Input Effects in L2 Learning Professors and Supervisors

Libby Barakمشاهده پروفایل

استادیار

Montclair State UniversityUnited States

Libby Barak is an Assistant Professor in the Departments of Linguistics and School of Computing at Montclair State University, College of Humanities and Social Sciences. She holds a PhD in Computer Science from the University of Toronto and completed postdoctoral research at Rutgers University (NIH-funded), Princeton University, and the University of Maryland. Her research focuses on computational models of language learning, particularly in children with language disorders and second language learners. She combines computational methods with psycholinguistic insights to study how learners acquire morphology, polysemy, and mental state verbs. Education: PhD in Computer Science, University of Toronto (2012) M.Sc. in Computational Linguistics, Bar-Ilan University (2008) Research Interests: Computational cognitive modeling, morphology acquisition, language disorders, second language learning, child-directed speech analysis, and construction grammar. Her work bridges computational linguistics and developmental psycholinguistics. Grants & Fellowships: NIH-funded postdoctoral fellowship at Rutgers University- Newark (2015-2018). Labs & Collaborations: Active member of the Widening NLP workshop (WiNLP), promoting underrepresented researchers in NLP fields. Collaborations include projects on computational models of verb acquisition and language disorder diagnostics.

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Yumiko Tateyamaمشاهده پروفایل

مدرس

University of Hawaiʻi at MānoaUnited States

Yumiko Tateyama serves as an Instructor and graduate faculty member in the Department of East Asian Languages and Literatures at the University of Hawaiʻi at Mānoa, where she teaches Japanese language courses and mentors graduate students. Her academic credentials: PhD in Japanese Language, University of Hawaiʻi at Mānoa MA in Japanese Language, University of Hawaiʻi at Mānoa MA in TESOL, Monterey Institute of International Studies BA in Education, Kagoshima University Her research centers on Japanese language pedagogy with specialized focus on pragmatics acquisition , classroom discourse analysis , and translation studies . She investigates how learners develop pragmatic competence through structured classroom interactions, online environments, and authentic communication scenarios. Key contributions examine request strategies, repair sequences in teacher-student discourse, and the role of guest speakers in providing contextualized pragmatic input. Analysis of her publication trajectory reveals consistent advancement from foundational studies on instructional effects (2008-2009) toward contemporary investigations of digital learning environments (2015) and comprehensive theoretical frameworks (2017-2019). Her work bridges empirical research with practical applications in Japanese language education, emphasizing sociocultural dimensions of pragmatic development. As a graduate faculty member, Dr. Tateyama supervises master's and doctoral candidates in Japanese linguistics and language education, contributing to the development of future scholars and educators in the field.

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Kristin Kerstenمشاهده پروفایل

استاد

University of MannheimGermany

Prof. Dr. Kristin Kersten is a full Professor in the Department of English at the University of Mannheim, leading the Multilingualism and Education team within the School of Humanities. Her research focuses on multilingualism's cognitive and emotional benefits, early language acquisition, and pedagogical strategies in bilingual education. She holds a prominent role as Chair of Multilingual Education. Her academic career includes significant contributions to understanding how multilingual environments enhance cognitive flexibility, goal adjustment, and emotional intelligence. Her work bridges theoretical linguistics with practical educational applications, particularly in immersion and EFL learning settings. She has investigated socioeconomic factors influencing second language acquisition and pioneered studies on early foreign language learning in bilingual childcare centers. Notably, she contributed to establishing the first German-English zoo kindergarten in Magdeburg, integrating zoological education with multilingual instruction. Prof. Kersten's publications emphasize evidence-based instructional techniques for foreign language classrooms and the interplay between L2 input quality and cognitive development. Her research consistently highlights multilingualism's broader societal and educational impacts. She maintains an active presence in academic discourse through peer-reviewed journals and conferences.

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Gwen Brekelmansمشاهده پروفایل

مدرس ارشد

Queen Mary University of LondonUnited Kingdom

Gwen Brekelmans is a Senior Lecturer in Psychology and Advanced Research Methods at Queen Mary University of London's School of Biological and Behavioural Sciences. She serves as Programme Director for the MSc Psychology (Conversion) and Deputy Director of Teaching and Learning in Psychology. Her research focuses on second language acquisition, particularly speech perception/production in adults and children, and pedagogical strategies for teaching research methods and academic writing. She actively promotes equality and diversity in higher education through initiatives like her involvement with QMUL CAISE. Research Interests: Language learning mechanisms across ages Second language phonology and pronunciation Open science and reproducible scholarship Curriculum design for inclusive education Teaching Contributions: Module organiser for PSY100, PSY600, PSY702P, and PSY720P Leader in research methods and statistics instruction Pedagogical innovations in academic writing and open science Awards & Recognition: While no formal awards listed, her work on diversity in academic curricula has been featured in Queen Mary Academy resources. Collaborations: Works with multidisciplinary teams including linguistics, cognitive science, and education researchers. Active in professional networks like FORRT (Free and Open Research in Replicability Team).

