جست‌وجوی استاد و پژوهشگر

• Second Language Acquisition
• Language Teaching Methodology
• Research Methodology in Applied Linguistics
• +۷ مورد دیگر

Alison J. Mackey is Professor and Chair of the Department of Linguistics at Georgetown University, College of Arts and Sciences. She is a leading scholar in second language acquisition (SLA), with a focus on interaction, feedback, research methodology, and language learning across the lifespan. Her research interests include second language acquisition , task-based language teaching , research methodology , interaction and corrective feedback , and language learning in children and adults . She has published extensively in top-tier journals and book series, shaping methodological standards in the field. Her recent publications reflect a strong trend in methodological rigor , interactionist approaches , and practical applications of SLA research. Themes include data elicitation , stimulated recall , task design , and pragmatic development , spanning both theoretical and classroom-based inquiry. Mildenberg Prize (2012) for The Handbook of Second Language Acquisition American Association for Applied Linguistics Distinguished Scholarship and Service Award International Association of Task-based Language Learning and Teaching Distinguished Achievement Award CHOICE Outstanding Academic Title (2012) Alison Mackey has advised numerous scholars through co-authorship and editorial leadership. She is Editor-in-Chief of Cambridge University Press Annual Review of Applied Linguistics and Editor of the Routledge Second Language Research series, guiding the publication of cutting-edge research. While specific grants are not listed, her editorial work and high citation count (>35,000) reflect significant research impact and funding support. She leads and contributes to major research initiatives such as the IRIS Repository , promoting open-access research instruments in SLA. Her work fosters collaboration across institutions and supports methodological transparency and replication in the field.

Mohammad T. Alhawaryمشاهده پروفایل

استاد

• Arabic Second Language Acquisition
• Arabic Language Pedagogy
• Bilingualism
• +۹ مورد دیگر

Mohammad T. Alhawary is Professor of Arabic Linguistics and Second Language Acquisition at the University of Michigan's Middle East Studies department within the College of Literature, Science, and the Arts. He serves as Director of both the MA Program in Arabic for Professional Purposes (APP) and the MA Program in Teaching Arabic as a Foreign Language (TAFL). His educational background includes a Ph.D. from Georgetown University (1999). Prior to joining the University of Michigan, he contributed to developing Arabic and Middle Eastern Studies programs at various US institutions. Professor Alhawary's research spans both theoretical and applied Arabic linguistics, with particular focus on second language acquisition processes. His work examines how factors like age, input quality, output practice, and first language transfer affect Arabic language learning. He has made significant contributions to understanding Arabic language pedagogy, curriculum design, proficiency testing, and the application of technology in language learning. His research also extends to bilingualism, multilingualism, language impairment, and Arabic medieval grammatical traditions. His publications reflect a strong trajectory in Arabic linguistics research, with recent works focusing on practical language teaching applications, reading comprehension mechanisms, code-switching patterns in digital communication, and multilingual acquisition processes. The 2023 publication 'Teaching Arabic as a Foreign Language' represents his latest contribution to language pedagogy methodology. 2019 AATA Book Award for 'Arabic Second Language Learning and Effects of Input, Transfer, and Typology' As an academic leader, Professor Alhawary serves as Executive Director of the American Association of Teachers of Arabic and edits both the Journal of Arabic Linguistics Tradition and Al-'Arabiyya journal. He continues to develop empirical research on Arabic second language acquisition to inform teaching practices both in America and globally.

