جست‌وجوی استاد و پژوهشگر

• Second Language Acquisition
• Educational Technology
• Multimedia/Hypermedia Learning Environments
• +۴ مورد دیگر

Prof. Gülcan Erçetin is a Professor of Foreign Language Education at Boğaziçi University’s Faculty of Education. She holds a Ph.D. from the University of Arizona (2001) and has held roles such as Chair of the Foreign Language Education Department and Associate Dean of the Faculty of Education. Her research focuses on second language learning in multimedia environments, mobile-assisted language learning, and the cognitive underpinnings of L2 reading, including working memory and eye-tracking studies. She has directed numerous theses and secured grants from the European Commission and TÜBİTAK. Awards include the YÖK Akademik Support Award (2015) and BÜVAK Research Excellence Award (2013). Her work bridges cognitive science and language education, with over 30 publications in journals like Applied Psycholinguistics and TESOL Quarterly . Education: Ph.D., University of Arizona (2001); M.A., Boğaziçi University (1995); B.A., Istanbul University (1990) Research interests emphasize technology-enhanced language learning and cognitive factors in SLA. Recent studies examine mobile gloss use, working memory’s role in L2 reading, and bilingual reading acquisition. She has led projects on literacy networks (COST Action IS1401) and mobile learning for at-risk youth. Awards highlight her contributions to applied linguistics and education. She serves on editorial boards for Computer Assisted Language Learning and TESOL Quarterly . Her teaching spans advanced research methods, second language testing, and program evaluation.

Anthony Houstonمشاهده پروفایل

دانشیار

• Formal Linguistics
• Applied Linguistics
• Second Language Acquisition
• +۷ مورد دیگر

Anthony Houston is an Associate Professor of Communication and Language Studies at Bryant University, serving as Language Studies Program Coordinator and Chair of the Undergraduate Curriculum Committee. He holds a PhD in Spanish from the University of Illinois at Urbana-Champaign (1996), with expertise in Second Language Acquisition and Teacher Education. His academic career spans over two decades, marked by contributions to language pedagogy, applied linguistics, and interdisciplinary education. Educations: PhD in Spanish, University of Illinois at Urbana-Champaign, 1996 MA in Spanish, University of Kentucky BA in Spanish, University of Kentucky Research Interests: Houston’s work focuses on formal and applied linguistics, psycholinguistics, second language acquisition, computer-assisted language learning, and the intersection of philosophy/humanism with education. He has pioneered methodologies for integrating mindfulness into language instruction and authored influential textbooks like Doble vía: Comunicación en español . Publication Trends: His articles span topics from business Spanish curriculum design to Renaissance humanism critiques, reflecting a blend of practical pedagogy and theoretical inquiry. Recent work emphasizes technology’s role in language learning and assessment models for foreign language programs. Awards: 2021 Summer Research Grant 2017 Stephen A. Freeman Award 2012 Bryant University Research Sabbatical 2011 Mentor of the Year His mentorship and grant-funded projects highlight commitment to innovative language education. Houston’s affiliations include the Northeast Modern Language Association and Rhode Island Foreign Language Association, underscoring collaborative academic engagement.

• Second Language Acquisition
• Mobile-Assisted Language Learning
• Multimedia/Hypermedia Learning Environments
• +۵ مورد دیگر

Prof. Gülcan Erçetin is a Professor in the Department of Foreign Language Education at Boğaziçi University’s Faculty of Education. She holds a Ph.D. from the University of Arizona (2001), specializing in Language, Reading, and Culture. Her research focuses on second language learning in multimedia environments, mobile-assisted language learning, working memory’s role in L2 reading, and phonological awareness. She has authored/edited over 30 peer-reviewed articles and book chapters, and directed numerous funded research projects, including EU-funded initiatives like the European Literacy Network (ELN). Her academic leadership roles include serving as Chair of the Foreign Language Education Department (2015–2016), Associate Dean of the Faculty of Education (2010–2014), and Erasmus Coordinator. Awards include the 2015 YÖK Academic Support Award and multiple research incentives from TÜBİTAK and Boğaziçi University. Key research projects include investigating the effects of multimedia glosses, phonological awareness training, and working memory’s relationship to L2 reading. She has advised over 20 graduate theses, including studies on mobile-assisted learning, eye-tracking in reading, and test development for L2 Turkish.

