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Publications by Students of SLA at Georgetown

The program of Second Language Acquisition studies at Georgetown not only requires academic excellence in the classroom, but also encourages students to be active researchers in the field, carrying out rigorous research that often sees publication in first-tier journals.

Below, listed in alphabetical order, you'll find a sampling of various papers, books, and other publications by Georgetown University SLA students.

Adams, R. (2003). L2 ouptut, reformulation, and noticing: Implications for IL development. Language Teaching Research, 7(3), 347-376.

Adams, R., Fujii, A., & Mackey, A. (in press). Research methodology: Qualitative research. In C. Sanz (Ed.), Internal and external variables in adult SLA. Washington, DC: Georgetown University Press.

Alatis, J.E., Straehle, C., Ronkin, M., & Gallenberger, B. (Eds.) (1996). Linguistics, language acquisition, and language variation: Current trends and future prospects. Washington, DC: Georgetown University Press.

Alatis, J.E., Straehle, C., Gallenberger, B., & Ronkin, M. (Eds.) (1996). Linguistics and the education of language teachers: Ethnolinguistic, psycholinguistic, and sociolinguistic aspects. Washington, DC: Georgetown University Press.

Bowden, H.W., Sanz, C., & Stafford, C. (in press). Individual differences: Age, sex, working memory, and prior knowledge. In C. Sanz (Ed.), Internal and external variables in adult SLA. Washington, DC: Georgetown University Press.

Bowles, M.A. (2003). The effects of textual input enhancement on language learning: An online/offline study of fourth-semester Spanish students. In P. Kempchinsky & C.E. Pineros (Eds.), Theory, practice, and acquisition: Papers from the 6th Hispanic Linguistics Symposium and the 5th Conference on the Acquisition of Spanish and Portuguese (pp. 395-411). Somerville, MA: Cascadilla Press.

Bowles, M.A. (2004). L2 glossing: To CALL or not to CALL. Hispania, 87(3), 543-555.

Bowles, M.A., & Leow, R.P. (2005). Reactivity and type of verbal report in SLA research methodology: Expanding the scope of investigation. Studies in Second Language Acquisition, 27(3), 415-440.

Bueso I., Moreno, N., Vazquez, R., & Wingeyer, H. (1999). Diferencias de usos gramaticales entre espanol peninsular y el espanol de America. Madrid: Editorial Edinumen.

Burt, M., Peyton, J.K., & Adams, R. (2003). Reading and adult English language: A review of the research. Washington, DC: Center for Applied Linguistics and National Center for ESL Literacy Education.

Byrnes, H., Crane, C., & Sprang, K.A. (2002). Nonnative teachers teaching at the advanced level: Challenges and opportunities. ADFl Bulletin, 33(3), 25-34.

Calvo Aladro, C., Martinez Prado, A.B., & Camblor Portilla, M.T. (2000). La fala del conceyu casu. Gijon (Spain): Albora Libros.

Camblor Portilla, M.T., & Bowden, H. (2005). Mass neuter phenomena in Asturian: Adjectives and agreement. Revista de Filoloxia Asturiana, 5.

Campos, H., & Zampini, M. (1990). Focalization strategies in Spanish. Probus, 2(1), 47-64.

Carpenter, H. (2000). Trends in foreign language assessment: Simulated Oral Proficiency Interviews (SOPIs). The NCLRC Language Resource, 4(1).

Carpenter, H. (1997). Making SOPI assessment training easier: Multimedia advances. The NCLRC Language Resource, 1(9).

Carpenter, H., & Lunde, R.M. (2002). Assessing speaking skills in young language learners: The student Oral Proficiency Assessment (SOPA).The NCLRC Language Resource, 6(3).

Carpenter, H., & Malone, M. (2002). Online learning meets assessment training for teachers: A new twist in the foriegn language distance learning movement. The NCLRC Language Resource, 6(2).

Carpenter, H., & Winke, P. (2002). A 10% chance: What can teachers, parents and learners expect for late L2 language acquisition? The NCLRC Language Resource, 6(6).

Cerezo, L. (2003). Teaching about computers and translation. Trans: Revista de traductologia. Malaga: Dpto. de Traduccion e Interpretacion de la Universidad de Malaga.

Cerezo, L. (2003). Las maquinas de traducir: Una demo para el discurso juridico. Actas de Ier Congreso Internacional de la AIETI. Granada: AIETI.

Cerezo, L., & Corpas, G. (2001). Estrategias para no naufragar en la traduccion de hipertextos. El traducto profesional ante el proximo milenio. Madrid: Universidad Europea de Madrid (CEES).