Mizuki Mazzottaمشاهده پروفایل

استاد آموزشی

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

Mizuki Mazzotta is an Assistant Teaching Professor in the Department of Russian and East Asian Languages and Cultures at Emory University, where she also serves as Japanese Language Coordinator. Her academic journey includes a Ph.D. in Applied Linguistics from Georgia State University (2018) and M.A. degrees in Linguistics (McGill University) and Applied Linguistics (University of South Florida). Her research focuses on instructed second language acquisition, particularly the role of affect and sociocultural theory in L2 learning. She has extensive experience teaching Japanese language courses and mentoring students at Emory and previous institutions like Georgia State University. Education: Ph.D., Applied Linguistics, Georgia State University (2018) M.A., Linguistics, McGill University (2005) M.A., Applied Linguistics, University of South Florida (1997) B.A., English Literature, Soka University (1995) Research Interests: Instructed Second Language Acquisition Corrective Feedback in L2 Writing Sociocultural Theory in Language Education Learner Affect and Motivation Technology-Enhanced Language Learning Cultural Awareness in Language Instruction Awards & Grants: Recipient of multiple grants including the KAKENHI Grant (Japan), Mellon Humanities Pathways Grant, and Emory College Pedagogy Mini-Grant. Member of honor societies: Phi Beta Delta and Golden Key International. Service & Leadership: Executive Committee Member, Emory College Language Center Organizer of Japanese Program Guest Speaker Talks and Cultural Events Reviewer for Language Teaching Research and other academic journals Interviewer for the Japan Exchange Teaching Program Teaching & Mentorship: Instructor of Japanese language courses at Emory and Georgia State University Developer of study abroad programs in Japan and internship collaborations Mentor for Japanese interns and temporary faculty

Laura Collinsمشاهده پروفایل

دانشیار

• Applied Linguistics
• Bilingualism
• Language Acquisition
• +۳ مورد دیگر

Laura Collins is an Associate Professor in the Department of Education at Concordia University, specializing in applied linguistics. Her research focuses on input processing in second language acquisition, pedagogical grammar, and cross-linguistic influence among bilingual speakers. She has extensive international teaching experience across diverse age groups and serves as the 2nd VP of the American Association for Applied Linguistics and Chair of the IRIS digital repository advisory board. PhD in Humanities, Concordia University MEd in Second Language Teaching, University of Ottawa BEd in Second Language Teaching, University of Toronto BA in History, York University Collins' current projects examine the use of speech technologies to extend second language classrooms and document longitudinal grammatical development in school programs. Funded by SSHRC Insight Grants, her work bridges cognitive approaches with practical pedagogical applications. Recent publications highlight trends in classroom input optimization, frequency-based phonological learning, and intensive language program efficacy, with subfields spanning morpheme perception, vocabulary distribution, and task-based interaction dynamics. Her academic leadership includes editorial roles in The Modern Language Journal and contributions to major handbooks. She teaches courses ranging from classroom-based SLA research to pedagogical grammar, emphasizing practical applications of theoretical insights.

Haiyang Aiمشاهده پروفایل

دانشیار

• Corpus Linguistics
• Natural Language Processing
• Second Language Acquisition
• +۳ مورد دیگر

Haiyang Ai is an Associate Professor in the Literacy and Second Language Studies program at the University of Cincinnati's School of Education. His research applies corpus linguistics and natural language processing to investigate second language acquisition, writing complexity, and bilingual language processing. His educational background includes a Ph.D. in Applied Linguistics from The Pennsylvania State University (2015), an M.A. in Linguistics & Applied Linguistics from the University of Chinese Academy of Sciences (2006), and a B.A. in English from Shaanxi Normal University (2003). Dr. Ai's research spans corpus linguistics, natural language processing, second language acquisition, and computer-assisted language learning. He specializes in compiling and analyzing native and learner corpora to develop intelligent language learning systems and investigate lexical/syntactic complexity in L2 writing. His methodological approach integrates computational tools with theoretical linguistics to address practical language teaching challenges. His recent publications (2019-2023) demonstrate consistent focus on lexical bundles in professional communication, automating complexity measurement in Chinese, speech perception mechanisms in bilinguals, and grammatical puzzles in English learning. These works bridge corpus-based analysis with psycholinguistic experimentation across diverse subfields including morphosyntax, pragmatic competence, and cognitive processing in L2 acquisition. Dr. Ai has secured multiple University of Cincinnati grants including three CECH Faculty Development Grants ($2500 in 2017-2018 for verb-noun collocation research, $2000 in 2016-2017 for corrective feedback tools) and the NCFDD Faculty Success Program ($3250 in 2017), all supporting his development of computational language learning resources.