• Second Language Acquisition
• Third Language Acquisition
• Multilingualism
• +۳ مورد دیگر

Professor Anne Dahl holds the position of Head of Language Studies with Teacher Education at the Department of Language and Literature, Faculty of Humanities at NTNU. She also serves as Professor II at the Center for Language, Brain & Learning (C-LaBL) at UiT The Arctic University of Norway. Her research focuses on second and third language acquisition, multilingualism, and the intersection of language education with societal contexts. She leads several initiatives including Flere språk til flere Trondheim and chairs the National Academic Council for English. Her academic roles include editorship of the journal ELLA , directorship of research groups like ForMAAL and FANT, and representation on the Board of the Faculty of Humanities. Key areas of expertise include age effects in language acquisition, cross-linguistic influence, and multilingualism in educational settings. Recent research projects include CLIMA (Cross-linguistic Influence in Multilingual Acquisition) and ADIM (Across-domain investigations in multilingualism). She has contributed to over 40 peer-reviewed publications since 2000, with recent work emphasizing genericity in language, L3 acquisition patterns, and language practices in academic institutions. Teaching focuses on language acquisition theories and multilingualism, with supervision opportunities at MA/PhD levels in SLA and applied linguistics. She actively participates in national language policy discussions, notably through contributions to NTNU's language policy committee and public radio discussions on language evolution in Norway.

Inmaculada Gomez Solerمشاهده پروفایل

استادیار

• Heritage Speaker Bilingualism
• Language Pedagogy
• Language Teacher Education
• +۲ مورد دیگر

Inmaculada Gomez Soler is an Assistant Professor at Dublin City University's School of Applied Language & Intercultural Studies. Previously, she held roles at the University of Memphis, where she received the Early Career Research Award in 2017. She holds a BA in English Philology from the Universidad de Sevilla, and an MA and PhD in Linguistics from the University of North Carolina at Chapel Hill, specializing in Second Language Acquisition. Her research focuses on heritage speaker bilingualism, language teacher development, and pedagogical strategies integrating digital literacy and social justice. She explores how migration impacts heritage language maintenance and investigates teacher agency in adapting to evolving educational contexts, such as the pandemic and new immigration policies. Her work emphasizes pedagogies that foster intercultural competence and creativity, including virtual exchange. Gomez Soler has published in top journals like the Journal of Virtual Exchange , Urban Education , and Current Issues in Language Planning . She co-edits Teanga and serves on the editorial board of the Current Issues in Bilingualism series. Her articles often address language policy, technology in education, and sociocultural factors in language learning. Awards: Early Career Research Award (2017), Hispania Runner-Up (2020), and multiple teaching nominations. Grants/Projects: Led research on heritage language policies in Tennessee high schools and collaborated on community-based learning initiatives. Lab/Teams: Director of the Applied Linguistics Research Group at DCU.

• Applied Linguistics
• Language Learning Strategies
• Second Language Acquisition
• +۳ مورد دیگر

Hossein Bozorgian is an academic affiliated with Queensland University of Technology's School of Education, specializing in Applied Linguistics. He holds a PhD in Metacognitive Strategy Instruction in EFL Listening (2012). His research focuses on language learning strategies, particularly metacognitive approaches to improving EFL listening comprehension. He has published extensively on topics such as skill differentiation in language learners, cross-linguistic strategy transfer, and the role of listening in second language acquisition. Key contributions include empirical studies demonstrating the efficacy of metacognitive instruction for less-skilled learners and analyses of listening-skills interdependence in standardized tests like IELTS. He collaborated on policy-related research evaluating school libraries' impact on literacy development in Queensland. His work bridges cognitive theory with practical pedagogy, emphasizing evidence-based strategies for EFL teaching. Bozorgian's publications span journals like International Journal of Research Studies in Language Learning and Education Research International , with conference presentations at international venues such as EDULEARN and TESOL Research Network events. His research consistently advocates for theoretically grounded instructional methods to enhance language learners' cognitive and metacognitive capacities.

• Phonological Development
• Child Bilingualism
• Infant Speech Perception
• +۷ مورد دیگر

