جست‌وجوی استاد و پژوهشگر

Hiroyuki Oshitaمشاهده پروفایل

دانشیار

• Second Language Acquisition
• Syntax
• Linguistic Theory
• +۸ مورد دیگر

Hiroyuki Oshita is an Associate Professor of Linguistics and Japanese at Ohio University's College of Arts and Sciences, where he also serves as Graduate Chair and Coordinator of the Japanese Program. His primary academic affiliations are within the Department of Linguistics and the International Studies and Asian Studies programs. His educational background includes: Ph.D. in Linguistics, University of Southern California (1997) M.A. in Applied Linguistics, Southern Illinois University at Carbondale (1989) M.A. in English, University of Canterbury, New Zealand (1987) B.Ed., Hiroshima University, Japan (1984) His research focuses on second language acquisition, particularly the acquisition of intransitive verbs, unaccusativity, and syntactic development. Key themes include U-shaped development, lexical conceptual structure, null expletives, and the syntax-semantics interface in L2 English and Japanese. His work bridges theoretical linguistics and applied SLA, examining how learners process and internalize complex syntactic structures. The 15 most recent publications reflect a sustained focus on the acquisition of split intransitivity, resultative constructions, and overpassivization errors. These works span both empirical and theoretical domains, with a strong emphasis on developmental patterns, crosslinguistic influence, and the psychological reality of syntactic phenomena in non-native grammars. The articles collectively demonstrate a deep engagement with both native and non-native syntax, particularly in English and Japanese. While no formal scientific awards are listed in the provided text, his extensive publication record in leading journals such as Studies in Second Language Acquisition and Second Language Research , as well as repeated presentations at major conferences like the Second Language Research Forum and AAAL, attest to his scholarly recognition. Dr. Oshita advises graduate students and leads the Japanese program at Ohio University. He has been involved in numerous professional development workshops, including the Summer Japanese Institutes at the University of Hawaii and ACTFL OPI training, indicating active engagement in pedagogical development and language program leadership. His research has been supported through conference presentations and collaborative projects with students and colleagues. He is affiliated with research teams focused on second language syntax and acquisition, particularly through ongoing collaborations on transitive predicates, locational change, and resultative constructions. His lab or research group appears to involve graduate and undergraduate researchers, as seen in co-authored presentations with students on topics like change of state and overpassivization.

Christina Schelletterمشاهده پروفایل

پژوهشگر

• Bilingual Acquisition
• Bilingual Processing
• Language Disorders
• +۶ مورد دیگر

Dr. Christina Schelletter is a researcher at the School of Creative Arts , University of Hertfordshire, specializing in bilingual acquisition, language processing, and disorders. Her work integrates psycholinguistics and education, with a focus on bilingual children, spoken word recognition, and eye-tracking methodologies. Key Research Areas : Bilingualism, language development, spoken word recognition, eye-tracking studies Notable Projects : ELIAS - Early Language Intercultural Acquisition Study (2008-2010), Word Access in Monolingual/Bilingual Speakers (2016-2018) Her research explores how bilingual children process language compared to monolingual peers, examining neighborhood density effects in spoken word recognition. Recent publications analyze L2 input quality, syntactic development in foreign language learning, and cognitive skills' impact on language comprehension. Dr. Schelletter has published extensively since 2001, with a focus on bilingual acquisition mechanisms and eye-tracking applications. Current outputs include a 2024 study on neighborhood density effects and 2021 work on L2 grammar comprehension factors. She employs eye-tracking technology to investigate language processing across different populations, including preschool children and bilingual adults. Collaborations span intercultural and cognitive domains, with network linkages in language acquisition research.