Dana Ferrisمشاهده پروفایل

استاد

• Second Language Literacy
• Teacher Preparation
• Response to Student Writing
• +۴ مورد دیگر

Dr. Dana Ferris is a Professor in the University Writing Program at the University of California, Davis (UC Davis). She previously held leadership roles including Director of the UWP, Associate Director of English for Multilingual Students, and Associate Director of UWP 1. Her academic career spans over three decades, including 18 years at California State University, Sacramento, where she directed the TESOL MA program and ESL writing programs. She earned her B.A. from UC Davis, M.A. degrees from California State University, Sacramento and the University of Southern California (Linguistics), and a Ph.D. in Applied Linguistics from USC. Her research focuses on second language literacy, teacher preparation, and response strategies for student writing. She has authored nine books and over 60 scholarly works, including Teaching L2 Composition and Written Corrective Feedback in Second Language Acquisition and Writing . Ferris has served as co-editor of the Journal of Second Language Writing and founding editor of the Journal of Response to Writing , contributing significantly to academic discourse in her field. Ferris has received numerous awards, including the Best Article Award from the Journal of Second Language Writing and three-time finalist for the President's Award for Scholarly Achievement. She actively contributes to academic governance, serving on boards for CATESOL and TESOL. Beyond academia, she is an avid San Francisco Giants fan and writer for their fan blog under the pseudonym DrLefty. Key Roles: Professor, UWP Leadership, Journal Editorships Education: B.A. UC Davis (English/Creative Writing), M.A. Sacramento State (TESOL), M.A./Ph.D. USC (Linguistics/Applied Linguistics) Research Themes: Second Language Writing, Corrective Feedback, Multilingual Education Professional Activities: Board Member of CATESOL, TESOL Committees, and CCCC Standing Committee on Second Language Writing Her work bridges theory and practice, emphasizing evidence-based approaches to writing pedagogy while advocating for inclusive practices in multilingual education. Ferris's publications and editorial contributions have shaped curricula and teaching methodologies globally.

Silke Hamannمشاهده پروفایل

پژوهشگر

• Phonology
• Phonetics
• Language Acquisition
• +۸ مورد دیگر

Dr. Silke Hamann is a researcher at the University of Amsterdam, Faculty of Humanities, Department of Linguistics. Her work bridges phonology and phonetics, focusing on the emergence of phonological features, perceptual cues in segmental contrasts, and the interaction of phonology with orthography and language acquisition. Current projects: diachronic loanword adaptation, congenital amusia's impact on speech perception, Bantu languages (with Nancy Kula and Laura Downing), Catalan studies (with Francesc Torres-Tamarit) Research interests span synchronic/diachronic phonology, phonetic perception, computational modeling of phonological acquisition, and cross-linguistic analysis of retroflex consonants. Her publications analyze phenomena in Korean, Japanese, Bantu languages, German, Portuguese, and Slavic languages, with recurring themes of cue weighting, phonological constraints, and orthographic influence. Recent articles highlight her focus on creaky voice diagnostics, loanword phonotactics, congenital amusia, and Bantu intonation systems. Collaborations with Nancy Kula (Bantu) and Francesc Torres-Tamarit (Catalan) underscore her international research network.

• Second Language Acquisition
• Grammar Instruction in Second Languages
• Corrective Feedback
• +۳ مورد دیگر

Ahlem Ammar is a Full Professor in the Department of Didactics at the Faculty of Education, University of Montreal . Her research focuses on second language acquisition, particularly in grammar instruction , corrective feedback mechanisms , and metalinguistic awareness for French and English as second languages. She supervises doctoral and master's students in educational linguistics. Holder of a Ph.D. in Education (McGill University, 2003) Master's in Applied Linguistics (Concordia University, 1996) Master's in Civilization and English Literature (École Normale Supérieure de Tunis, 1993) Her publications examine corrective feedback effectiveness, task-based learning, and error analysis in second language contexts. Current research projects focus on collaborative writing tasks and written corrective feedback impacts for French L2 learners. Scientific Awards 2016 - University of Montreal Excellence Award for Graduate Supervision 2014 - Faculty of Education Excellence in Teaching Award She has secured multiple grants from FRQSC (Fonds de recherche du Québec - Société et culture) and SSHRC (CRSH) for studies on corrective feedback and L2 writing development. Her supervision has led to numerous successful PhD and MA completions.

