesture approach. Data of this phenomenon is collected through a series of semi-structured interviews giving priority to narrative accounts of personal experiences. A phenomenological framework is employed to allow the dialogues to fuse and new understandings to emerge in the spaces in between. The findings are presented in an in-depth conversation between the participants and including well-known dynamic systems theorists to allow new insights and connections to develop. which are then creatively summarized and further explored in the final chapter through multi-lingual slam poetry. / Graduate

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This study investigates the use of strategic competence (SC) by L2 learners in referential communication within the framework of "IL-conformity", a process which is believed to be partly responsible for SLA. It explores the extent to which IL SC conforms to the similarities of this competence in the performance of speakers of different native languages (Lls). It also examines whether the IL-conformity, if any, is task-in/dependent and relates to L2 proficiency levels. Strategic competence refers here to the knowledge/ability to use compensatory (problem-solving) strategies to solve communication problems and to achieve the intended goals. Although studies on SLA have shown that IL conforms to the general (universal) properties of human language, they have focused on the grammatical aspects of language. The communicative aspects of language, particularly SC, have not been touched upon within this framework to date. In this study, as a point of departure, two hypotheses are tested: (1) IL SC will conform more or less to the general properties (or similarities) of SC observed in the performance of speakers of different Lls across various tasks. That is, if particular strategies are used similarly by the speakers of different Lis in performing a given task, such strategies will be used by IL speakers for the same task to a certain extent, and if task variability causes various performance of SC, IL-conformity will occur across various tasks. (2) Degree of IL-conformity corresponds to the degree of L2 proficiency level. The performance of SC of 30 English and 30 Persian adult L1 speakers, and two groups of 30 Farsi-speaking ESL university students of different L2 levels was studied. The subjects communicated three different tasks to their interlocutors. The results appeared to be in support of the hypotheses. The possible reasons for the speakers' strategic language behaviour are discussed along with the theoretical and pedagogical implications for instructed SLA.

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