جست‌وجوی استاد و پژوهشگر

Andries W. Coetzeeمشاهده پروفایل

استاد

• Phonetics
• Phonology
• Laboratory Phonology
• +۵ مورد دیگر

Andries W. Coetzee is a Professor of Linguistics and Associate Chair in the Department of Linguistics at the University of Michigan, affiliated with the College of Literature, Science, and the Arts (LSA). He holds additional roles as Judith T. Irvine Collegiate Professor, Special Advisor to the Provost, and Director of International Partnerships (Literature, Sciences, and the Arts). He also serves as Extraordinary Professor at North-West University (South Africa) and a Research Associate at Tokyo University of Foreign Studies (Japan). Coetzee holds a PhD from the University of Massachusetts Amherst (2004) and an MA from North-West University (1996). His research focuses on phonetics, phonology, and their interfaces, with emphasis on coarticulation dynamics, individual differences in perception/production, and the documentation of Southern African languages, particularly Afrikaans. He collaborates closely with Pam Beddor on NSF-funded studies linking production and perception in speech. He teaches courses in phonetics/phonology at both undergraduate and graduate levels and advises students in their research. Notable advisees include Michael Marlo (University of Missouri), Miyeon Ahn (Seoul National University), Xinting Zhang (South University of Science and Technology of China), and Harim Kwon (George Mason University). Coetzee is Editor of the flagship journal Language (2017–2023), serving on its editorial board since 2010. He co-directed the 2013 Linguistic Institute and chairs the LSA Program Committee. Honors include Fellow of the LSA (2015) and the LSA Early Career Award (2011). His work extends to international partnerships, including collaborations with South African institutions and global research networks. He maintains active roles in the Linguistic Society of America and contributes to linguistic documentation projects in Patagonia and South Africa.

• Bilingual Acquisition
• Child Language Development
• Heritage Language Development
• +۵ مورد دیگر

Dr. Johanne Paradis is a Professor and Associate Chair (Graduate Studies) in the Department of Linguistics at the University of Alberta. She directs the Bilingual Acquisition Lab of Alberta and the Child English Second Language (CHESL) Centre. Her research focuses on bilingual and second language acquisition in children, including heritage language development, bilingualism in children with communication disorders, and morphosyntactic and narrative skill acquisition. She investigates factors such as age of arrival, language environment, parental input, and socioemotional wellbeing influencing language development in diverse populations, including refugee children and those with developmental disorders. Her work emphasizes the interplay between language input, cognitive factors, and sociocultural contexts. Key contributions include longitudinal studies on Arabic and Mandarin heritage language development, analyses of narrative profiles in bilingual children with autism spectrum disorder, and advocacy for equitable assessment practices in bilingual populations. Dr. Paradis also explores how adversity and socioemotional challenges affect language acquisition in first-generation refugees. Her interdisciplinary approach bridges linguistics, psychology, and education to address real-world challenges in bilingual education and clinical practice. Her research spans theoretical and applied domains, with a focus on underrepresented language pairs and populations. She has contributed to understanding individual differences in bilingual development, particularly in children with special needs, and has published extensively on methodological challenges in studying understudied languages. Dr. Paradis collaborates internationally, including work in Canada and the Netherlands, to advance knowledge on bilingualism's cognitive and social dimensions.

Meral OZKAN GURSESمشاهده پروفایل

مدرس

• Second Language Acquisition
• Language Teaching Methodology
• Reading Comprehension Strategies
• +۵ مورد دیگر

Meral OZKAN GURSES is a Contract Lecturer in the Department of Asian and North African Studies at Ca' Foscari University of Venice, where she has been teaching Turkish language and cultural dynamics since 2019. Her academic work centers on language education, particularly in second language acquisition and reading strategies. PhD in Curriculum Development and Instruction, Anadolu University, Türkiye (2011) Certificate in Teaching Turkish as a Foreign Language, TOMER, Eskisehir Osmangazi University (2019) Graduate Diploma in English Teaching, Anadolu University (2008) Bachelor’s in French Teaching, Anadolu University (2007) Her research interests include learner autonomy, reading comprehension strategies in foreign languages, and instructional methods in language teaching. She has conducted studies primarily on Turkish learners of French, exploring how cognitive and metacognitive strategies affect comprehension and learning outcomes. The trends in her publications indicate a consistent focus on applied linguistics and language pedagogy, particularly in higher education contexts. Her work often employs qualitative and mixed-methods approaches, including think-aloud protocols and student surveys, to investigate how learners process and engage with foreign language texts. She has not been listed as receiving any scientific awards or fellowships in the provided texts. Meral OZKAN GURSES has taught various courses in Turkish language and narratives at both undergraduate and graduate levels. There is no mention of grant funding or formal student advising roles in the available information. She was a Visiting Scholar at the School of Education, University of Wisconsin-Madison (2014–2015), indicating international academic engagement. No specific research labs or collaborative teams are mentioned in the provided content.

