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Name: Kara  Morgan-Short
Institution: University of Illinois at Chicago
Email: click here to access email
State and/or Country: IL
USA   
Linguistic Field(s): Applied Linguistics
Neurolinguistics
Cognitive Science
Language Acquisition
Specialty: Second Language Acquisition
Subject Language(s): Spanish
Selected Publications: Morgan-Short, K., & Bowden, H. W. (2006). Processing Instruction and Meaningful Output-Based Instruction: Effects on second language development. Studies in Second Language Acquisition, 28(1), 31-65.

Sanz, C., & Morgan-Short, K. (2005). Explicitness in pedagogical interventions: Input, practice, and feedback . In C. Sanz (Ed.), Mind and Context in Adult Second Language Acquisition: Methods, Theory, and Practice . 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.

Leow, R., & 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.
Courses Taught: Foundations of Second Language Teaching
Dissertation Director * of: Individual Differences in Context: A Neurolinguistic Investigation of Working Memory and L2 Development
(Mandy Faretta-Stutenberg, Author)
Dissertation Abstract: A Neurolinguistic Investigation of Late-Learned Second Language Knowledge: The effects of explicit and implicit conditions
Academic Paper Abstract: Processing Instruction and Meaningful Output-Based Instruction: Effects on second language development
Allocation of Attention to Second Language Form and Meaning
Declarative and procedural memory as individual differences in second language acquisition

* This information has been submitted by the dissertation author.



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