Karolina Baranowskaمشاهده پروفایل

استادیار

• Second Language Acquisition
• Methods of Teaching English as a Foreign Language
• Psycholinguistics
• +۳ مورد دیگر

Karolina Baranowska is an Assistant Professor at the Faculty of English, Adam Mickiewicz University. She holds a Ph.D. in English (2022), MA (2018), and BA (2016) from the same institution. Her research focuses on Second Language Acquisition, Cognitive Load Theory, and EFL teaching methodologies, particularly through audiovisual media. Education: BA, MA, Ph.D. in English (Adam Mickiewicz University) Research: Subtitled media, psycholinguistics, aptitude-treatment interaction Professional Roles: Teaching experience in TEFL, didactics, and grant-funded research projects Her recent work examines cognitive efficiency in multimedia language learning and pronunciation training via television. She has organized international conferences and received multiple scholarships for academic excellence. Scientific Awards: Dean's Awards (2018), Editor's choice article (2020), AMU Rector/Vice-Chancellor scholarships (2018-2022) Grants: Principal Investigator for "50 x 50: pięćdziesiąt grantów dla 50 młodych naukowców" (2024-2025), MINIATURA 7 grant (2023-2024)

Katherine Rehnerمشاهده پروفایل

استاد

• Educational Sociolinguistics
• Canadian French
• Discourse Analysis
• +۵ مورد دیگر

Katherine Rehner is a Professor in the Department of Linguistics at the University of Toronto’s Language Studies division. Her research focuses on educational sociolinguistics, discourse analysis, and second language proficiency in French, particularly within Canadian contexts. PhD, Second Language Education, OISE, University of Toronto MEd, Language, Culture, & Teaching, York University BA Hons, French, Glendon College, York University BEd, French and Geography, York University Rehner investigates sociolinguistic competence in first and second language speakers of French, emphasizing CEFR-informed teaching methods, cross-cultural communication, and the impact of classroom practices on oral proficiency. Her work bridges theoretical frameworks with practical applications in immersion education. Recent publications examine variation in French grammar acquisition, discourse markers, and the role of teacher-student interaction in language development. She has secured significant grants, including SSHRC Insight and Standard Grants, to study adult migrant language learning and pedagogical reforms. Ministry of Colleges and Universities’ Award of Excellence (Nominated), 2022 SSHRC Insight Grant, Co-investigator, 2020–2025 University of Toronto Mississauga Teaching Excellence Award, 2015 SSHRC Standard Grant, Principal Investigator, 2011–2015 Rehner has led projects on CEFR implementation, French immersion program effectiveness, and sociolinguistic variation in minority-language communities. She teaches courses on second language theory, sociolinguistics, and discourse analysis.

• Second Language Acquisition
• Intercultural Communication
• Syntax (Generative Framework)
• +۴ مورد دیگر

Dr. Manuela Pinto is an Assistant Professor at Utrecht University's Department of Languages, Literature and Communication, with affiliations to the Institute for Language Sciences and the Dynamics of Youth (DoY) research theme. Her work bridges formal linguistics (Generative Grammar) with applied language education, focusing on second language acquisition, psycholinguistics, and intercultural communication. PhD in Linguistics (Utrecht, 1997) - Thesis: Licensing and Interpretation of Inverted Subjects in Italian MA in General Linguistics (Utrecht, 1991) MA in German Language/Literature (Italy, 1986) Research spans child language development, bilingualism, and societal applications through projects like: Coloring Book - Digital method for assessing language comprehension in children KleurenSchat - Dutch vocabulary assessment tool Nederlands voor Alle Kinderen (NvAK) - Language tracking for newcomer children Community Engaged Learning projects with migrants' organizations Recent publications focus on: Syntactic theory and microcontact phenomena Ecological validity in language testing Aspectual properties in L2 acquisition Intercultural pragmatics in advertising She has received research grants for: Heritage Storytelling projects Bidirectional Storytelling initiatives Additional contributions include: Coordinating typological databases Organizing international conferences (Going Romance, ISB symposia) Founding Growingupbilingual.org information service

• Psycholinguistics
• Pragmatics
• Second Language Acquisition
• +۳ مورد دیگر

Natalia Rivera Vera is a postdoctoral researcher at the Institute for Language Sciences (ILS) within Utrecht University's Faculty of Humanities. Her work focuses on language acquisition processes, particularly in multilingual academic contexts. Education: Bachelor's in Hispanic Literature and Linguistics (Pontificia Universidad Católica de Chile, 2009) Master's in Brain and Cognitive Sciences (Universiteit van Amsterdam, 2012) PhD in Language and Communication (Universiteit van Amsterdam, 2024) Her research explores how adults integrate perceptual data with social-pragmatic information during word learning, examining cognitive mechanisms in receptive multilingualism. Key projects include Getting to the CoRe , which investigates communication success in multilingual academic settings. Recent publications highlight her contributions to psycholinguistic models of word learning, including studies on speaker reliability, input consistency, and pragmatic inference. She has presented work at international conferences like CogLing Days and TABU Dag. Scientific Awards: National Scholarship for MA studies (2012) National Scholarship for PhD studies (2018) Natalia has held teaching roles at Universiteit van Amsterdam (2024-2025) and Universiteit Leiden (2021-2023), and contributed to academic community initiatives as a PhD representative.

