@article{wust_roche_2015, title={The Impact of form-focused instruction and consciousness-raising activities on L2 learners' acquisition of grammatical gender in French}, volume={88}, number={3}, journal={French Review}, author={Wust, V. and Roche, C.}, year={2015}, pages={37–52} }
 @article{wust_2010, title={L2 French learner?s processing L2 French learners processing of object clitics: Data from the classroom}, volume={2}, DOI={10.5070/l2219061}, abstractNote={The purpose of this study was to assess whether the well-documented paucity of object clitics in L2 French production reflects difficulties learners have comprehending these forms in classroom input. To this end, an aural French-English translation task was used to determine the extent to which university-level L2 learners of French (N=152) were able to process and encode the meaning of the object clitics me, te, la, l’, les, lui, leur, y and en. An analysis of the translations revealed variation in performance across clitic types (19-75% accuracy) and as a function of learners’ proficiency level and educational background. There was a positive relationship between L2 proficiency and clitic processing. Post-French immersion learners were better able to process and encode clitics than their post-core French peers. As a group, the learners were only 54% accurate, with their mistranslations of object clitics indicating incomplete use of gender, number, animacy and case markings to link these forms to their co-referents. An under-reliance on animacy and agreement cues by these L2 learners suggests the need for explicit instruction on the importance of syntactic and discourse-pragmatic information in clitic comprehension.}, number={1}, journal={L2 Journal  : An Electronic Refereed Journal for Foreign and Second Language Educators}, author={Wust, V.}, year={2010}, pages={45–72} }
 @article{wust_2010, title={Pronominalization in French: Pronominalization in French: Bridging the gap between research and practice}, volume={1}, number={1}, journal={Journal of Linguistics and Language Teaching}, author={Wust, V.}, year={2010}, pages={75–110} }
 @article{wust_2009, title={A la recherche des clitiques perdus: The dictogloss as a measure of the comprehension of y and en by L2 learners of French}, volume={65}, ISSN={["1710-1131"]}, DOI={10.3138/cmlr.65.3.471}, abstractNote={In an effort to ascertain whether the paucity of object clitics in L2 production documented in the extant research may reflect comprehension difficulties, this article reports on the use of a dictogloss task to determine the degree to which intermediate-level L2 learners of French (N = 110) were able to process and reproduce the meaning of the clitics y and en. An analysis of the reconstructed texts revealed the presence of competing interlanguage forms. Overall, deleted objects, strong pronouns, and lexical noun phrases were used with greater frequency than the target forms. Errors related to animacy, argument structure, and referent constituted the primary source of non-target-like usage. Given the learners' frequent use of animate forms in lieu of y and en, it is suggested that teachers might do well to provide explicit instruction on the animacy distinction in prescriptive French.L'objectif de la recherche rapportée dans cet article était de déterminer si le peu de clitiques objets documentés dans les tâches de production en langue seconde (L2) dans les recherches antérieures sont le reflet de difficultés de compréhension chez les apprenants. À cette fin, une tâche de dictogloss a été soumise à 110 apprenants de français L2 de niveau intermédiaire, pour déterminer dans quelle mesure ces apprenants étaient capables de comprendre la signification des clitiques y et en et de les utiliser. Une analyse des textes restitués a révélé la présence de diverses formes en concurrence dans l'interlangue des participants. En général, les apprenants ont plus fréquemment éliminé des objets ou employé d'autres pronoms ou des groupes nominaux plutô t que les formes ciblées. Les erreurs reliées à l'animéité, à la structure argumentative et aux référents constituaient la cause principale d'emploi de tournures différentes des formes ciblées. Étant donné la fréquence avec laquelle les apprenants emploient des formes animées au lieu des formes y et en, il serait opportun que les enseignants fournissent des informations explicites aux étudiants concernant le juste emploi de l'animéité en français.}, number={3}, journal={CANADIAN MODERN LANGUAGE REVIEW-REVUE CANADIENNE DES LANGUES VIVANTES}, author={Wust, Valerie A.}, year={2009}, month={Mar}, pages={471–499} }
 @misc{wust_2009, title={Review of Fanny Forsberg?s 2008 book ?Le langage prefabrique: Formes, fonctions et frequences en francais parle L2 et L1?'}, volume={12}, number={2}, journal={Canadian Journal of Applied Linguistics}, author={Wust, V.}, year={2009}, pages={84–85} }