Marilyn Vihman is Professor of Linguistics at the Department of Language and Linguistic Science, University of York, a position she has held since 2007. She previously served as Professor of Developmental Psychology at the University of Wales, Bangor (1996–2006) and Associate Professor at Southeastern Louisiana University (1993–1995). She directed the Child Phonology Project at Stanford University from 1980 to 1989. Her academic journey began with a BA in Russian from Bryn Mawr College (1961) and a PhD in Linguistics from the University of California, Berkeley (1971). BA in Russian, Bryn Mawr College (1961) PhD in Linguistics, University of California, Berkeley (1971) Her research centers on phonological development in early childhood, with a focus on the emergence and fading of phonological templates in the first two years of life. She investigates the interaction between perception and production, using methods such as acoustic analysis, head-turn paradigms, and eye-tracking. Her work spans multiple languages, including English, Welsh, Finnish, French, Japanese, Arabic, and Estonian, with a strong cross-linguistic emphasis. She is also renowned for her studies on child bilingualism, particularly in Estonian-English contexts, and has conducted extensive research on late talkers. The recent articles highlight a consistent trajectory in her research: the role of sleep in infant memory and word learning, cross-linguistic phonological patterns, the psychological reality of phonological templates, and the influence of input structure on early lexical development. Her work integrates cognitive, linguistic, and developmental perspectives, often employing experimental and longitudinal methodologies. She has received significant funding from the Economic and Social Research Council (ESRC) and the British Academy for projects on infant word learning, template use, and segmentation. Her collaborative network includes researchers from Paris, Virginia, Newcastle, and Stockholm. Marilyn Vihman supervises PhD students and leads the Babylab at York, which focuses on infant language development. She has also co-led projects on the acquisition of Eegimaa, an Atlantic language, exploring noun class morphology and agreement.

• Second Language Acquisition
• Foreign Language Teaching
• Lexical Competence
• +۱۱ مورد دیگر

Olga THEOPHANOUS is a teacher-researcher and Associate Professor (Maître de Conférences) at Toulouse University, affiliated with the Department of Language Sciences and the NeuroPsychoLinguistics Laboratory (LNPL). She holds the HDR (Habilitation à Diriger des Recherches), enabling her to supervise doctoral research. She leads several academic programs including the Master's in 'Didactic Learning of French as a Foreign Language' (ADFLE), the University Diploma in 'Preparation for Teaching French as a Foreign Language', and the Minor in Teaching FLE. She also serves as the Erasmus+ educational coordinator for incoming mobility in the department. Her research focuses on the acquisition and didactics of foreign and second languages, particularly lexical aspects in FLE. Key interests include lexical competence development, mental lexicon structuring, language contact, lexical transfer, error analysis, vocabulary learning strategies, and lexical inference in reading. Recently, she has expanded her focus to formulaic or prefabricated language (collocations, chunks, fixed expressions) and its role in L2 fluency, conducting qualitative, comparative, and longitudinal studies. Her recent publications (2020–2021) emphasize collocations, prefabricated expressions, and vocabulary learning frameworks in FLE, reflecting a strong trend toward pedagogical applications of psycholinguistic and acquisitional research. The articles demonstrate interdisciplinary engagement with cognitive science, psycholinguistics, and applied linguistics, with a consistent focus on practical implications for language teaching. Scientific awards include: prix AFLS (Association for French Language Studies) - 2018 She actively supervises or collaborates with students and researchers, as evidenced by co-authored publications and conference presentations. While specific grants are not mentioned, her international seminar missions (Vietnam, Greece, Venezuela) and ongoing research output suggest sustained project involvement. She is a core member of the NeuroPsychoLinguistics Laboratory (LNPL), where her research on lexical processing and fluency is conducted.

Sara Zahlerمشاهده پروفایل

استادیار

• Language Variation and Change
• Second Language Acquisition
• Sociolinguistics
• +۷ مورد دیگر

Sara Zahler is an Assistant Professor in the Department of World Languages and Cultures at North Carolina State University. She holds a PhD in Hispanic Linguistics from Indiana University, Bloomington, and previously taught at SUNY Albany. Her research focuses on language variation and change, particularly in second language acquisition, sociolinguistic variation, and individual differences in language learning. She employs usage-based approaches to explore how cognitive mechanisms influence language acquisition and use. Dr. Zahler teaches courses such as Spanish Syntax and Morphology, History of the Spanish Language, and Second Language Acquisition, emphasizing project-based learning and real-world linguistic analysis. Her work examines trill variation in Spanish, study abroad impacts, and the role of phonological memory in L2 phonology. She has presented at major conferences like NWAV and HLS, and her research spans topics including grammaticalization, dialectal differences, and L2 morphosyntax. Her current projects include analyzing sociolinguistic variation in language classrooms, the acquisition of Spanish trills by L2 learners, and the influence of working memory on pronunciation. She collaborates with scholars on studies involving Spanish variation in Central America and the Caribbean, as well as L3 acquisition of French by Spanish learners. Zahler’s teaching philosophy integrates pedagogical innovations like High Quality Project-Based Learning to engage students in authentic research experiences.

