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Research

2016

Garley, M. & Slade, B. (2016). Virtual meatspace: Word formation and deformation in cyberpunk discussions. In L. Squires (Ed.), English in Computer-Mediated Communication (pp. 123-148). Berlin, Boston: De Gruyter.

Barrios, S., Jiang, N. & Idsardi, W. (2016). Similarity in L2 Phonology: Evidence from L1 Spanish late-learners’ perception and lexical representation of English vowel contrasts. Second Language Research 32(3), 367-395.

Barrios, S., Namyst, A., Lau, E., Feldman, N. & Idsardi, W. (2016). Establishing new mappings between familiar phones: Neural and behavioral evidence for early automatic processing of nonnative contrasts. Frontiers in Psychology 7:995. doi: 10.3389/fpsyg.2016.00995

Crandall, J. & Christison, M.A. (Eds.) (2016). Global research on language teacher education and professional development in TESOL. New York, NY: Routledge/Taylor & Francis.

Crandall, J. & Christison, M.A. (2016). An overview of research in English language teacher education and professional development. In J. Crandall & M.A. Christison (Eds.) Global research on teacher education and professional development in TESOL (pp. 3 - 34). New York, NY: Routledge/Taylor & Francis.

Christison, M. A., *Tomaš, Z., *Hiller, K. E.,  & Palmer, A. S. (2016). Creating a professional development program to support faculty in an English-medium university of science and technology. In J. Crandall & M.A. Christison (Eds.) Global research on teacher education and professional development in TESOL (pp. 205-223). New York, NY: Routledge/Taylor & Francis.

Purpura, J. E. & Christison, M. A. (2016) A Lifetime of Language Testing: An Interview with Adrian (Buzz) Palmer, Language Assessment Quarterly, 13:2, 142-155, DOI: 10.1080/15434303.2016.1166228

Christison, M. A. (2016).  Book Review. Hyland, Ken and Wong, Lillian. Innovation and change in English language education.International Review of Applied Linguistics (IRAL). doi: 10.1111/ijal.12143

Durham*, K.,Hayes-Harb, R., Barrios, S., & Showalter*, C. E. (2016). The influence of various visual input types on L2 learners’ memory for the phonological forms of newly-learned words. In Proceedings of the 7th Pronunciation in Second Language Learning and Teaching Conference (pp. 98–107).

Hayes-Harb, R., & Cheng, H. W. (2016). The influence of the Pinyin and Zhuyin writing systems on the acquisition of Mandarin word forms by native English speakers.Frontiers in Psychology, 7(JUN), 1–13.

Hayes-Harb, R., & Durham*, K. (2016). Native English speakers’ perception of Arabic emphatic consonants and the influence of vowel context. Foreign Language Annals, 1–16.

Slade, B. 2016. Compound verbs in Indo-Aryan. In World of Linguistics: South Asia, eds. H.H. Hock, E. Bashir, & K.V. Subbarao. Berlin: De Gruyter.

Urlaub, P., & Watzinger-Tharp, J. (Eds.) (2016). The Interconnected Curriculum: Critical Transitions and Interfaces in Articulated K-16 Contexts. Boston: Heinle & Heinle.

Watzinger-Tharp, J., Swenson, K., & Mayne, Z. (2016). The Academic Achievement of Utah Dual Language Immersion Students. The International Journal of Bilingualism and Bilingual Education. http://dx.doi.org/10.1080/13670050.2016.1214675.

2015

Bassetti, B., Escudero, P., & Hayes-Harb, R. (2015). Second language phonology at the interface between acoustic and orthographic input. Applied Psycholinguistics, 36(1), 1–6.

Christison, M.A. (2015). Creating a pedagogy of engagement in English language teaching. In Selected papers from the twenty-fourth international symposium on English teaching (pp. 16 - 22). English Teachers Association/Republic of China (ETA-ROC), November 13-15, 2015, Taipei City, Taiwan.

Christison, M. A., Christian, D., Duff, P., & Spada, N. (Eds.) (2015). Teaching and learning English grammar: Recent research and new directions. New York, NY: Routledge/Taylor & Francis.