Leonarda Prelaمشاهده پروفایل

پژوهشگر

• First and Second Language Acquisition
• Bilingualism in Adults
• Cognitive Linguistics
• +۳ مورد دیگر

Dr. Leonarda Prela is a doctoral researcher at the Chair of Language and Cognition (Alexander von Humboldt-Professorship) within the Department of English and American Studies at Friedrich-Alexander-Universität Erlangen-Nürnberg (FAU). Her research investigates the interplay between cognitive abilities and linguistic performance in adult bilingual speakers of Greek and English, focusing on factors influencing first and second language acquisition. Research Focus : Relationship between L1 and L2 in bilinguals Cognitive predictors of language attainment Role of education and input quality/quantity Recent Publications Analyzed : 2024 study on age effects in heritage vs. late L2 learners 2022 investigation of aptitude-experience interactions in Greek-English bilinguals Contact: leonarda.prela@fau.de

Hyung-Jo Yoonمشاهده پروفایل

دانشیار

• Phraseology
• Computational Text Analysis
• Second Language Writing
• +۳ مورد دیگر

Hyung-Jo Yoon is an Associate Professor in the Department of Linguistics/TESL at California State University, Northridge. His research focuses on phraseology, computational text analysis, second language writing, assessment, and task-based language teaching. He developed the Authorial Voice Analyzer , an automated tool for interactional metadiscourse analysis, which serves as a pedagogical resource for learners. Ph.D., Second Language Studies, Michigan State University (2013-2017) M.Ed., Teaching English to Speakers of Other Languages, University of Pennsylvania (2011-2013) B.A., English Education, Hankuk University of Foreign Studies (2004-2010) TEFL Certificate, University of California, Irvine (2009) His recent work investigates corpus-based measures as alternatives to traditional accuracy metrics in L2 writing, emphasizing pedagogical applications. Collaborative projects address professional development frameworks for ESL teachers, focusing on skill and knowledge requirements for effectiveness. Key research trends include automation of linguistic complexity metrics, validation of multi-word combinations for accuracy assessment, and cross-genre analysis of L2 writing. Subfields span syntactic complexity, metadiscourse profiling, genre differentiation, and cognitive task modeling. 2020 Research Article Award Winner: Cognitive validity of child English-language tests Yoon’s work bridges computational methods with language teaching, advocating for data-driven approaches to both assessment and pedagogy. His AVA tool exemplifies this integration, enabling systematic analysis of authorial voice in academic writing.

• Applied Linguistics
• Second Language Acquisition (SLA)
• Language Curriculum Development
• +۶ مورد دیگر

Ronald P. Leow is a Professor of Applied Linguistics and Director of Spanish Language Instruction at Georgetown University's Department of Spanish and Portuguese within the College. His expertise spans language curriculum development, instructed second language acquisition (ISLA), psycholinguistics, and computer-assisted language learning (CALL). He holds a Ph.D. in Linguistics from the University of Illinois at Urbana-Champaign. Dr. Leow's research focuses on cognitive processes in L2 learning, written corrective feedback (WCF), and pedagogical applications of SLA theories. He has conducted workshops globally on teacher education and curriculum design. His work bridges SLA theory with classroom practice, emphasizing empirical methodologies like eye-tracking and think-aloud protocols. Key themes in his publications include task-based language teaching, the role of awareness in learning, and the integration of technology in language education. He advocates for curricula that align research findings with practical instructional strategies, promoting depth of processing in L2 acquisition.

Nicole Zieglerمشاهده پروفایل

دانشیار

• Second Language Acquisition
• Computer-Assisted Language Learning (CALL)
• Task-Based Language Teaching
• +۳ مورد دیگر

Nicole Ziegler is an Associate Professor and Graduate Chair at the University of Hawaii at Manoa, holding a PhD from Georgetown University. Her research focuses on second language acquisition (SLA) in instructed contexts, with particular emphasis on task-based language teaching (TBLT), computer-assisted language learning (CALL), and maritime English communication. She investigates how corrective feedback in traditional and digital environments influences learners' perceptions and language development, while also exploring lexical and socio-pragmatic challenges in the commercial shipping industry. Her expertise spans interdisciplinary research methodologies, including mixed-methods and synthetic approaches to enhance SLA and CALL research quality. Dr. Ziegler collaborates with cooperating faculty such as Graham Crookes, Dustin Crowther, and others, contributing to the development of authentic teaching materials based on real-world maritime communication needs. Her work bridges theoretical SLA frameworks with practical pedagogical applications in digital and traditional settings.