Heather Marsdenمشاهده پروفایل

استاد

• Second Language Acquisition
• Generative Linguistics
• Syntax-Semantics Interface
• +۱۶ مورد دیگر

Heather Marsden is a Professor in the Department of Language and Linguistic Science at the University of York, where she has been a faculty member since 2007, promoted to Senior Lecturer in 2016 and currently holds the rank of Professor. She is actively involved in research, teaching, and external academic engagement, with a strong focus on second language acquisition from a generative linguistic perspective. Her educational background includes a BA in Japanese Studies from the University of Cambridge, an MA and PhD in Linguistics from the University of Durham, and a Diploma in Translation from the Chartered Institute of Linguists. She also held an ESRC Postdoctoral Research Fellowship at Newcastle University before joining York. Her research centers on the L2 acquisition of linguistic structures at the syntax–semantics and syntax–discourse interfaces, with special emphasis on Japanese and other East Asian languages, as well as Spanish, German, and French taught in UK schools. She uses psycholinguistic methods such as acceptability judgments and sentence processing tasks to explore cross-linguistic influence, the role of input (ambient, instructed, or absent), and the impact of explicit grammar instruction on acquisition. Her work bridges theoretical generative SLA and practical language teaching, advocating for collaborative research and knowledge exchange. Her recent publications show a consistent focus on quantifier scope, definiteness, polarity items, filler-gap dependencies, and prosody in L2 and L3 acquisition, particularly involving Japanese, Korean, and English. She frequently collaborates with international researchers and presents at major conferences such as EuroSLA and LAGB. Ambient input, instructed input, and absent input: A reflection on L2 acquisition in different input conditions (2021, Plenary, Japan Second Language Association) Using Case to predict in the German language classroom: a pilot study (2018, UiT The Arctic University of Norway) Insights for teacher-researcher collaboration from theoretical SLA research (2018, UiT) Searching for a common language: where do GenSLA research and the language classroom meet? (2017, GASLA 14) She is an active supervisor of PhD students, welcoming projects grounded in linguistic theory that investigate non-native language acquisition, especially involving Japanese or East Asian languages, or the application of generative SLA findings to pedagogy. She leads and participates in externally funded research projects, including those funded by the British Academy and ESRC, such as Interpreting prosody in a second language and Psycholinguistic methods in the language classroom . She is also a co-investigator in the OASIS project focused on open-access research summaries in language studies. She is involved in lab-based psycholinguistic research and collaborates with teams across Europe and Asia, contributing to a vibrant research network in generative SLA and classroom applications.

Aline Godfroidمشاهده پروفایل

استاد

• Cognitive Processes in Second Language Acquisition
• L2 Psycholinguistics
• Eye Tracking
• +۲ مورد دیگر

Aline Godfroid is a Professor in Second Language Studies and TESOL at Michigan State University’s College of Arts & Letters. She co-directs the Second Language Studies Eye-tracking Lab and contributes to interdisciplinary research bridging psychology, psycholinguistics, and second language acquisition (SLA). Her work emphasizes cognitive processes, eye-tracking methodologies, and quantitative analysis. Ph.D. in Linguistics, University of Brussels (VUB) Her research explores vocabulary acquisition, L2 psycholinguistics, and automatization in language processing. She advocates for inclusivity in SLA research, addressing sampling biases and theoretical generalizability. Recent publications focus on explicit-implicit knowledge dynamics, morphosyntax, and eye-tracking applications. These works span subtopics like verb morphology, predictive processing, and modality effects in language learning. Her methodological contributions highlight experimental rigor in SLA. Outstanding Research Award (2019) She serves as Associate Editor for Language Learning and Vice President of the European Second Language Association (EuroSLA). Her lab advances eye-tracking techniques for SLA studies, and she has authored/co-edited influential texts like Eye Tracking in Second Language Acquisition and Bilingualism (2020) and The Routledge Handbook of SLA and Psycholinguistics (2023).

