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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 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
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