Cerezo, L., & Corpas, G. (2002). L'Ipertesto: Strategie traduttive e applicazioni pedagogiche. Atti del Congresso Multimedia 2000. Translation and multimedia: From the monitor to the big screen. Roma: AITI.

Cerezo, L., Corpas, G., & Leiva, J. (2002). Aplicaciones didacticas y profesionales de los sistemas hipertextuales para la traduccion. Trans: Revista de traductologia. Malaga: Dpto. de Traduccion e Interpretacion.

Choi, M. (in press). Testing Eubank's optional verb-raising in L2 grammars of Korean speakers. In J.M. Liceras, et al. (Eds.), Proceedings of the 7th Generative Approaches to Second Language Acquisition conference. Somerville, MA: Cascadilla Press.

Corpas, G., Amaya, C., Cerezo, L., & Manchado, D. (2000). El Aula Virtual: Un nuevo recurso pedagogico al servicio de la ensenanza de la traduccion. Iin M. Cebrian (Ed.), Proyectos de innovacion educativa. Malaga: IEEV.

Corpas, G., Amaya, C., Cerezo, L., & Manchado, D. (2001). La innovacion pedagogica en traduccion: El Aula Virtual. In C. Valero & I. de la Cruz (Eds.), Traduccion y nuevas tecnologias. Herramientas auxiliares del traductor. Encuentros en torno a la traduccion 4. Madrid: Universidad de Alcala.

Corpas, G., Amaya, C., Cerezo, L., & Palomares, R. (2003). Un recorrido didactico por El Aula Virtual de traduccion. In Actas de las III jornadas sobre la formacion y profesion del traductor e interprete. Madrid: Universidad Europea de Madrid.

Crane, C., Liamkina, O., & Ryshina-Pankova, M. (2004). Fostering advanced-level language abilities in foreign language graduate programs: Applications of genre theory. In H. Byrnes & H. Maxim (Eds.), Advanced foreign language learning: A challenge to college programs (pp. 150-177). Boston, MA: Heinle.

Fujii, A., & Fukao, A. (2004). What does a second language reader learn to do?: Metacognitive development in academic reading. ICU Language Research Bulletin, 18, 63-80.

Greensdale, T., Bouden, L., & Sanz, C. (1999). A conceptual replication study of VanPatten 1991. Spanish Applied Linguistics, 3, 65-90.

Hamilton, H.E., Crane, C., & Bartoshesky, A. (2004). Doing foreign language: Bringing Concordia Language Villages into language classrooms. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

Johnson, M., & Tyler, A. (1998). Re-analyzing the OPI: How much does it look like natural conversation? In R. Young & A.W. He (Eds.), Talking and testing: Discourse approaches to the assessment of oral proficiency (pp. 27-51). Amsterdam: John Benjamins.

Kenyon, D., Malabonga, V., & Carpenter, H. (2001). Response to the Norris commentary. Language Learning & Technology, 5(2), 106-108.

Leow, R.P., Egi, T., Nuevo, A.M., & Tsai, T.-C. (2003). The roles of textual enhancement and type of linguistic item in adult L2 learner's comprehension and intake. Applied Language Learning, 13(2), 93-108.

Leow, R.P., & Morgan-Short, K. (2004). To think aloud or not to think aloud: The issue of reactivity in SLA research methodology. Studies in Second Language Acquisition, 26(1), 35-57.

Mackey, A. & Abbuhl, R. (in press). Interaction and tasks. In C. Sanz (Ed.), Internal and external variables in adult SLA. Washington, DC: Georgetown University Press.

Mackey, A., Gass, S., & McDonough, K. (2000). How do learners perceive interactional feedback? Studies in Second Language Acquisition, 22(4), 471-497.

Mackey, A., McDonough, K., Fujii, A., & Tatsumi, T. (2001). Investigating learner's reports about the L2 classroom. Studies International Review of Applied Linguistics, 39, 285-308.

Mackey, A., Philp, J., Egi, T., Fujii, A., & Tatsumi, T. (2002). Individual differences in working memory, noticing of interactional feedback and L2 development. In P. Robinson (Ed.), Individual differences in instructed language learning (pp. 181-210). Amsterdam: John Benjamins.

Malabonga, V., Kenyon, D., & Carpenter, H. (in press). Effects of examinee control on examinee attitudes and performance on a computerized oral proficiency test. Language Testing.

McDonough, K., & Mackey, A. (2000). Communicative tasks, conversational interaction and linguistic form: An empirical study of Thai. Foreign Language Annals, 33(1), 82-91.

Moreno, N. (2001). El espanol en al ambito de la Bolsa de Valores: Una propuesta didactica. In J. Gomez de Enterria (Ed.), De la investigacion a la practica en el aula: La ensenanza/aprendizaje del espanol con fines especificos (pp. 101-116). Madrid: Editorial Edinumen.

