جست‌وجوی استاد و پژوهشگر

• Vocabulary
• Corpus Linguistics
• English for Academic Purposes
• +۳ مورد دیگر

Dr. Thi Ngoc Yen Dang is an Associate Professor in Language Education at the University of Leeds’ School of Education, part of the Faculty of Social Sciences. Her research expertise focuses on second language vocabulary learning and teaching, with a particular emphasis on academic and specialized vocabulary, corpus linguistics, and English for Academic/Specialized Purposes (EAP/ESP). She holds a PhD in Applied Linguistics from Victoria University of Wellington (New Zealand) and has extensive international experience in teaching and research. Her career spans roles at Vietnam National University, Hanoi, and Victoria University of Wellington, where she contributed to teacher education and TESOL programs. Notable awards include the Applied Linguistics Association of New Zealand’s Best PhD Thesis (2017) and the Language Learning Early Career Grant (2023). She currently serves on the editorial board of TESOL Quarterly and has reviewed for top journals like Applied Linguistics and Language Learning. Research interests include vocabulary description, assessment, and pedagogy using corpus linguistics. Key contributions include the Academic Spoken Word List (ASWL, 2017) and Hard/Soft Science Spoken Word Lists (HSWL/SSWL, 2018), which provide foundational resources for L2 learners. Current projects explore GenAI’s impact on assessment and the practical applications of vocabulary lists in education. Teaching responsibilities include MA TESOL and Education Research programs. She actively mentors postgraduate researchers and collaborates globally, with invited talks and keynote speeches across Australia, Indonesia, Vietnam, and the UK.

María José de la Fuenteمشاهده پروفایل

استاد

• Second Language Acquisition (SLA)
• Instructed Second Language Acquisition (ISLA)
• Pedagogical Tasks in Language Learning
• +۶ مورد دیگر

Dr. María José de la Fuente is a Professor of Spanish and Applied Linguistics at The George Washington University, specializing in Instructed Second Language Acquisition (ISLA) and Education for Sustainable Development (ESD) integrated into foreign language curricula. She holds a PhD and has been recognized with the 2008 Bender Teaching Award and membership in the GW Academy of Distinguished Teachers. Research Focus: Her work examines pedagogical tasks' role in second language learning, first language (L1) influence, and innovative uses of technology. Recent contributions include leading research on integrating sustainability themes into language education through content-based instruction (CBI), as detailed in her 2021 book Education for Sustainable Development in Foreign Language Learning . She is also renowned for authoring widely used Spanish textbooks like Gente and Puntos de encuentro . Publications & Impact: Her publications span journals like Studies in Second Language Acquisition and Computer Assisted Language Learning , with over 15 years of contributions to SLA theory and applied pedagogy. She actively explores mobile technology's role in language learning and collaborative task design in advanced language classrooms. Awards & Recognition: 2008 Bender Teaching Award Founding Member of the GW Academy of Distinguished Teachers Current Projects: Ongoing work focuses on interdisciplinary sustainability education frameworks and advancing ESD through language curricula, emphasizing cross-cultural competency and global citizenship.

David Millerمشاهده پروفایل

استادیار

• Language processing
• Second language acquisition
• Bilingualism and multilingualism
• +۳ مورد دیگر

David Miller is an Assistant Professor at the University of Illinois at Chicago, directing the Psychology of Multilingualism research lab. His research focuses on language processing, second language acquisition, bilingualism, and the role of logic in language structure. He holds a PhD from the University of Reading, UK. Education: PhD in Linguistics, University of Reading, UK. Research Interests: Explores cognitive mechanisms underlying multilingualism, including semantics-pragmatics interfaces, bilingual sentence processing, and the impact of logical reasoning on language use. Recent work examines ERP correlates of L2 morphosyntax processing and the foreign language effect on prosocial behavior. Recent Trends in Publications: Focuses on neurolinguistic methods in SLA, ERP studies of agreement processing, and bilingual cognitive dynamics. Key themes include L1 attrition, L3 acquisition typology, and heritage speaker syntax. Awards: 2014-2017 AThEME Grant (€122,500) 2016 LAVA Research Award ($600) 2016 Conference on Human Sentence Processing Award Advising & Grants: Leads multidisciplinary research teams investigating bilingualism's cognitive effects. Active in EU-funded multilingualism initiatives and international SLA conferences. Lab Activities: Psychology of Multilingualism Lab explores neural correlates of language processing in bilingual/multilingual speakers, with projects on ERP-based language dominance measures and cross-linguistic pragmatic reasoning.