• Discourse Analysis
• Second Language Acquisition
• Foreign Language Teaching Methodology
• +۲ مورد دیگر

Dr. Sinem Doğruer serves as Assistant Professor in the Department of English Language Teaching at Trakya University's Faculty of Education, where she teaches undergraduate and graduate courses including Discourse Analysis, Linguistics, and Language Teaching Skills. She concurrently holds key administrative roles as School of Foreign Languages Unit Advisory Board Member and previously served as International Relations Office Vice Manager coordinating Erasmus, Mevlana, and Farabi Exchange Programs. Her academic journey includes: Edirne Anatolian High School (2001) B.A. in English Linguistics, Hacettepe University (2005) M.A. in English Language Teaching, Trakya University (2010) Ph.D. in English Language Teaching, Çanakkale Onsekiz Mart University (2016) Dr. Doğruer's research centers on discourse analysis and second language acquisition , with growing emphasis on digital education methodologies. Her work investigates self-regulated learning strategies, teacher training frameworks, and the impact of emergency remote teaching during the pandemic. Current projects explore AI integration in language classrooms and cultural considerations in technology-mediated learning. Recent publications reveal a decisive shift toward educational technology and post-pandemic pedagogy , while maintaining core focus on language strategy development. Key thematic clusters include teacher education innovation, psychological factors in language acquisition, and ESP curriculum design for specialized fields like medical education. She has advised Master's research on emergency remote teaching for young learners and contributed to TÜBAP-funded projects on discourse analysis. University service includes Program Development Committee membership, Zero Waste Project leadership, and Bologna Process coordination. Active in academic publishing, she serves as English Language Editor for Trakya Journal of Education and referees for multiple international journals including Sage Open and IGI-Global.

• Psycholinguistics
• Language Acquisition
• Linguistic Processing
• +۵ مورد دیگر

Esther Ruigendijk is a Professor of Dutch Linguistics at the Institute of Dutch Studies , part of the School of Linguistics and Cultural Studies at the University of Oldenburg, Germany. Her research focuses on psycholinguistics, language acquisition, and processing in both typical and impaired populations, with a particular emphasis on aphasia, bilingualism, and cochlear implant users. Education: BA/MA in Dutch Literature and Linguistics (1992–1996), University of Groningen, Netherlands PhD in Dutch Linguistics (2002), University of Groningen Prof. Ruigendijk's research explores topics such as syntactic complexity, morphosyntax, and the interplay between auditory perception and linguistic processing. She employs experimental methods like eye-tracking, ERP, and fMRI to investigate these phenomena, particularly in children with hearing impairments and second language learners. Her recent publications highlight trends in lexical processing , wh-question interpretation , and plural marking in German-speaking children, often incorporating interdisciplinary collaborations with biological psychology and applied neurocognitive labs. She also contributes to understanding foreign language anxiety and task complexity in second language fluency. Current PhD Students: Andreas Hiemstra: Linguistic transfer in third language acquisition Foekje Reitsma: L2 fluency and foreign language anxiety Matthias Reiner: Linguistic predictions in wh-questions Roos Weijers: Wh-question interpretation in child language Former PhD Students: Mari Chanturidze: Prepositions in hearing-impaired children Atty Schouwenaars: Morphosyntactic cues Angela Jochmann: Time-manipulated speech in agrammatism Hendrikje Ziemann: Pronoun processing in L2 learners Sara Jonkers: Modal verbs in Dutch acquisition Rebecca Carroll: Speech-in-noise comprehension Contact: esther.ruigendijk@uol.de . She is affiliated with the SPEECH-MUSIC-LAB and the cluster of excellence Hearing4all , collaborating with Biological Psychology and Applied Neurocognitive Psychology labs.