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Vanda Marijanovicمشاهده پروفایل

دانشیار

University of Toulouse-Jean JaurèsFrance

Vanda Marijanovic is an Associate Professor in the Department of Language Sciences at the University of Toulouse - Jean Jaurès, where she conducts research and teaching in linguistics and second language acquisition, particularly in the context of French as a Foreign Language (FLE). She is affiliated with the NeuroPsychoLinguistics Laboratory (LNPL, EA 4156) and serves as co-responsible for the master's program ADFLE. Her academic work spans both theoretical and applied aspects of language learning, with a focus on early learners and psycholinguistic mechanisms. Her research interests include L2 literacy development, pronunciation, memory in language acquisition, and contrastive analysis. She explores how learners, especially children and adolescents, process and acquire a second language, drawing on methodologies from psycholinguistics and cognitive didactics. Her work investigates the interplay between oral and written language, phonological representations, and the influence of orthographic input on spoken output. The recent publications highlight a consistent focus on early language learners, particularly Croatian children acquiring French. Themes such as phonological processing, reading aloud, word identification, and the role of memory recur across her work. She frequently collaborates with researchers like M. Billières, C. Solier, and A. Krönert, contributing to international conferences such as EUROSLA, AFLS, and DIDCOG. Her publications appear in peer-reviewed journals, book chapters, and conference proceedings, reflecting active engagement in the academic community. She has contributed to educational outreach, including a MOOC on pronunciation teaching in FLE and public lectures such as 'Le cerveau à deux langues' during the Brain Awareness Week. While no specific awards are listed, her sustained research output and leadership in academic programs underscore her contributions to the field. In terms of teaching, she offers courses in FLE methodology, technology in language classrooms (TICE), cultural anthropology, general linguistics, and critical approaches to language teaching. She also teaches sociolinguistics and linguistic diversity within the broader linguistics curriculum. Her academic journey includes a PhD in Language Sciences from the University of Toulouse-Le Mirail, supported by a strong educational foundation from Sorbonne Nouvelle – Paris 3 and INALCO, where she studied Italian, Arabic, and foreign language pedagogy.

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Júlia Barónمشاهده پروفایل

پژوهشگر

International University of CataloniaSpain

Júlia Barón, PhD, is a researcher and educator at the Institute for Multilingualism of UIC Barcelona, specializing in applied linguistics with a focus on second language acquisition and pragmatics. She currently teaches English for Specific Purposes on the Sant Cugat Healthcare Campus. Her academic journey includes a Bachelor's in English Studies (2004) and a PhD in Applied Linguistics (2009), supported by a 2005 research grant from the GRAL Research Group (Language Acquisition Research Group), with whom she has been a full member since 2009. Her research investigates how teaching methodologies influence EFL learners' pragmatic competence, particularly through audiovisual materials and task-based instruction. Key areas include the acquisition of pragmatic markers (e.g., interpersonal communication strategies), age-related differences in pragmatic performance, and cognitive complexity in task design. She has coordinated the teaching innovation group GIDAdEnA (UB) and organized international seminars on Multimodal Input (2016) and Task-Based Language Teaching (2017). Barón's work emphasizes bridging theory and practice in language education, addressing challenges in EFL contexts such as pragmatic awareness development and the integration of multimedia resources. Her contributions span peer-reviewed journals, book chapters, and conference proceedings, showcasing interdisciplinary approaches to language learning and assessment. Professional activities include: Research leadership in GRAL and GIDAdEnA Curriculum development for EFL instruction International conference organization Collaborations on national research projects Her research lab focuses on experimental studies involving pragmatic marker acquisition, task-based methodologies, and the cognitive dimensions of language learning.