James Turnerمشاهده پروفایل

پژوهشگر ارشد

• Phonetics (production and perception)
• L2 speech learning
• Phonetic drift and L1 attrition
• +۴ مورد دیگر

Dr James Turner is a postdoctoral researcher and PhD Research Fellow at the University of Southampton's Department of Languages, Cultures and Linguistics, working on the ESRC-funded DELTEA (Digital Empowerment in Language Teaching) project. His academic focus centers on second language speech acquisition with specialization in phonetic production and perception. His primary research interests include: L2 speech learning mechanisms Phonetic drift and L1 attrition phenomena Quantitative research methodologies in linguistics Application of eye-tracking in language processing studies Analysis of his recent publications reveals strong interdisciplinary connections between phonetics, psycholinguistics, and second language acquisition. His work consistently examines how L2 input quality and quantity affect phonetic development, with particular attention to vowel systems and cross-linguistic transfer effects. The research demonstrates methodological sophistication through longitudinal designs and multimodal data collection. As a supervisor, he currently advises Fatimah Jeharsae on PhD research in Modern Languages. His DELTEA project involves developing and testing a phonics application for French and Spanish primary classrooms, aiming to enhance linguistic outcomes for both students and teachers through digital tools.

Rod Ellisمشاهده پروفایل

استاد مدعو

• Second Language Acquisition
• Task-Based Language Teaching
• Language Pedagogy
• +۵ مورد دیگر

Professor Rod Ellis is an Adjunct Professor in the School of Education at Curtin University (Perth campus), affiliated with the Faculty of Humanities. He is a globally renowned scholar in second language acquisition (SLA), task-based language teaching, and language pedagogy. Ellis has held senior academic roles at institutions including the University of Auckland (Distinguished Professor, 2013–2016) and Temple University. He currently focuses on creating classroom environments conducive to effective L2 acquisition. His research spans SLA mechanisms (e.g., input, interaction, instructed learning) and pedagogical applications like task-based methodologies. Notable projects include Marsden Fund-funded work on explicit/implicit L2 knowledge (2001–2004) and evaluations of language education policies. Ellis has authored seminal books such as Understanding Second Language Acquisition (1994/2015) and edited volumes on TBLT. Publications highlight pragmatic competence measurement, corrective feedback effects, and pre-task planning. Awards include the British Association of Applied Linguistics’ Best Book Prize (1985) and a Royal Society of New Zealand Fellowship (2014). His work bridges SLA research with teacher education, emphasizing evidence-based instructional practices. Recent research explores L2 pragmatic tests (2024), learner revision effects in writing (2024), and cross-cultural pragmatic competence (2024). Ellis advises on language policy and teacher training internationally, with over 45 years of global experience in Zambia, the UK, Japan, the US, New Zealand, and China.

Kyoko Kobayashi Hillmanمشاهده پروفایل

مدرس

• Second Language Acquisition
• Task-Based Language Teaching
• L2 Vocabulary Acquisition
• +۳ مورد دیگر

Kyoko Kobayashi Hillman is a Lecturer in Second Language Acquisition/Applied Linguistics at the Department of Asian Studies, Faculty of Arts, University of British Columbia. She holds a Ph.D. in Second Language Acquisition from the University of Maryland and an M.A. in Teaching Japanese as a Second/Foreign Language from the University of Iowa. Her research focuses on Task-Based Language Teaching (TBLT), Second Language Vocabulary Acquisition, and Mixed Methods Research in SLA. Dr. Hillman has taught Japanese at institutions in the U.S., Japan, China, Canada, and Nigeria, with expertise in designing curricula for diverse language learners. Her work emphasizes practical pedagogical approaches and the application of theoretical frameworks to real-world language teaching challenges. Key publications include studies on TBLT for U.S. Foreign Service Officers, task-based methodologies in language learning, and psycholinguistic experiments in SLA. She has contributed to edited volumes such as *The Cambridge Handbook of Language Learning* and authored a textbook on academic presentations for Japanese learners. Her research bridges theoretical SLA concepts with practical classroom applications, particularly in vocabulary acquisition and cross-cultural communication.