Hayes-Harb, R., & Hacking, J. F. (2015). Beyond rating data: What do listeners believe underlies their accentedness judgments? Journal of Second Language Pronunciation, 1(1), 43.

Hayes-Harb, R., & Hacking, J. F. (2015). The influence of written stress marks on native English speakers’ acquisition of Russian lexical stress contrasts.Slavic & East European Journal, 36(1), 185–200.

Kaplan, A. (2015). Maximal Prominence and a Theory of Possible Licensors.  Natural Language and Linguistic Theory 33.4, 1235-1270.

Showalter, C. E., & Hayes-Harb*, R. (2015). Native English speakers learning Arabic: The influence of novel orthographic information on second language phonological acquisition. Applied Psycholinguistics, 36(1), 23-42.

Slade, B. 2015. A short history of English epistemic indefinites. In Epistemic indefinites, eds. Luis Alonso-Ovalle & Paula Menéndez-Benito. Oxford: Oxford University Press.

Slade, B. 2015. Sinhala indefinites with a certain je ne sais quoi. In Epistemic indefinites, eds. Luis Alonso-Ovalle & Paula Menéndez-Benito. Oxford: Oxford University Press.

2014

Chow, WY, Lago, Sol, Barrios,S. & Parker D, Morini G, and E. Lau (2014). Additive Effects of Repetition and Predictability during Comprehension: Evidence from Event-Related Potentials.  PLoS ONE 9(6): e99199. doi:10.1371/journal.pone.0099199

Christison, M. A., &. Murray, D. E. (2014). What language teachers need to know Volume III: Designing curriculum. New York, NY: Routledge/Taylor & Francis.

Hayes-Harb, R. (2014). Acoustic-phonetic parameters in the perception of accent. In J. Levis & A. Moyer (Eds.), Social dynamics in second language accent (pp. 31-51). Boston: DeGruyter Mouton.

Hayes-Harb, R. 2014. Review of Foreign Accent: The Phenomenon of Non-Native Speech, by Alene Moyer. Journal of Sociolinguistics,18(3), 414-418.

Watzinger-Tharp, J. (2014). Are Global, International, Area and Foreign Language Studies Connected? In J. Swaffar, J. & P. Urlaub (Eds.), Transforming the Foreign Language Curriculum (pp. 123-141). New York: Springer Verlag.

2013

Chen, Shu-Fen & Slade, B., (eds.). 2013. Grammatica et verba / Glamour and verve – Studies in South Asian, Historical, and Indo-European Linguistics: A Festschrift in Honor of Professor Hans Henrich Hock on the Occasion of His 75th Birthday. Ann Arbor: Beech Stave Press.

Showalter*, C. E., & Hayes-Harb, R. (2013). Unfamiliar orthographic information and second language word learning: A novel lexicon study. Second Language Research, 29(2), 185–200.

Slade, B. 2013. Question-particles and relative clauses in the history of Sinhala, with comparison to early and modern Dravidian. In Grammatica et verba / Glamour and verve – Studies in South Asian, Historical, and Indo-European Linguistics: A Festschrift in Honor of Professor Hans Henrich Hock on the Occasion of His 75th Birthday, eds. Shu-Fen Chen & B. Slade. Ann Arbor: Beech Stave Press.

Slade, B. 2013. The diachrony of light and auxiliary verbs in Indo-Aryan. Diachronica 20:4: 531-578.

 

2012

Murray, D. E., & Christison, M.A. (2012). Policy development for innovation and renewal in English language education. In C. Tribble (Ed.) Managing change in ELT: Lessons from experience. London, U.K.: The British Council.

Christison, M. A. (2012). Book Review. Larson-Hall, Jennifer. A guide to doing statistics in second language research using SPSS.Modern Language Journal, 96(3), 483-84.

Christison, M. A., & Stoller, F. L. (2012) A Handbook for Language Program Administrators (2nd Edition). Miami, FL: Alta Book Center Publishers.

Christison, M.A. (2012). The L2 student advocate. In M. A. Christison and F. L. Stoller (Eds.) A handbook for language program administrators (2nd Edition), (pp. 159-76). Miami, FL: Alta Book Center Publishers.

