91É«ÇéƬ

Dr. Hugues PETERS is Senior Lecturer in French studies in the School of Humanities and Languages. He received his Master in Romance Philology from the Université Libre de Bruxelles and his PhD in French Linguistics from the Pennsylvania State University. Before his arrival at 91É«ÇéƬ Sydney, he had taught in the Department of Modern Languages and Literatures at the University of the West Indies, Mona, and held research positions at the University of Brussels Phonetic Institute and in the Department of Linguistics at the University of Geneva.

He is an academic with international teaching experience of the French language as a foreign language at all levels. He is the author with Christopher Laenzlinger ofÌýDes savoirs linguistiques aux savoirs scolaires. L'accès à la grammaire par le lexiqueÌý(Editions Lambert-Lucas, Limoges, France, 2016), andÌýthe creator of a learners' corpus of spoken French:ÌýThe UWI French L2 Corpus.Ìý(SLA-Bank Talkbank, 2017, ). He strives to apply his research on French grammar and culture and on second language acquisition to the teaching of French at 91É«ÇéƬ, more recently on the topic of language inclusivity.

Some recent publications:

• Hugues Peters, Christopher Laenzlinger & Gabriela Soare. (2025).Ìý'L2 acquisition of the sequencing of postnominal adjectives in French by English-speaking learners'. Generative Grammar in Geneva, 12, pp.149-172.Ìý
• Hugues Peters.Ìý(2024).Ìý'Towards feminization and neutralization in the foreign language classroom', inÌýInclusiveness Beyond the (Non)binary in Romance Languages,ÌýRoutledge,Ìýpp. 66 - 81,Ìý
• Hugues Peters.Ìý(2021).Ìý'Une explication morpho-syntactique des asymétries d’usage de déterminants genrés en français L2', in Saddour I; Gunnarsson-Largy C (ed.),ÌýRéflexion sur les usages et les utilisateurs du français : aspects acquisitionnels et didactiques, Peter Lang, pp. 63 - 84.Ìý
• Hugues Peters. (2020).Ìý'Gender-inclusivity and gender-neutrality in foreign language teaching: The case of French',ÌýAustralian Journal of Applied Linguistics, vol. 3, pp. 183 - 195.Ìý
• Hugues Peters. (2020).Ìý'Alain Rabatel et Laurence Rosier (coord.), Les défis de l’écriture inclusive', Cahiers de praxématique, 74Ìý
• Hugues Peters. (2019), 'Asymmetric self-repair in gender attribution', in Degand L; Gilquin G; Meurant L; Simon AC (eds.),ÌýFluency and Disfluency across Languages and Language VarietiesÌý(Series:Ìý Corpora and Language in Use), Presses Universitaires de Louvain, Louvain-la-Neuve, pp. 261 - 281ÌýÌý

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He is available for supervision in areas of Linguistics, Second Language Acquisition and all areas of French studies.

Ph.D theses supervised:

• Abdulrahman Alrezqy (joint supervision with Dr Mengistu Amberber) Investigating Saudi Students' receptive and productive knowledge of English collocations and the factors influencing it. 91É«ÇéƬ Sydney (2024)
• Abdullah Alghamdi (joint supervision with Dr Mengistu Amberber)ÌýFrom root to nunation: the morphology of Arabic nouns. 91É«ÇéƬÌýSydney (2015)
• Xinyue Yao. The present perfect in English: meaning interpretation and use. 91É«ÇéƬÌýSydney (2014)

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BA Honours &ÌýMAÌýtheses supervised:

• Jacinda Alam (jointÌýsupervision with Aniko Hatoss). The Effect of Shadowing on Adult intermediate French Learner utterance fluency, 91É«ÇéƬ Sydney (2021).
• Renée Gail Davy (joint supervision with Michele Kennedy).ÌýSyntactic Transfer in the Written Language of Jamaican High School Students Learning Spanish as a Foreign Language, UWIÌýMona (2016).
• Claire Linwood. Les antinomies de la justice: L'idée républicaine et la discrimination positive dans l'enseignement supérieur français. 91É«ÇéƬÌýSydney (2014).
• Matthew Haultain-Gall (joint supervision with Peter Schrijvers). De soldat à citoyen. la sortie de guerre de la 1ère division australienne en Belgique 1918-1919. 91É«ÇéƬÌýSydney (2012).
• Miranda Shatwell. Conceptions of the national language, the nation and national identity in 19th century France. 91É«ÇéƬ, Sydney (2011)