Jiang Liuمشاهده پروفایل

دانشیار

• Language Acquisition
• Phonetics
• Phonology
• +۴ مورد دیگر

Dr. Jiang Liu is an Associate Professor in the Department of Languages, Literatures and Cultures and Linguistics Program at the University of South Carolina, where he also serves as the Chinese Program Director. He holds a Ph.D. in Linguistics from the University of Kansas, a B.A. in English Language and Linguistics from Lancaster University, and completed undergraduate studies in English literature at Guangdong University of Foreign Studies. His research explores language acquisition mechanisms across multiple domains: Psycholinguistic processes in native and non-native speakers Neural correlates of Chinese character recognition Tonal perception and production in Mandarin Technology-enhanced language pedagogy Cross-linguistic influence in bilingualism He currently investigates emotion prosody processing and the impact of talker variability on lexical development. Analysis of Dr. Liu's recent publications reveals consistent focus on psycholinguistic mechanisms of second language acquisition, particularly examining tonal processing, lexical development, and neurocognitive aspects of Chinese character recognition. His experimental approaches frequently incorporate electrophysiological measures and perceptual training paradigms. Honors include: National Science Foundation Fellowship for measurement methodology (2022-2023) Editor's Choice Award for Lingua paper on discourse dynamics (2021) College Research Initiative grant recipient (2020) Linguistic Society of America Fellowship (2013) Multiple doctoral research awards His leadership includes directing the Chinese Flagship Program at Minnesota (2014-2017), serving on East Point Academy's Board of Directors, and supervising PhD students in NSF-funded projects examining emotional prosody processing. He maintains active collaborations with researchers at Carnegie Mellon University and Chinese institutions on lexical development and tonal acquisition studies.

Kara Moranskiمشاهده پروفایل

استاد

• Metacognition and language learning
• Quantitative methods for classroom research
• Peer interaction and social determinants of language learning
• +۳ مورد دیگر

Dr. Kara Moranski is a Professor in the Department of Romance and Arabic Languages and Literatures at the University of Cincinnati. She specializes in Spanish and foreign language education, focusing on curricular research in K-12 and postsecondary settings. Her work integrates applied linguistics and educational statistics to investigate effective pedagogical models like flipped learning and metacognitive instruction. She holds roles as Principal Investigator (PI) in multiple grants, including a $178,986 Department of Education grant (2022–2026) for a Language Resource Center and a $96,314 grant (2023–2026) exploring virtual reality in language learning. Education includes a Ph.D. in Hispanic Linguistics (Temple University), M.S. in Statistics (University of Pennsylvania), and degrees in Spanish and Hispanic Languages from Temple and the University of Pittsburgh. Her research emphasizes peer interaction dynamics, quantitative methods, and domestic immersion programs. Research trends span analysis of flipped classrooms, metacognitive strategies' impact on interactional feedback, and multisite SLA studies. Recent articles address domestic immersion efficacy, deductive instruction comparisons, and virtual learning environments. She co-authored a 2023 book chapter on sociocultural theory in language learning and presented at venues like TESL Canada and the American Council on Teaching of Foreign Languages. Received 2022 UC Faculty-to-Faculty Research Mentoring Award 2022 RALL Graduate Professor of the Year (student-nominated) 2022 Taft Research Center Fellowship Her grants include a 2020 UC College of Arts & Sciences Innovation Grant ($15,000) for interdisciplinary language education projects and a 2019 ACTFL grant examining text chat feedback. She collaborates with institutions like the Ohio State University and the University of Cincinnati's Office of the Provost on initiatives expanding language education access.

Daryl Rodgersمشاهده پروفایل

دانشیار

• Second Language Acquisition
• Language Teaching Methodology
• Content-Based Instruction (CBI)
• +۳ مورد دیگر

Daryl Rodgers is an Associate Professor of Italian Studies and Department Head of Languages, Literatures and Cultures at Susquehanna University. He holds a Ph.D. in Italian Linguistics from the University of Illinois at Urbana-Champaign. His professional experience includes roles as Director of Applied Language Studies and leadership in curriculum development. Rodgers has taught extensively in Italian language courses, from elementary to advanced levels, and integrates cross-cultural communication into his pedagogy. Education: Ph.D. in Italian Linguistics (2007), University of Illinois, Urbana-Champaign M.A. in Italian (summa cum laude, 2001), Ohio State University B.A. in French & Missions (summa cum laude, 1996), Harding University Research focuses on second language acquisition, content-based instruction, and Italian language pedagogy. Key interests include the impact of formal instruction on L2 morphology, pragmatics integration, and curriculum innovation. His work bridges SLA theory with practical teaching methods, emphasizing cultural immersion and competency-based learning. Awards include academic honors for his M.A. and B.A. degrees. Rodgers has authored/co-authored textbooks for Avanti! series and presented globally on topics such as CBI effectiveness and learner motivation. He has directed language programs and led professional development workshops for language educators. Labs/Teams: Active in Susquehanna’s Applied Language Studies program, fostering collaborative projects between language education and professional fields. Coordinates initiatives integrating language learning with cultural studies.