Christison, M. A. & Stoller, F. L. (2012). Time management principles. In M. A. Christison and F. L. Stoller (Eds.) A handbook for language program administrators (2nd Edition). (pp. 263-82). Miami, FL: Alta Book Center Publishers.

*Lindahl, K. & Christison, M. A. (2012). K12 schools. In M. A. Christison and F. L. Stoller (Eds.) A handbook for language program administrators (2nd Edition), (pp. 337-44). Miami, FL: Alta Book Center Publishers.

Garley, Matt, Slade, B. & Marina Terkourafi. 2012. Hwæt! LOL! Common formulaic functions in Beowulf and blogs. Proceedings from the Annual Meeting of the Chicago Linguistic Society (CLS) 45.1: 111-126.

Hayes-Harb, R. 2012. Comparative phonetics and phonology. The Encyclopedia of Applied Linguistics, ed. Chapelle, C.A. Oxford, UK: Wiley-Blackwell.

Hayes-Harb, R., & Watzinger-Tharp, J. (2012). Accent, Intelligibility, and the Role of the Listener: Perceptions of English-Accented German by Native German Speakers. Foreign Language Annals, 45(2), 260–282.

Kaplan, A. (2012). Tonal and Morphological Identity in Reduplication. Proceedings of the Berkeley Linguistics Society 32.

2011

Kaplan, A. (2011). Harmonic Improvement without Candidate Chains in Chamorro. Linguistic Inquiry 42.4, 631-650.

Kaplan, A. (2011). Variation through Markedness Suppression. Phonology 28.3, 331-370.

Murray, D. E., & Christison, M. A. (2011). What English language teachers need to know Volume I: Understanding learning. New York, NY: Routledge/Taylor & Francis.

Murray, D. E., & Christison, M. A. (2011). What English language teachers need to know Volume II:  Facilitating learning. New York, NY: Routledge/Taylor & Francis.

Smith, B. L., & Hayes-Harb, R. (2011). Individual differences in the perception of final consonant voicing among native and non-native speakers of English. Journal of Phonetics, 39(1), 115-120.

Watzinger-Tharp, J. (Ed.) (2011). Connections. Living and Learning in Europe. Online Journal of the Rocky Mountain European Studies Consortium (RMESC). Provo, Utah: Center for the Study of Europe.

2010

Christison, M. A. (2010). Learning styles in the EFL classroom. Selected Papers from the 2010 FAAPI Conference, Cordoba, Argentina.

Christison, M. A. (2010). Negotiating multiple identities. In D. Nunan & J. Choi (Eds.) Language, culture and identity: A microethnographic approach (pp. 74-81). New York, NY: Routledge/Taylor & Francis.

Garley, Matt, Slade, B. & Marina Terkourafi. 2010. A text in speech’s clothing: Discovering specific functions of formulaic expressions in Beowulf and blogs. In Perspectives on formulaic language: Acquisition and communication, ed. David Wood, 213-233. London: Continuum.

Hayes-Harb, R., Nicol, J., & Barker, J. (2010). Learning the phonological forms of new words: Effects of orthographic and auditory input. Language and Speech, 53(3), 367-381.

Slade, B. 2008[2010]. How (exactly) to slay a dragon in Indo-European? PIE *bheid-{h3égwhim, kwŕ̥mi-}. Historische Sprachforschung 121: 3-53 (formerly Zeitschrift für vergleichende Sprachforschung).

2009

Christison, M.A. & Murray, D.E. (Eds.) (2009).  Leadership in English language education: Theoretical foundations and practical skills for changing times. New York:  Routledge/Taylor & Francis

Christison, M. A., & *Lindahl, K. (2009). Leadership in public school environments. In M.A. Christison and D. Murray (Eds.) Leadership in English language education: Theoretical foundations and practical skills for changing times, (pp. 50-72). Mahwah, NJ: Lawrence Erlbaum Associates.

Christison, M. A., & Murray D. E.  (2009) A model for leadership in English language teaching: An introduction to leadership IQ.  In M.A. Christison and D. Murray (Eds.) Leadership in English language education: Theoretical foundations and practical skills for changing times, (pp. 27-49). Mahwah, NJ: Lawrence Erlbaum Associates.