Alicia Martínez-Florمشاهده پروفایل

مدرس ارشد

• interlanguage pragmatics
• instructional pragmatics
• language teacher education in pragmatics
• +۱ مورد دیگر

Alicia Martínez-Flor serves as a Senior Lecturer of English Applied Linguistics at Jaume I University, Castellón, Spain, where she is a core member of the LAELA (Lingüística Aplicada a l'Ensenyament de la Llengua Anglesa) research group. She also holds an executive board position at ITAP (International Association for Teaching Pragmatics), actively shaping global discourse on pragmatics instruction. Her research program centers on interlanguage pragmatics , instructional pragmatics , language teacher education in pragmatics , and foreign language learning and teaching . She investigates pragmatic competence development in L2 learners, the efficacy of audiovisual and multimodal instructional methods, and teacher cognition regarding pragmatic feedback. Her work bridges theoretical frameworks with classroom applications, emphasizing speech acts like refusals and apologies within discursive contexts. Analysis of her recent publications (2020-2025) reveals a strong focus on multimodal input , eye-tracking methodologies , and longitudinal instructional effects in pragmatics. Key journals featuring her work include System, Foreign Language Annals, and Language Teaching Research, with co-edited volumes through John Benjamins and Multilingual Matters establishing foundational frameworks for L2 pragmatics research.

Ylva Falkمشاهده پروفایل

مدرس ارشد

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

Ylva Falk is a Senior Lecturer at Stockholm University , affiliated with the Department of Teaching and Learning . Her research focuses on Multilingualism and Third Language Acquisition , examining how learners acquire grammar and vocabulary across languages, especially in multilingual contexts. Key research areas include cross-linguistic transfer, metalinguistic knowledge, and input processing in L3 acquisition Current work emphasizes factors like mother tongue, second languages, and teaching methodologies influencing third language learning Recent publications analyze lexical and syntactic transfer patterns in multilingual learners, highlighting implications for language education policy. Despite extensive contributions to the field, no specific awards or student advisement details are mentioned in the provided text.

• Instructed Second Language Acquisition (ISLA)
• Task-Based Language Teaching (TBLT)
• Cognitive-interactionist Approaches
• +۵ مورد دیگر

Laura Gurzynski-Weiss is a Professor in the Department of Spanish and Portuguese at Indiana University Bloomington, with a focus on Instructed Second Language Acquisition (ISLA) and Task-Based Language Teaching (TBLT) . Her work bridges structured learning environments with practical applications, collaborating with local schools and global institutions to enhance language instruction at all educational levels. Education: Ph.D. (Georgetown University, 2010), M.S. (Georgetown University, 2007), B.A. (Marquette University, 2005) Her research explores variables impacting L2 development through cognitive-interactionist approaches , complex dynamic systems theory , and usage-based frameworks , emphasizing the real-world value of findings. She advocates for open scholarship , contributing to platforms like the TBLT Language Learning Task Bank and IRIS/OASIS databases. Recent publications highlight collaborations in TBLT implementation, learner engagement, and teacher cognition. Awards include multiple International Conference Travel Awards , Outstanding Mentor Awards , and grants for rural bilingualism research. She serves as President of the International Association for TBLT and Associate Editor for Studies in Second Language Acquisition .

