Monique Mémet
- Language and Linguistics top 5%
- Literature and Literary Theory top 5%
- Developmental and Educational Psychology top 10%
- Education top 10%
- Linguistics and Language top 10%
- Topics
- Second Language Learning and Teaching (7 papers)Linguistics and Discourse Analysis (6 papers)French Language Learning Methods (6 papers)
- Journals
- SystemEuropean Journal of English StudiesASp
- Partner nations
- FranceUnited States
In The Last Decade
Monique Mémet
27 papers receiving 249 citations
Peers
Comparison fields: 5 of 55
- Language and Linguistics 155
- Literature and Literary Theory 113
- Developmental and Educational Psychology 69
- Education 62
- Linguistics and Language 49
Countries citing papers authored by Monique Mémet
This map shows the geographic impact of Monique Mémet's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Monique Mémet with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Monique Mémet more than expected).
Fields of papers citing papers by Monique Mémet
This network shows the impact of papers produced by Monique Mémet. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Monique Mémet. The network helps show where Monique Mémet may publish in the future.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | Développement de l'enseignement et de la recherche en anglais de spécialité : avancées théoriques et applications pédagogiques | 2 |
| 2 | 0 | |
| 3 | Conseils pratiques pour auteurs et rédacteurs: les conventions typographiques françaises et anglaises | 1 |
| 4 | Jonathan Crowther (ed.), Oxford Guide to British and American Culture, 1999 ; Susan Stempleski. Oxford Guide to British and American Culture. Teacher's Handbook, 1999 | 2 |
| 5 | David Banks, Writ in Water. Aspects of the Scientific Journal Article. Brest : E.R.L.A. Université de Bretagne Occidentale, 1993 | 6 |
| 6 | 3 | |
| 7 | Modern English Teacher | 128 |
| 8 | Les Clés de la grammaire anglaise de Henri Adamczewski et Jean-Pierre Gabilan | 1 |
| 9 | Studies in Second Language Acquisition | 28 |
| 10 | Trabalhos em Lingüistica Aplicada | 9 |
| 11 | La Tribune Internationale des Langues Vivantes | 5 |
| 12 | Études de Linguistique Appliquée | 11 |
| 13 | The Modem Language Journal | 8 |
| 14 | Cahiers de Lexicologie | 8 |
| 15 | Modem English Teacher | 1 |
| 16 | Revue de Phonétique Appliquée | 7 |
| 17 | English for Specific Purposes | 35 |
| 18 | Index des périodiques | 3 |
| 19 | Revista Interuniversitaria de Formacion del Profesorado | 9 |
| 20 | Les Cahiers de l'APLIUT | 1 |
About Monique Mémet
Monique Mémet is a scholar working on Linguistics and Language, Literature and Literary Theory and Language and Linguistics, having authored 30 papers that have together received 291 indexed citations. Recurring topics across this work include Second Language Learning and Teaching (7 papers), Linguistics and Discourse Analysis (6 papers) and French Language Learning Methods (6 papers). The work is most often cited by research in Language and Linguistics (155 citations), Linguistics and Language (49 citations) and Literature and Literary Theory (113 citations). Monique Mémet has collaborated with scholars based in France and United States. Their work appears in journals such as System, European Journal of English Studies and ASp.
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.