Christison, M. A., & Murray, D. E. (2009). Building effective teams. In M.A. Christison and D. Murray (Eds.) Leadership in English language education: Theoretical foundations and practical skills for changing times, (pp. 200-18). Mahwah, NJ:  Lawrence Erlbaum Associates.

Christison, M. A., & Murray, D. E. (2009). Developing leadership IQ in ELT. In M.A. Christison and D. Murray (Eds.) Leadership in English language education: Theoretical foundations and practical skills for changing times, (pp. 221-37). Mahwah, NJ:  Lawrence Erlbaum Associates.

Murray, D. E., & Christison, M. A. (2009).  The role of emotional intelligence in ELT leadership. In M.A. Christison and D. Murray (Eds.) Leadership in English language education: Theoretical foundations and practical skills for changing times, (pp. 85-97). Mahwah, NJ: Lawrence Erlbaum Associates.

Murray, D. E., & Christison, M. A. (2009) Organizational structures. In M.A. Christison and D. Murray (Eds.) Leadership in English language education: Theoretical foundations and practical skills for changing times, (pp. 125-135).  Mahwah, NJ:  Lawrence Erlbaum Associates.

 Murray, D. E., & Christison, M. A. (2009) Planning strategically. In M.A. Christison and D. Murray (Eds.) Leadership in English language education: Theoretical foundations and practical skills for changing times, (pp. 136-55).  Mahwah, NJ:  Lawrence Erlbaum Associates.

Schierloh*, M., & Hayes-Harb, R. (2015). The contributions of talker familiarity and individual talker characteristics to FL listening comprehension: Native English speakers listening to German. Die Unterrichtspraxis/Teaching German,41(2), 171–185.

Smith, B. L., Hayes-Harb, R., Bruss, M., & Harker, A. (2009). Production and perception of voicing and devoicing in similar German and English word pairs by native speakers of German. Journal of Phonetics, 37(3), 257-275.

 2008

Christison, M. A. (2008). Current views on the applications of multiple intelligences theory in ELT. Selected papers from the seventeenth international symposium on English teaching (pp. 1-8). English Teachers Association, Republic of China (ETAROC), Taipei, November 14-16, 2008.

Christison, M. A., & Palmer, A. S. (2008) Assessment for learning.  Selected papers from the seventeenth international symposium on English teaching (pp. 9-16). English Teachers Association, Republic of China (ETAROC), Taipei, November 14-16, 2008.

Escudero, P., Hayes-Harb, R., & Mitterer, H. (2008). Novel second-language words and asymmetric lexical access. Journal of Phonetics, 36(2), 345-360.

Hayes-Harb, R., & Masuda, K. (2008). Development of the ability to lexically encode novel second language phonemic contrasts. Second Language Research, 24(1), 5-33.

Hayes-Harb, R., Smith, B. L., Bent, T., & Bradlow, A. R. (2008). The interlanguage speech intelligibility benefit for native speakers of mandarin: Production and perception of english word-final voicing contrasts. Journal of Phonetics, 36(4), 664-679.

Kaplan, A. (2008). Licensing and Noniterative Harmony in Lango. Proceedings of NELS 37.

Kaplan, A. (2008). Stress is the Trigger of Chamorro Umlaut. Emily Tummons and Stephanie Lux (eds.), Proceedings of the 2007 Mid-America Linguistics Conference, Kansas Working Papers in Linguistics Vol. 30, 135-149.

Katz, S., & Watzinger-Tharp, J. (Eds.) (2008). Conceptions of L2 Grammar: Theoretical Approaches and their Application in the L2 Classroom. Boston: Heinle & Heinle.

Schierloh*, M., & Hayes-Harb, R. (2008). The contributions of talker familiarity and individual talker characteristics. Die Unterrichtspraxis/Teaching German, 41(2), 171-185.

2007

Christison, M. A. (2007). Multiple intelligences and language learning: Theory, activities, inventories, and resources. Burlingame, CA: Alta Book Center Publishers.

Palmer, A. S., & Christison, M. A. (2007). Seeking the heart of teaching. Ann Arbor, MI:  University of Michigan Press.

Guzman, J., Gottlieb, M., & Christison, M. A. (2007). Every teacher a teacher of English language learners. Elementary Teachers.  Sandy, UT: The Video Journal and the School Improvement Network. 