YouJin Kimمشاهده پروفایل

استاد

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

Dr. YouJin Kim is a Professor in the Department of Applied Linguistics & ESL at Georgia State University, where she has been since 2009. She holds a Ph.D. in Applied Linguistics from Northern Arizona University. Her research focuses on second language acquisition (SLA), task-based language teaching and assessment, and the psycholinguistic dimensions of interaction in language learning. She investigates how feedback, collaboration, and task design influence L2 development in both English and Korean contexts, with particular attention to study abroad programs and pedagogically-oriented classroom research. Dr. Kim teaches advanced courses including Second Language Acquisition , Task-Based Language Teaching , and Second Language Evaluation . Her work bridges theory and practice, emphasizing the cognitive and interactional mechanisms underlying language learning. She collaborates with researchers internationally and contributes to journals such as Studies in Second Language Acquisition and Modern Language Journal . Her research highlights the role of task complexity, repetition, and modality in fostering language proficiency. She explores how learners benefit from collaborative dialogue and syntactic priming activities, particularly in EFL contexts. The Language Perception, Assessment, and Learning Lab at Georgia State University is a key platform for her experimental studies on language development and assessment methods. Dr. Kim’s publications span over two decades, reflecting her sustained contributions to understanding SLA processes and optimizing instructional strategies. While her work primarily targets academic audiences, it has practical implications for language educators and curriculum designers aiming to enhance classroom effectiveness.

• Linguistics
• Cognitive Science
• Implicit Learning
• +۴ مورد دیگر

Patrick Rebuschat is a Professor of Linguistics and Cognitive Science at Lancaster University, serving as Director of Internationalization in the Faculty of Arts and Social Sciences. He holds additional roles as Distinguished International Professor at the University of Tübingen and Director of the Heritage Language 2 Consortium (HL2C). He co-directs the Lancaster Language Learning Lab (4L) and coordinates the NOVA Lancaster partnership. His research focuses on the cognitive mechanisms underlying language learning, emphasizing implicit learning, statistical learning, heritage language bilingualism, and second language acquisition. He received his PhD from the University of Cambridge and BA from the University of Lisbon, with prior teaching stints at institutions like Harvard and Georgetown University. Research interests include studying how the mind and brain process novel languages, particularly through implicit and statistical learning paradigms. Key topics include individual differences in learning, explicit knowledge’s impact on implicit learning, and the role of frequency in acquisition. His work bridges experimental psychology, computational modeling, and applied linguistics. Recent publications highlight advancements in understanding cross-situational learning, heritage language dynamics, and statistical learning across ages. His collaborative projects, such as HL2C and NOVA Lancaster, aim to advance multilingualism research and education. Supervision focuses on six core questions addressing learning mechanisms, measurement, and neural representation of language knowledge. Rebuschat’s affiliations include leadership roles in research groups like SLLAT and participation in global initiatives like the Camões Institute Chair for Multilingualism. His outreach efforts, such as Native Explorers, promote science and multilingualism among diverse communities.

Rosa Maria Manchon Ruizمشاهده پروفایل

استاد

• Second Language Acquisition
• Second Language Writing
• Applied Linguistics
• +۳ مورد دیگر

Rosa María Manchón Ruiz is a Professor of Applied Linguistics at the University of Murcia, Spain. She holds an affiliation with the Faculty of Arts and Humanities and the Department of English Philology. She completed her doctoral studies at the University of Murcia with a thesis on psycholinguistic and pedagogical aspects of language learning (1989). Her research focuses on second language acquisition, particularly in the areas of second language writing and cognitive dimensions of multilingual text production. She has been actively involved in editorial roles, serving as editor of the Journal of Second Language Writing (2008–2014) and associate editor of the Modern Language Journal . Manchón’s theoretical contributions include distinguishing between writing-to-learn (WL) and learning-to-write (LW) dimensions in L2 contexts. Her work emphasizes cognitive processes in writing, such as restructuring strategies, temporal allocation of writing tasks, and the interplay between psycholinguistic factors and pedagogy. She has authored/co-authored influential books like Writing in Foreign Language Contexts (2009), Handbook of Second and Foreign Language Writing (2016), and edited volumes on task-based language learning and multimodal composition. Professional service includes membership in the Executive Board of the International Association of Applied Linguistics (2011–2014) and participation in academic events such as the Campus Mare Nostrum summer course on scientific writing in English (2012). Her research has been published in prestigious journals like Language Learning , Annual Review of Applied Linguistics , and International Review of Applied Linguistics . Her academic contributions span pedagogical frameworks, empirical studies on L2 writing processes, and advancements in theoretical models linking cognitive psychology with applied linguistics. Current research interests include multimodal composition, task complexity effects, and the integration of technology in L2 writing instruction.