Yeji Hanمشاهده پروفایل

مدرس ارشد

• Applied Linguistics
• Second Language Learning
• Korean Language Education
• +۴ مورد دیگر

Dr. Yeji Han is a Senior Lecturer in Korean and Linguistics at York St John University's School of Education, Language and Psychology, where she serves as Programme Lead for the BA Korean degree. With qualifications including a BA from South Korea, MA from the US, and PhD from Canada, she holds Fellowship of the Higher Education Academy (FHEA) status. Her research interests center on applied linguistics, particularly second language learning and use. Her PhD dissertation focused on motivation and its influence on language use among Vietnamese learners of Korean. She has continued to explore topics including motivation, foreign language enjoyment, mobile communication, multimodal language use, study abroad experiences, and intercultural communication. Currently, she is Co-Investigator on two externally-funded projects: 'Mobile-assisted language learning among Korean language learners' (funded by Academy of Korean Studies with USD 20,000) and 'Mental health suffering due to English fever in South Korea' (funded by Academy of Medical Sciences with GBP 22,600). Dr. Han's recent publications demonstrate strong trends in understanding emotional factors in language learning, particularly examining foreign language enjoyment in relation to cultural contexts, and investigating motivational profiles of Korean language learners. Her work spans multiple subfields including regulatory focus theory, L2 self-concept, and the psychological aspects of language acquisition. She is an active member of the academic community, serving as: Member of British Association for Applied Linguistics (BAAL) Board member of The Korea Contents Association (KoCon) Proposer of BAAL's Asian Language Education in Global Contexts SIG Ad-hoc reviewer for multiple journals including Journal of Second Language Writing and Journal of Multilingualism and Multilingual Development Reviewer of book proposals for major academic publishers Dr. Han has significant experience in educational impact activities, having served as an editorial board member for government-authorized English textbooks for South Korean secondary schools (2012-2014), and regularly participating as a plenary speaker and seminar leader for English teacher societies in South Korea. In the UK, she has hosted externally-funded public engagement events focused on Korean language and cultural artifacts.

• Applied Linguistics
• Second Language Acquisition
• Vocabulary Teaching and Learning
• +۵ مورد دیگر

Dr. Ana Pellicer Sanchez is an Associate Professor of Applied Linguistics and TESOL at the IOE, University College London. She holds a PhD in Applied Linguistics from the University of Nottingham (2012) and has been recognized as a Senior Fellow of the Higher Education Academy (2022-present). Previously, she served as Assistant Professor at the University of Nottingham (2012-2016) and Visiting Professor at the University of Barcelona (2015-2016). Education: PhD (Nottingham), Postgraduate Teaching Certificate (Nottingham), BA (Murcia), CAP Certification (Murcia) Her research focuses on vocabulary acquisition in second languages, employing psycholinguistic measures like eye-tracking and reaction times to study cognitive processes during learning. Key areas include incidental acquisition through reading and subtitled viewing, formulaic language processing, and the relationship between attention distribution and learning outcomes. Recent publications highlight her expertise in eye-tracking methodologies, with collaborative projects examining gaze-contingent enhancement, multimodal reading effects, and technical vocabulary processing. Funded initiatives span AI-driven language education ('Navigo'), neuro-cognitive disaster vocabulary studies, and eye-tracking-EEG co-registration labs. Scientific contributions include leadership roles in the Vocabulary Studies SIG (BAAL), co-chairing the London SLARF, and founding the Eye-tracking SIG. Awards include a 2021 nomination for UCL's Outstanding Research Supervision. She supervises PhD projects on vocabulary teaching/learning and contributes to MA programs in Applied Linguistics and TESOL, teaching modules on second language acquisition, research methods, and TESOL fundamentals.