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Susanne Rottمشاهده پروفایل

دانشیار

University of Illinois ChicagoUnited States

Susanne Rott is an Associate Professor of Germanic Studies and Linguistics at the University of Illinois at Chicago. She serves as Head of Germanic Studies and Director of the German Basic Language Program, focusing on hybrid teaching methods and vocabulary acquisition in second language learning. Education: PhD in Germanic Studies, University of Illinois at Urbana-Champaign Rott’s research examines the interplay between incidental and deliberate learning of single words and multi-word units in classroom and online environments. Her work emphasizes input variables and cognitive factors influencing word processing and long-term retention, with applications in hybrid language programs and collaborative digital tools . Recent publications highlight her contributions to L2 grammar analysis , online source comprehension , and wiki-based pedagogy . These studies explore task design, input frequency effects, and technology integration in language education. Scientific Awards: DAAD Study Visit Grant (2008, Humboldt University; 2004, Potsdam University) UIC Teaching Recognition Program Award (2003) Rott holds leadership roles as a board member of the DAAD Alumni Association USA and editorial board member of Second Language Research and Practice . She has co-edited volumes on vocabulary teaching and form-meaning connections in L2 acquisition.

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Ewa Tomczak-Łukaszewskaمشاهده پروفایل

مدرس ارشد

Adam Mickiewicz UniversityPoland

Ewa Tomczak-Łukaszewska is a Senior Lecturer at the Faculty of English, Adam Mickiewicz University in Poznań, Poland. Her research integrates psycholinguistics, bilingualism, translation studies, and cognitive science, employing empirical methods such as eye-tracking, key-logging, and statistical modeling. She is actively involved in major research projects funded by the National Science Centre and collaborates with leading scholars in cognitive translation studies. B.A. in English, Poznań, 2008 M.A. in English, Poznań, 2010 M.A. in Psychology (Clinical Psychology), Poznań, 2018 Postgraduate degree in Management and Organisational Psychology, Poznań, 2018 Her research focuses on psycholinguistics, bilingualism, eye-tracking in reading and translation, figurative language processing, visual perception in sports, and applied statistics . She explores how cognitive processes shape language use, translation decisions, and perception in both academic and athletic contexts. Her methodological expertise includes R, Python, and advanced statistical analyses. Her recent publications reveal a strong trend in cognitive translation studies , particularly the impact of translation direction on lexical selection and information behavior. She also investigates visual perception strategies in fencing , comparing experts and novices, and left- vs right-handed opponents. Another key area is language teaching innovation , such as using songs to teach multi-word units. Her interdisciplinary approach bridges linguistics, psychology, and sport science. Her scientific awards include: Scholarship from the Minister of Science and Higher Education for outstanding young researchers (2023–2026) Prize of the Rector of Adam Mickiewicz University for Excellence in Teaching (2023) Award for best M.A. thesis in linguistics (2010) Multiple travel grants and scholarships for conference participation Ewa Tomczak-Łukaszewska has extensive teaching experience in TEFL, academic English, and statistics. She has served as a statistical analyst and co-investigator in major research projects and has presented her work at numerous international conferences. She is a member of professional organizations including the European Society for Translation Studies (EST), EUROSLA, and EMRA. She has received specialized training in eye-tracking, R, Python, and Bayesian statistics, and has contributed to editorial work as a guest editor for Poznań Studies in Contemporary Linguistics . She is affiliated with the Psycholinguistics Reading Group and has organized international events such as EUROSLA 22 and RaAM Seminar 4. Her lab work involves the EYE-LANG – Eye-tracking Laboratory for Research in Language , where she conducts experiments on language and cognition.

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Adriana Soto Corominasمشاهده پروفایل

پژوهشگر

Autonomous University of BarcelonaSpain

Bilingualism
Language Acquisition
Cognitive Factors in Language Development
+۳ مورد دیگر

Adriana Soto Corominas is a Researcher at the International University of Catalonia (UIC), holding a position in the Department of English Philology and German Studies. She earned her PhD in Hispanic Linguistics from the University of Western Ontario (UWO) in 2018. Her postdoctoral research included roles at the University of Alberta (2018–2021) and UIC (2021–2023). Her research focuses on bilingualism, heritage language development, and morphosyntax in Catalan-Spanish and Arabic-English contexts. She leads projects like LexiCat (vocabulary tests for Catalan) and studies input quality in bilingual children's language acquisition. Her work contributes to SDGs related to education and sustainable development. Key research interests include: Catalan-Spanish bilingualism, heritage language maintenance, cognitive factors in language acquisition, and CLIL methodologies. She has published widely on topics such as third language performance in bilingual children, age effects in Syrian Arabic heritage speakers, and cross-linguistic influence in syntax. Recent projects (2024–2025) investigate vocabulary skills in Catalan and phonetic/morphosyntactic acquisition in bilingual children. She collaborates internationally and has supervised doctoral students. Her studies often use experimental designs and longitudinal data to explore language development in multilingual contexts.