• Second Language Acquisition
• TESL (Teaching English as a Second Language)
• Quebec Cultural Studies
• +۳ مورد دیگر

Wynne Wong is a Professor of Second Language Acquisition and French at The Ohio State University's Department of French & Italian. She serves as Director of the French Basic Language Program and has held administrative roles including Director of Graduate Studies and Assessment Chair. Her research focuses on SLA theories, TESL, and Quebec cultural studies, with emphasis on input processing, structured input, and pedagogical applications. Education: PhD in French & Second Language Acquisition, University of Illinois at Urbana-Champaign (2000) MA in French Language & Literature, Michigan State University (1992) BS in Advertising, University of Illinois at Urbana-Champaign (1989) Certifications in French/English TESL from Université Laval and McGill University Her research integrates SLA theory with classroom practice, examining input enhancement, processing instruction, and lexical acquisition. Key contributions include textbooks like Liaisons and Encore , and the film Liaisons . Publications span journals like Studies in Second Language Acquisition and Foreign Language Annals , addressing topics such as causative constructions, textual enhancement, and eye-tracking studies. She co-organized major cultural events featuring Quebec artists like Gregory Charles and Bruno Pelletier. Awards: Stephen A. Freeman Award (2005) Telly Bronze Award (2011) Mellon Language Grants for Quebec cultural outreach Teaching expertise includes courses on SLA theories, French grammar, and Quebec culture. She mentors graduate students in second language studies and teacher training workshops, emphasizing evidence-based pedagogy.

Ji Young Kimمشاهده پروفایل

استادیار

• Heritage Language Phonology
• Spanish Linguistics
• Bilingual Speech Perception
• +۴ مورد دیگر

Ji Young Kim is an Assistant Professor in the Department of Spanish and Portuguese at UCLA's College of Letters and Science, specializing in heritage language phonology. Her research examines Spanish heritage speakers in the United States, focusing on perception and production of speech sounds amid language shift to English. Her primary research interests include heritage language phonology, bilingual speech perception, phonetic variation in heritage speakers, and the intersection of Latine/x/a/o identity with language attitudes. She investigates how extra-linguistic factors influence phonological development in heritage speakers, particularly examining the elusive 'heritage accent' through prosodic and segmental analysis. Her publication trends reveal deep engagement with heritage speaker phonetics across multiple dimensions: prosodic features (lexical stress, uptalk, focus marking), segmental production (trills, taps, palatal obstruents), and methodological innovations in linguistic landscape analysis. Recent work increasingly incorporates individual differences (autism quotient scores) and sociolinguistic frameworks to explain variation. Kim teaches graduate courses including SPAN202A Phonology, SPAN209 Spanish Dialectology, and multiple heritage language phonology seminars, alongside undergraduate courses on Spanish varieties and linguistic landscapes.

• Second Language Acquisition
• Third Language Acquisition
• Multilingualism
• +۴ مورد دیگر

Anne Dahl is a Professor at the Norwegian University of Science and Technology (NTNU), holding roles in the Department of Language and Literature and the Faculty of Humanities. She serves as Program Director for the Associate Professorship in Language Studies (grades 8–13) and chairs the National Professional Body for English. Her academic affiliations include the Center for Language, Brain and Learning (C-LaBL) at UiT The Arctic University of Norway as a Professor II. Her research focuses on second and third language acquisition, multilingualism, and age-related language learning. Key areas include cross-linguistic influence in multilingual contexts, multilingual education, and the role of explicit vs. implicit learning. She leads research groups such as ForMAAL (Formal, Mental, and Acquisitional Approaches to Language) and FANT (Forskergruppe for andre- og tredjespråk). Her recent articles explore topics like genericity in Norwegian syntax, third language verb placement, and L2 English reading skills. She has coordinated projects such as CLIMA (Cross-linguistic Influence in Multilingual Acquisition) and ADIM (Across-domain investigations in multilingualism). Her work bridges theoretical linguistics with applied educational contexts. She edits the journal ELLA Research and contributes to projects like the Great Norwegian Lexicon. Her teaching emphasizes language acquisition theories and multilingual pedagogy at both undergraduate and PhD levels.

• Second Language Acquisition
• Vocabulary Learning
• Listening Comprehension
• +۳ مورد دیگر

Pengchong Anthony Zhang is a researcher at the University of Reading, affiliated with the School of Literature and Languages, focusing on second language acquisition and vocabulary learning. His work explores the intersection of listening proficiency, multimodal learning, and self-regulation strategies. Education: Not explicitly stated in the provided text Research interests include vocabulary development through auditory input, the impact of repetition and explicit instruction, and inclusive pedagogical approaches for visually impaired learners. His studies often integrate multimodal tools and eye-tracking methodologies to analyze attention patterns. Publications highlight trends in technology-enhanced language learning, comparative teaching methods, and the role of prior knowledge in vocabulary retention. Collaborations with Graham, S. and others demonstrate interdisciplinary efforts in advancing L2 research. Grants and awards are not specified in the provided data, but his work aligns with inclusive education and digital learning initiatives. Zhang's contributions appear in journals like Language Learning & Technology and Modern Language Journal , emphasizing practical applications for educators.