Chrysoula Vassiliuمشاهده پروفایل

پژوهشگر

• Multilingualism
• Language Acquisition
• Cognition
• +۳ مورد دیگر

Chrysoula (Lina) Vassiliu is a Postdoctoral Research Associate at the University of Cambridge , affiliated with the Faculty of Modern and Medieval Languages and Linguistics and Magdalene College. Supervised by Professor Henriette Hendriks and Professor Zoe Kourtzi, her work focuses on psycholinguistics, particularly multilingualism, language learning, and their interplay with cognitive control. Academic Rank: Researcher Teaching Roles: Supervisor for courses in 'Language, Brains and Machines' and 'First and Second Language Acquisition' Her research spans individual differences in multilingualism, executive functions, and statistical learning. Publications highlight cross-cultural comparisons (UK/Singapore) and studies on ADHD populations, exploring how language acquisition affects cognitive flexibility and structure learning. Key trends in her publications include: Examining multilingualism's impact on executive function in adults Investigating language development in neurodivergent children Innovating remote cognitive testing methodologies Scientific awards and scholarships include: Economic and Social Research Council (ESRC) Studentship Onassis Foundation Scholarship A.G. Leventis Foundation Scholarship Kate Bertram Prize Pan. Triantafyllidis Scholarship Magdalene College Bye-Fellow (2021-22) Vassiliu co-organizes the Cambridge Processing and Acquisition of Language (CamPAL) initiative and has held leadership roles in Magdalene College's MCR Committee.

Janet McLeanمشاهده پروفایل

مدرس ارشد

• Developmental Psychology
• Educational Psychology
• Cognitive Psychology
• +۳ مورد دیگر

Dr. Janet McLean is a Senior Lecturer in Psychology at the Department of Sociological and Psychological Sciences, Abertay University. She holds a PhD in Psychology from Lancaster University (1999) and a BSc in Maths and Psychology from Newcastle University (1994). Her research focuses on language acquisition, mathematics learning in children, and cognitive development. She teaches modules such as Introductory Psychology, Developmental Psychology, and Language, Education, and the Early Years, serving as module leader for the latter. Her research interests span two core areas: math learning (numeracy, dyscalculia, math anxiety) and language production (syntax, dialogue dynamics, and syntactic priming in children). She has secured notable grants, including £476,817 from the ESRC (2020) and £99,753 from the Ministry of Defense (2019). She also led a Royal Society-funded project on educational apps in primary schools (2015). Dr. McLean collaborates with institutions like the University of Edinburgh and frequently presents at conferences. Her work bridges cognitive science and education, emphasizing practical applications in learning environments.

Lauren Calandruccioمشاهده پروفایل

استاد

• Auditory Perception
• Speech-in-Noise Recognition
• Bilingualism and Language Processing
• +۳ مورد دیگر

Dr. Lauren Calandruccio is a Professor in the Department of Psychological Sciences at Case Western Reserve University, affiliated with the College of Arts and Sciences. She serves as the Principal Investigator of the Speech and Auditory Research Lab (SpARLab) and directs the IMPACT program, a collaborative mentoring initiative with Hampton University. Her expertise spans auditory perception, speech recognition in adverse conditions, and clinical audiology with a focus on bilingual populations and hearing-impaired listeners. Dr. Calandruccio holds a B.A. in Speech and Hearing Sciences from Indiana University, an M.A. in Audiology from Indiana University, and a Ph.D. in Audiology from Syracuse University. Her postdoctoral training at Northwestern University furthered her research in auditory neuroscience and clinical applications. Her research focuses on improving speech understanding in noisy environments for listeners with normal hearing and hearing loss, including those who speak English as a second language. Key contributions include the development of the Children’s English/Spanish Speech Recognition Test (ChEgSS) and the Audiolab simulation tool licensed to Simucase. She has secured funding from the National Institute on Deafness and Other Communication Disorders (NIDCD), the American Academy of Audiology Foundation, and other organizations. Dr. Calandruccio’s work emphasizes cultural competence in audiology practice, particularly for linguistically diverse populations. Her lab’s research spans pediatric audiology, bilingual speech processing, and innovative clinical training methods. She has mentored numerous graduate and undergraduate students, many of whom continue in academic and clinical roles. Recognition includes the Louis D. Beaumont University Professorship. Ongoing projects explore masked speech recognition in bilingual children and the development of culturally responsive audiological assessments.