Meghann Peaceمشاهده پروفایل

دانشیار

• Heritage Language Learning
• Spanish Dialect Contact
• Spanglish
• +۳ مورد دیگر

Meghann Peace, Ph.D., is an Associate Professor of Spanish in the Department of Languages at St. Mary’s University. She specializes in heritage language acquisition, Spanish dialects, and Spanglish. Research examines identity negotiation among Mexican-American students, dialect contact in study abroad, and critical pedagogy. Articles focus on sociolinguistic justice and community-based language reclamation. She developed the innovative course 'Spanish for Immigration, Human Rights and Community Engagement' and is a frequent media commentator on Spanglish.

Bryan Koronkiewiczمشاهده پروفایل

دانشیار

• bilingualism
• code-switching
• syntax
• +۵ مورد دیگر

Bryan Koronkiewicz serves as Associate Professor of Spanish Linguistics within the Department of Modern Languages & Classics at the University of Alabama. His academic profile bridges theoretical linguistics and practical language education with specialized expertise in bilingual speech phenomena. His educational trajectory includes: PhD in Hispanic Studies (Linguistics), University of Illinois at Chicago (2014) MA in Hispanic Studies (Linguistics), University of Illinois at Chicago (2010) BA in Spanish / Communication Arts, University of Wisconsin-Madison Dr. Koronkiewicz's research centers on Spanish-English code-switching through experimental and quantitative lenses, examining syntactic constraints in heritage speakers' language production. His work interrogates phenomena like preposition stranding, adverb placement, and inalienable possession while addressing methodological challenges in bilingualism research. This interdisciplinary approach connects theoretical syntax with second language acquisition and heritage language pedagogy, emphasizing empirical validation of linguistic constraints. Analysis of his 13 publications (2013-2023) reveals consistent focus on experimental code-switching research using acceptability judgments and corpus methods. Key trends include systematic investigation of syntactic boundaries in bilingual speech, methodological innovations in data collection, and expansion into language pedagogy through studies of social media integration and writing assessment. His work demonstrates strong alignment with contemporary debates in bilingual syntax while maintaining practical relevance for heritage language education. No scientific awards or fellowships were documented in the source material. Dr. Koronkiewicz teaches across the curriculum from first-year language courses to graduate seminars in bilingualism, syntax, and second language teaching methods. While departmental highlights reference French PhD students (Awodirepo, Lambon, Dafong), no specific advisees in Spanish linguistics are identified. The text contains no mention of grant funding or research team leadership. No dedicated laboratories or research collectives are associated with his profile in the available documentation.

Jeffrey Steeleمشاهده پروفایل

استاد

• Second Language Acquisition
• Laboratory Phonology
• Language Assessment
• +۳ مورد دیگر

Jeffrey Steele is a Professor in French Studies at the University of Toronto. His research focuses on second language acquisition, laboratory phonology, and bilingual literacy. He explores how phonological and phonetic factors influence language learning, particularly the acquisition of French and Spanish segmental and prosodic features by Mandarin, Japanese, and English speakers. Steele also investigates the role of phonological awareness in bilingual children's literacy development. PhD in Linguistics, McGill University MA in French Linguistics, Queen’s University BA Hons in French, University of Manitoba Steele’s work employs electropalatography (EPG) to analyze articulatory timing, assimilation, and cluster simplification in native and non-native speech. His publications address topics like cross-linguistic influence on coda voicing, syllable position effects, and the impact of phonetic input variability on L2 learning. Recent studies highlight gradient and categorical effects in bilingual phonology, phonological licensing asymmetries, and prosodic prominence acquisition. He co-developed the University of Toronto Test of French and maintains the Romance Phonetics Database (2004–Present). SSHRC Insight Development Grant (2022–2027) on Reading Comprehension in French Immersion Learners Steele teaches courses in French language skills, linguistic analysis, and individual differences in language acquisition. His collaborations with researchers like Colantoni and Kochetov bridge theoretical linguistics and applied pedagogy.