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Rachel Hayes-Harbمشاهده پروفایل

استاد

University of UtahUnited States

Rachel Hayes-Harb is a Professor of Linguistics at the University of Utah and Associate Dean in the Honors College. She co-directs the Speech Acquisition Lab , focusing on experimental studies of adult second language learners’ perception, phonolexical development, and speech production. Her institutional roles include former Director of the Office of Undergraduate Research (2014–2021) and leadership in mentoring initiatives. Education: PhD in Linguistics (University of Arizona, 2003) Professional Service: Programs Committee, Linguistic Society of America (2007–2010) Her research examines how adult learners acquire new sound systems, emphasizing phonological representations , cross-language perception , and orthographic effects . She investigates pre-existing perceptual sensitivity , accent bias , and social factors in input selection , often using auditory lexical decision tasks and AXB experiments. Recent publications analyze variability in Hindi consonant perception , orthography’s role in German devoicing acquisition , and social science open science practices . Key grants include a Sound-attenuated booth (2013) and HVPT methodology (2017–2018). Awards: Student’s Choice Award (2011), Faculty Fellow Award (2009) Teaching: Courses on General Linguistics, Special Topics, Ethics, and Senior Capstone (2023–2024)

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Nuria Sagarraمشاهده پروفایل

استاد

Rutgers, The State University of New JerseyUnited States

Nuria Sagarra is a Professor at Rutgers, The State University of New Jersey , affiliated with research groups in Latin American, Iberian, and Luso-Afro-Brazilian Literatures and Cultures (LAILAB) and Second Language Acquisition (SLA) and Bilingualism. Her work bridges cognitive science, linguistics, and language pedagogy. Educated at the University of Illinois, Urbana-Champaign (Ph.D.) Her research investigates factors underlying adults’ challenges in acquiring second language (L2) morphosyntax, focusing on working memory, language proficiency, exposure, and cross-linguistic similarity. She employs experimental methods like self-paced reading , eye tracking , and event-related potentials to analyze real-time processing and instructional effectiveness. Recent publications highlight trends in computerized training (AI and human voices), lexical stress processing , and the interplay between interpreting experience and L2 morphological anticipation . These studies emphasize suprasegmental and segmental cues, proficiency metrics, and cognitive resource allocation. Her work also explores the longitudinal impacts of cognitive variables on L2 grammar and reading abilities, with implications for linguistic and cognitive models. Collaborative projects and methodological guides, such as her eye-tracking manual , further underscore her technical and theoretical contributions.

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Koji Miwaمشاهده پروفایل

دانشیار

National Research Institute for Mathematics and Computer ScienceNetherlands

Dr. Koji Miwa is an Associate Professor at Nagoya University's Graduate School of Humanities, specializing in psycholinguistics with a focus on experimental approaches to understanding how language is processed in the mind. His academic journey includes a Ph.D. in Linguistics from the University of Alberta, followed by postdoctoral work at the University of Tübingen before joining Nagoya University in 2017. Ph.D. in Linguistics, University of Alberta (2007-2013) M.A. in Linguistics, University of Alberta (2004-2007) B.A., Mount Royal College (2002-2004) Dr. Miwa's research primarily investigates how complex words are represented and processed in the mind, with special attention to bilingual reading processes where two languages coexist in a single mind. His work employs sophisticated methodologies including eye-tracking technology to measure real-time cognitive processing during language tasks. He examines morphological decomposition, cross-linguistic influences, and the cognitive mechanisms underlying efficient language processing, with particular emphasis on Japanese-English bilingualism and morphographic scripts. His research consistently explores how humans process complex linguistic information effortlessly and efficiently, often at subconscious levels. Dr. Miwa's recent publications reveal an expanding research program that now includes metaphor comprehension, analogical reasoning, and event role conceptualization across languages. His work bridges theoretical linguistics with empirical cognitive science, often employing advanced statistical modeling techniques like generalized additive mixed models to analyze complex language behavior data. The ENglish Reading Online (ENRO) Project represents a significant contribution to large-scale data collection in second language reading research. Izaak Walton Killam Memorial Scholarship (2010) Roger S. Smith Undergraduate Researcher's Award (2006) As an educator, Dr. Miwa emphasizes balanced development across multiple dimensions of life and learning. His supervision style focuses on cultivating mindfulness, service, and knowledge in students. He serves on editorial boards for PeerJ, Frontiers in Psychology, and Studies in Language Sciences, contributing significantly to scholarly review processes. His research lab at Nagoya University maintains active international collaborations, particularly with researchers in Canada, Europe, and other parts of Asia. Dr. Miwa also maintains a thoughtful personal mission statement that emphasizes living a balanced life while considering fundamental questions about existence.

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