• Hispanic Linguistics
• Spanish Phonetics
• Second Language Acquisition
• +۲ مورد دیگر

Avizia Long is Assistant Professor of Spanish and Single Subject Credential Program Coordinator for World Languages in the Department of World Languages and Literatures at San José State University. Educational background: Ph.D. in Hispanic Linguistics from Indiana University M.A. in Hispanic Linguistics from Indiana University M.A. in Spanish Languages, Literatures, and Cultures from North Carolina State University B.A. in English & Romance Languages from University of North Carolina at Chapel Hill Research specializes in Hispanic linguistics with emphasis on phonetics, second language acquisition, sociolinguistics, and Spanish dialectology. Recent publications examine bilingual phonology, task-based language learning, and crosslinguistic influences in Spanish acquisition. Taught courses include Spanish Morphology/Syntax (SPAN 110), Hispanic Linguistics (SPAN 160B), and Modern Spanish (SPAN 201). Maintains an active SJSU ScholarWorks profile documenting research output.

Daniel G. Tightمشاهده پروفایل

دانشیار

• Spanish Language
• Linguistics
• Second Language Acquisition
• +۳ مورد دیگر

Daniel G. Tight is an Associate Professor in the Department of Modern and Classical Languages at the College of Liberal Arts, University of St. Thomas . As department chair, he specializes in Spanish language and linguistics, focusing on second language acquisition, phonetics, and applied linguistics. Academic Rank: Associate Professor Department: Modern and Classical Languages University: University of St. Thomas His research examines: Cognitive processing of Spanish syntax by L2 learners Impact of word order on sentence interpretation Writing development in second language contexts Technology integration in language acquisition He collaborates with the Writing Across the Curriculum (WAC) director to develop interdisciplinary research initiatives. Key publication themes include: Technology-mediated L2 writing Syntactic variation in Peruvian Spanish Psycholinguistic mechanisms of language processing Perceptual learning strategies Current courses include graduate-level Spanish Phonetics & Phonology and undergraduate Spanish Phonetics and Pronunciation , focusing on teaching methodologies and phonetic accuracy. Contact: TIGH6470@stthomas.edu | (651) 962-5157 | OEC 320B, St. Paul, MN 55105

Mitsuhiko Otaمشاهده پروفایل

استاد

• Phonology
• Lexical Development
• Language Acquisition
• +۷ مورد دیگر

Professor Mitsuhiko Ota is a faculty member in the Department of Linguistics and English Language at the University of Edinburgh's School of Philosophy, Psychology and Language Sciences. His research focuses on phonological and lexical development across languages, emphasizing first and second language acquisition, the role of linguistic input in child language development, and individual differences in phonological processing. He leads the Edinburgh Laboratory for Language Development (ELfLanD) and has contributed to major projects like the Wee Science consortium. Education: B.A. in Law from Sophia University, M.A. in Linguistics from Columbia University, Ph.D. in Linguistics from Georgetown University. Academic career includes ESRC-funded projects on phonotactic constraints and language transmission, and collaborative studies on autism-related speech perception differences. Teaching includes undergraduate and postgraduate courses on first/second language acquisition, research methods in developmental linguistics, and guided research on language learning. Current supervision of PhD students focuses on phonological and lexical development. Key contributions include: corpus development (Edinburgh and Ota Corpora), experimental studies on reduplication effects in word learning, and cross-linguistic analyses of speech perception in Japanese, Mandarin, and Swedish. His work has been supported by ESRC, British Academy, and Autism Speaks grants. Lab affiliations: ELfLanD within the Wee Science network conducting developmental research. Active in academic publishing with over 50 peer-reviewed articles and book chapters since 2000.