James McQueenمشاهده پروفایل

استاد

• Spoken-word recognition
• Learning words in spoken language
• Second language acquisition
• +۳ مورد دیگر

James McQueen is a Professor at the School of Psychology and Artificial Intelligence, Radboud University, Nijmegen, The Netherlands. He has held academic positions since 1990, including Professor of Speech and Learning (2015–present) and Professor of Learning and Plasticity (2009–2015), and has been a member of the Max Planck Institute for Psycholinguistics since 1993. Education : BA in Experimental Psychology (1987, University of Oxford), Ph.D. in Psycholinguistics (1992, University of Cambridge). McQueen specializes in spoken-word recognition , speech perception , and second language acquisition . His research explores perceptual learning in speech, memory consolidation for word learning, and brain-computer interfaces for auditory category learning. Current projects include individual differences in second-language acquisition and the lexical interface in spoken language processing. Scientific Awards : Fellow of the Association for Psychological Science (2016) Fellow of the Psychonomic Society (2014) The Cognitive Psychology Award, British Psychological Society (1997) MRC Studentship (1987) Exhibition, Corpus Christi College, Oxford (1985) He has supervised over 30 graduate students and postdoctoral fellows, including Attila Andics, Frank Eisner, and Atsuko Takashima. His leadership roles include chairing PhD defenses (2017–), coordinating institute projects at the Max Planck Institute, and serving on advisory boards for cognitive neuroscience and psycholinguistics programs.

Giulia Bovolentaمشاهده پروفایل

مدرس

• Language Learning
• Cognitive Psychology
• Second Language Acquisition
• +۳ مورد دیگر

Giulia Bovolenta is a Lecturer at the School of Arts, Culture and Language, Bangor University. Her research focuses on cognitive mechanisms underlying adult second language learning, particularly how individual differences and input properties affect language processing and encoding. She is PI of the 2023-2025 project 'Investigating the nature of difficulty in language learning with EEG' and has received the Leverhulme Trust Early Career Fellowship (2022) and the 2024 Learned Society of Wales Best Poster Prize. Her work explores memory utilization in L2 morphology learning, declarative memory's role in generalization, and prediction errors' impact on syntactic acquisition. She has published widely on topics like verb surprisal effects, artificial language learning, and vocabulary assessment methodologies. Bovolenta actively engages in public outreach, including talks at the Hidden Worlds Science Festival and academic poster presentations. Current research investigates declarative memory's role in explicit vs. item-based learning through pilot studies and EEG-based experiments. She collaborates with institutions like the Learned Society of Wales and mentors PhD students in psycholinguistics and language acquisition.

Eleanor Chodroffمشاهده پروفایل

مدرس

• Phonetics
• Phonology
• Phonetics-Phonology Interface
• +۱۰ مورد دیگر

Eleanor Chodroff is a Lecturer in Phonetics and Phonology at the Department of Language and Linguistic Science, University of York, a position she has held since April 2019. She previously served as a Postdoctoral Researcher at Northwestern University (2017–2019). Her academic journey includes a PhD and MA in Cognitive Science from Johns Hopkins University and a BA in German and Linguistics from New York University. Her research centers on phonetics, phonology, and speech perception, particularly structured variation in speech, the phonetics-phonology interface, prosody, and perceptual adaptation. She integrates methods from experimental and corpus linguistics, automatic speech recognition, and cognitive psychology to explore how speech is represented in the mind and brain. Her recent publications span topics such as phonetic covariation, voice onset time, sibilant fricatives, intonational tunes, and forensic applications of speech analysis. Her work frequently appears in high-impact journals and conferences like the Journal of Phonetics, The Journal of the Acoustical Society of America, and Interspeech. She has also contributed to interdisciplinary efforts on methodological rigor in speech sciences. Lecturer in Phonetics and Phonology, University of York (2019–present) Postdoctoral Researcher, Northwestern University (2017–2019) PhD in Cognitive Science, Johns Hopkins University (2014–2017) MA in Cognitive Science, Johns Hopkins University (2012–2014) BA in German and Linguistics, New York University (2008–2012) Eleanor Chodroff has delivered invited talks at institutions including the University of Wisconsin–Milwaukee, Purdue University, and the University of Illinois at Urbana-Champaign. She teaches undergraduate and postgraduate courses such as Intermediate Phonetics and Phonology, Advanced Phonology, and Quantitative Methods. She collaborates widely with researchers in phonetics, sociophonetics, and computational linguistics, including Paul Foulkes, Joseph Cole, and Charlie Wilson. While no specific grants or awards are listed in the provided text, her active publication and presentation record indicate sustained research productivity and external engagement.