Moreno, N., & Wingeyer, H. (2000). Simplificacion del sistema verbal en el espanol de America. Actas del XI Congreso Internacional de ASELE. Zaragoza, Spain.

Moreno, N., &Wingeyer, H. (1999). Observaciones de aspectos linguisticos del espanol de American para una propuesta didactica. Frecuencia E-LE, 12, 65-67.

Morgan-Short, K., & Bowden, H.W. (2004). Processing instruction and meaningful output-based instruction: Effects on linguistic development. Manuscript submitted for publication.

Nakahama, Y., Tyler, A., & van Lier, L. (2001). Negotiating meaning in conversational and information-gap activities: A comparative discourse analysis. TESOL Quarterly, 35(3), 377-405.

Peyton, J.K., Lewelling, V.W., & Winke, P. (2001). Spanish for Spanish speakers: Developing dual language proficiency. Educational Information and Resources Center, Clearinghouse on Languages and Linguistics. Washington, DC.

Roca, A., Peyton, J.K., & Winke, P. (2001). Teaching Spanish to Spanish speakers: Resource guide online. Educational Information and Resources Center, Clearinghouse on Languages and Linguistics. Washington, DC.

Rosa, E., & O'Neill, M. (1998). Effects of stress and location on acoustic salience at the initial stages of Spanish L2 input processing. Spanish Applied Linguistics, 2, 24-52.

Rosa, E., & O'Neill, M. (1999). Explicitness, intake, and the issue of awareness: Another piece to the puzzle. Studies in Second Language Acquisition, 21, 511-556.

Sanz, C., & Morgan-Short, K. (in press). Explicitness in pedagogical interventions: Input, practice, and feedback. In C. Sanz (Ed.), Internal and external variables in adult SLA. Washington, DC: Georgetown University Press.

Sanz, C., & Morgan-Short, K. (2004). Positive evidence vs. explicit rule presentation and explicit negative feedback: A computer-assisted study. Language Learning, 54(1), 35-78.

Stansfield, C.W., Bowles, M., & Rivera, C. (in press). Case studies of state polices and practices concerning test translation. Mahwah, NJ: Lawrence Erlbaum.

Tyler, A., & Evans, V. (2003). The semantics of English prepositions: Spatial scenes, cognition, and the experiential basis of meaning. Cambridge: Cambridge University Press.

Tyler, A., & Evans, V. (2001). Reconsidering prepositional polysemy networks: The case of over. Language, 77(4), 724-765.

Tyler, A., & Evans, V. (2001). The relationship between experience, conceptual structure and meaning: Non-temporal uses of tense and language teaching. In M. Putz, S. Niemeier, & R. Dirven (Eds.), Cognitive linguistics approaches to language pedagogy (pp. 63-105). Berlin: Mouton de Gruyter.

Tyler, A., & Evans, V. (2000). My first husband was Italian: Examining 'exceptional' uses of English tense. Linguistic Agency of University of Duisburg (L.A.U.D.) Series A: General and Theoretical Papers. Essen: LAUD 2000.

Tyler, A., Takada, M., Kim, Y., & Marinova, D. (Eds.). (in press). Language in use: Cognitive and discourse approaches to language and language learning: Select proceedings from Georgetown University Roundtable on Languages and Linguistics 2003. Washington, DC: Georgetown University Press.

Tyler, A., Kim, Y., & Takada, M. (Eds.). (in press). Language in the context of use: Usage-based approaches to language and language learning. Berlin: Mouton de Gruyter.

Weger-Guntharp, H. (2003). [Review of the textbook Interactions 1: Reading (4th ed.)]. TESL-EJ, 7(1).

Winke, P. (in press). Online assessment of foreign language proficiency: Meeting development, design, and delivery challenges. In S. Howell (Ed.), Online assessment and measurement (Vol. 2). Provo, UT: Brigham Young University Press.

Winke, P., & Aquil, R. (in press). Issues in developing standardized tests of Arabic proficiency. In K. Wahba, L. England, & Z. Taha (Eds.), A handbook for Arabic language teaching professionals in the 21st Century. Mahwah, NJ: Lawrence Erlbaum.

Winke, P. (2003). [Review of the book Testcraft: A teacher's guide to writing and using language test specifications]. Language Testing, 20(3), 345-350.

Winke, P., & MacGregor, D. (2001). [A review of Hot Potatoes: Software for creating Web-based language exercises]. Language Learning & Technology, 5(2), 28-33.

Winke, P., & Stafford, C. (2002). Selecting materials to teach Spanish to Spanish speakers. Educational Information and Resources Center, Clearinghouse on Languages and Linguistics, Washington, DC.

 
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