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Personal Directory Information
|Institution:||University of Illinois at Chicago|
|Email:||click here to access email|
|State and/or Country:||
|Specialty:||Second Language Acquisition|
|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 Abstract:||A Neurolinguistic Investigation of Late-Learned Second Language Knowledge: The effects of explicit and implicit conditions|
|Dissertation Director * of:||Individual Differences in Context: A Neurolinguistic Investigation of Working Memory and L2 Development
(Mandy Faretta-Stutenberg, Author)
|Dissertation Director * of:||The Neurocognition of Adult Second Language Learning: An fMRI Study
(Kaitlyn Tagarelli, Author)
|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
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