Sabrina Gerthمشاهده پروفایل

استاد

• Digital Education
• Primary Education
• Language Acquisition
• +۳ مورد دیگر

Sabrina Gerth is a Professor for Digital Education in Primary Schools with a focus on language at the University of Teacher Education Tyrol (PHT). She leads the Institute for Primary Education and holds a formal role as deputy head of the Federal Focus on German in Primary School. Her academic career includes roles at institutions such as the University of Potsdam and the University of Helsinki, with research extending from 2007. Gerth’s work focuses on digital media’s impact on literacy acquisition, inclusive language education, and teacher training in primary education. She actively contributes to conferences globally, publishes in journals like Children and Cognitive Neurodynamics , and leads EU-funded projects like PIVOT and INNALP Edu Hub. Key research areas include handwriting biomechanics, audiobook integration in reading, and virtual reality in teacher education. Education & Career: PhD in Cognitive Science (unspecified year) Professor at PHT since 2024 Postdoc at University of Potsdam (2014–2022) Research roles at multiple universities since 2010 Research Interests: Gerth’s work explores how digital tools enhance literacy and language learning. Recent studies include electromyographic analysis of tablet-based writing, cross-cultural writing acquisition comparisons, and inclusive education strategies for multilingual students. She emphasizes bridging teacher training with practical digital media use. Publications Trends: Her articles (15 most recent listed) highlight themes such as handwriting mechanics, audiobook impacts on reading fluency, and VR-based teacher training. Keywords include educational technology, primary education, and cognitive development. Grants & Projects: PIVOT (EU Erasmus+, 2024–present): Inclusive instruction strategies INNALP Edu Hub (Austrian FFG, 2022–2025): Alps-focused educational projects VIRTUOUS (EU Erasmus+, 2021–2023): Teacher behavior management in virtual environments Labs/Teams: Coordinates the Wunderstift Learning Studio, investigating digital tools like smart pens and audiobooks in primary classrooms. Collaborates with institutions like University of Innsbruck and University of Nicosia on interdisciplinary projects.

• Applied Linguistics
• Second Language Acquisition
• Reading Strategies
• +۵ مورد دیگر

Prof. Renata Šamo is a prominent scholar in applied linguistics and English language education at the Faculty of Humanities, Juraj Dobrila University of Pula. She has served as Head of the English Department (2018–2023) and holds a PhD in linguistics from the University of Zagreb (2006). Her research focuses on second language acquisition, particularly reading strategies in young learners, cognitive aspects of language learning, and the linguistic landscape in cultural contexts. She has authored/co-authored books like Uvod u jezik i (ino)jezični razvoj (2021) and contributed to international journals such as Rassegna Italiana di Linguistica Applicata and Journal of Language and Education . Her work emphasizes empirical methodologies like verbal protocols and longitudinal case studies, often addressing Croatian educational contexts while engaging with global trends in language pedagogy. Awards include a Fulbright long-listing (2024/2025) and invitations to key international conferences. She leads projects funded by EU initiatives (e.g., Profformance+, Educa-T) and collaborates with institutions in the US, UK, and across Europe. Education Highlights: PhD in Linguistics, University of Zagreb, 2006 MSc (2001) and BA (1987) in English Language and Literature Research Interests: Second language reading strategies Early foreign language learning Cognitive linguistics and psycholinguistics Linguistic landscape analysis in tourism and cultural spaces Language policy and education reform Notable Projects: Profformance+ (EU-funded teacher performance assessment) Research into Croatian early language learners' metacognitive skills Linguistic landscape studies in Brijuni National Park and Pula Awards & Memberships: Member: AILA, BAAL, Croatian Applied Linguistics Society Long-listed Fulbright Scholar (2024/2025) Invited speaker at Oxford University (2017), Cracow University of Pedagogy (2016), and multiple European literacy conferences Labs/Teams: Active in the Centre for Interdisciplinary Research in Landscape Archaeology (faculty-level collaboration) and leads applied linguistics research groups focused on experimental pedagogy and cognitive approaches.