• Second Language Acquisition
• Language Assessment
• Computer-Assisted Language Learning (CALL)
• +۴ مورد دیگر

Jianling Liao is an Associate Professor of Chinese and Director of the Chinese Language Flagship Program at Arizona State University (ASU), affiliated with the School of International Letters and Cultures and the Center for Asian Research. She holds a Ph.D. in Second Language Acquisition from the University of Iowa and multiple master's degrees in fields including Teaching Chinese as a Foreign Language and Chinese Linguistics from the University of Iowa and Wuhan University. Her research focuses on second language writing and speaking, assessment methodologies, computer-assisted language learning (CALL), and curriculum design. She has authored books such as Principles of Language Testing and Assessment and Curriculum Design for International Chinese Language Teaching , and published extensively in journals like Journal of Second Language Writing and System . Liao has developed and managed language programs both domestically and internationally, served as a program evaluator, and provided teacher training across diverse groups. Her teaching spans L2 methodologies, assessment, curriculum design, and Chinese language instruction at all levels. Her service contributions include roles on the Board of the Chinese Language Teachers Association (CLTA) and peer reviewing for over 20 academic journals. She actively contributes to national and international language education initiatives, emphasizing teacher training and assessment literacy frameworks.

• Second Language Acquisition
• Foreign Language Pedagogy
• Input Processing
• +۹ مورد دیگر

Teresa Cadierno is a Full Professor of Second Language Acquisition at the Department of Language and Communication , University of Southern Denmark. Her academic journey includes a Ph.D. in Second Language Acquisition and Teacher Education from the University of Illinois at Urbana-Champaign (1992), with prior degrees from the University of Georgia (1988) and the University of Oviedo (1986). She has held faculty positions at the University of Southern Denmark since 1992 and previously at Aarhus University (1993-1996). Education Ph.D., Second Language Acquisition and Teacher Education, University of Illinois at Urbana-Champaign (1992) M.A., Spanish Applied Linguistics, University of Georgia (1988) B.A., English Philology, University of Oviedo (1986) Her research focuses on Second Language Acquisition from a usage-based/cognitive linguistics perspective, particularly examining how adult learners acquire grammatical structures, process input, and express motion/placement events. Recent studies explore the role of age in English language learning in Danish primary schools, cross-linguistic influence on spatial cognition, and mobile-assisted vocabulary acquisition. Key publications include edited volumes like Linguistic Relativity in SLA (2010) and Usage-Based Perspectives on Second Language Learning (2015). Her work frequently appears in Language Learning , The Modern Language Journal , and Annual Review of Cognitive Linguistics . Scientific Awards ACTFL-MLJ Paul Pimsleur Award (1996) Fyns Stiftstidendes Research Prize (2001) She supervises Ph.D. students on topics ranging from motion event verbalization to bilingual cognition and technology-enhanced language learning. Active in project leadership, she directs the Center for Language Learning and the Second Language Research Center (SELC), securing funding from the Danish Council for Independent Research, Marie Curie ITN, and Velux Foundation.

Danijela Trenkicمشاهده پروفایل

استاد

• Psycholinguistics
• Bilingualism
• Second language development
• +۵ مورد دیگر

Professor Danijela Trenkic holds a BA from the University of Belgrade, and MPhil/PhD from the University of Cambridge. She has served as Lecturer, Senior Lecturer, and Reader in Education before becoming a full Professor at the University of York. Her primary affiliations include the Department of Education within the Faculty of Social Sciences, and she leads the MA Applied Linguistics for Language Teaching program. She has held roles in academic promotions panels, and served as President of the European Second Language Association (2015–2019). Education: BA (Hons) in English Language & Literature (Belgrade), MPhil/PhD in English & Applied Linguistics (Cambridge) Key Roles: MA Programme Leader, Academic Promotions Panel member Research Groups: Centre for Advanced Studies in Language and Education (CASLE) Her research bridges psycholinguistics and education, focusing on: 1. Cognitive mechanisms of second language learning (e.g., cross-linguistic influences, bilingual cognition) 2. Language-literacy-academics interplay in higher education, particularly for international students 3. Second language segmentation and teaching methodologies Her publications analyze bilingual language control, IELTS testing validity, and vocabulary disparities in higher education. Recent work highlights vocabulary knowledge as a critical factor in academic equity. She has supervised over 10 PhD students and served on editorial boards for journals like JESLA and EUROSLA Yearbook. Awards: Kenneth E. Naylor Prize (2002), VC Anniversary Lectureship (2005) Consultancy: Language policy advice for institutions like the Government of Nunavut Current research explores how language experiences modulate bilingual control and investigates linguistic predictors of academic success. She actively recruits PhD candidates in these areas.