Jonas Fouz Gonzalezمشاهده پروفایل

استاد

• Computer-Assisted Pronunciation Training
• Second Language Speech Learning
• English Phonetics and Phonology
• +۳ مورد دیگر

Jonas Fouz Gonzalez is a Professor in the Department of Didactics of Language and Literature at the University of Murcia's Faculty of Education. He holds a doctorate from the same institution with a thesis focusing on pronunciation teaching through accessible technologies. His research emphasizes leveraging technology like podcasts, mobile apps, and social media (e.g., Twitter) to enhance second language pronunciation training, particularly addressing fossilized errors in Spanish EFL learners. He has been affiliated with research groups such as Teaching-Learning English and Interlinguistics L1-L2: Applied Linguistics . His scholarly work spans over a decade, with notable contributions analyzing captioned video techniques, phonetic symbol usage, and app-based pronunciation instruction. His articles consistently highlight pedagogical strategies for integrating technology into language classrooms. Despite extensive publication activity, no awards or grants are explicitly mentioned in the provided materials. He advises no listed students but actively engages in teacher training through his research. His personal website and LinkedIn profile provide further insights into his work.

Jun Tianمشاهده پروفایل

عضو هیئت علمی

• Second language acquisition
• Classroom-based research
• Second language writing
• +۳ مورد دیگر

Jun Tian is an Associate Teaching Professor in the Department of Pacific and Asian Studies at the University of Victoria (UVic). She holds a PhD in Linguistics from UVic, where her dissertation on peer editing and co-writing in second language writing earned a prestigious award from Language Learning . Her research focuses on applied linguistics, second language acquisition, classroom-based research, and Chinese linguistics, with particular expertise in teaching Chinese and English as second languages. Dr. Tian has extensive teaching experience in Canada and China, including roles at Xi’an University of Technology, York University, and George Brown College. Her academic credentials include a PhD in Linguistics from UVic, supported by the Social Sciences and Humanities Research Council of Canada, a Chinese Government Award, and UVic Fellowships. Her research explores collaborative learning approaches, the role of peer interaction in writing, and cross-cultural language teaching methodologies. Dr. Tian’s publications span journals like Language Teaching Research and Procedia - Social and Behavioral Sciences , and she has presented at major conferences such as the American Association for Applied Linguistics and the International Conference on Chinese as a Second Language Research. Her work emphasizes practical pedagogical strategies, including task-based learning, collaborative writing, and the integration of cultural comparisons in language education. She currently teaches courses such as PAAS 118 Intensive Beginner Chinese I , PAAS 150 Pre-modern Chinese Culture , and advanced studies in Chinese linguistics. Her contributions to curriculum development and language education have been recognized through fellowships and awards, reflecting her commitment to advancing second language teaching practices.

Aine Itoمشاهده پروفایل

استادیار

• Psycholinguistics
• Language Prediction
• Non-native Language Processing
• +۷ مورد دیگر

Prof. Aine Ito is an Assistant Professor in the Department of English, Linguistics and Theatre Studies at the National University of Singapore (NUS), within the Faculty of Arts and Social Sciences. Her research focuses on language prediction mechanisms, non-native language processing, bilingualism, and the role of orthographic information in comprehension. She uses eye-tracking, EEG, and behavioral experiments to investigate these areas. Education: PhD in Psychology (2016), University of Edinburgh MA in Linguistic Studies (2012), University of Essex BA in Chinese (2011), East China Normal University Research Interests: Her work explores real-time language comprehension challenges faced by non-native speakers, particularly in predicting linguistic input. She examines how orthographic cues influence listening comprehension and develops methods to enhance L2 processing through predictive mechanisms. Grants & Funding: MOE Tier 1 Grant (2025–2028): Prediction adaptation in bilinguals NUS Humanities Seed Fund (2023–2024): Bilingual spoken language corpus Academic Research Fund (2022–2025): Enhancing prediction for L2 comprehension Lab & Collaborations: Leads the Bilingualism and Language Processing Lab at NUS, focusing on bilingual comprehension and L2 learning. Collaborates internationally on projects involving register variation, cognitive models, and prediction mechanisms.