Guzman, J., Gottlieb, M., & Christison, M. A. (2007). Every teacher a teacher of English language learners. Secondary Teachers.  Sandy, UT: The Video Journal and the School Improvement network.

Hayes-Harb, R. (2007). Lexical and statistical evidence in the acquisition of second language phonemes. Second Language Research, 23(1), 65-94.

Kaplan, A. (2007). The Syllable as Contour Tone Host. Phonology at Santa Cruz 7.

Masuda, K. &, Hayes-Harb, R. (2007). Lexical development of Korean learners of Japanese: A case study of Japanese consonant quantity. In M. Minami, ed. Applying Theory and Research to Learning Japanese as a Foreign Language. Tokyo: Kurosio.

Slade, B. 2007. Untydras ealle: Grendel, Cain, and V̥rtra: Indo-European śruti and Christian sm̥rti in Beowulf. In Geardagum 27:1-32.

Watzinger-Tharp, J., & Katz, S. (2007).  TAs and grammar teaching: Beliefs, knowledge and education. In H.J. Siskin (Ed.), From Thought to Action: Exploring Beliefs and Outcomes in the Foreign Language Program (pp. 188-212). Boston:  Heinle & Heinle.

2006

Christison, M. A. (2006). Brain-based teaching strategies for the English as a foreign language classrooms. In Selected papers from the 23rd international conference on English teaching and learning in the Republic of China (pp. 12-20). Kaosiung, Taiwan: Wenzao Ursuline College of Languages.

Christison, M. A. (2006). Book Review. Puchta, Herbert and Rinovolucri, Mario. Multiple intelligences in EFL: Exercises for secondary and adult students. TESL Reporter, 39(2), 76-78.

Hayes-Harb, R. (2006). Native speakers of Arabic and ESL texts: Evidence for the transfer of written word identification processes. TESOL Quarterly, 40(2), 321-339.

Kaplan, A. (2006). Vowel Length and Coda Cluster Interactions in Misantla Totonac. Proceedings of the 29th Annual Penn Linguistics Colloquium, Penn Linguistics Club.

Watzinger-Tharp, J. (2006). German weil-clauses: Current research and its implications for the L2 classroom. Die Unterrichtspraxis/Teaching German 39, 1-20.

2005

Christison, M. A. (2005) Assessment as a starting point in second language teacher education. Proceedings from the EFL testing and evaluation forum, American Hellenic Center, October 16, 2004, Athens, Greece.

Christison, M. A. (2005) Considerations for ELT in the 21st century. In M. Field and J. Fegan (Eds.) Education across borders: Philosophy, policy, pedagogy—New paradigms and challenges, (pp. 215-36). Tokyo, Japan: Waseda University Media.

Christison, M. A. (2005). Brain-based research as a bridge between teaching and learning. In Selected papers from the 14th international symposium and book fair on English teaching (pp. 1-8). Taipei City, Taiwan: English Teachers’ Association—Republic of China (ETA-ROC)

Hayes-Harb, R. (2005). Optimal L2 speech perception: Native speakers of English and Japanese consonant length contrasts. Journal of Language & Linguistics,4(1), 1-29.

Masuda, K. & Hayes-Harb, R. 2005. Eigobogowasha ni yoru sokuon shuutoku no sutoratejii: sinrigengogakuteki jikken to onkyoo bunseki o tooshite [English speakers’ strategies for acquiring Japanese geminates: A psycholinguistic and acoustic examination].  In M. Minami & M. Asano, eds. New Directions in Applied Linguistics of Japanese 4. Tokyo: Kurosio.

Watzinger-Tharp, J., & Katz, S. (2005). Toward an Understanding of the Role of Applied Linguists in Foreign Language Departments. The Modern Language Journal 89(4), 490-501.

2004

Christison, M. A. (2004) Using learning theory and research to create effective EFL instruction. In Selected papers from the thirteenth international symposium on English teaching (pp. 34-43). Taipei City, Taiwan: English Teachers Association, Republic of China (ETA-ROC).

Watzinger-Tharp, J. (2004). Turkish German language: An innovative style of communication and its implications for citizenship and identity. Muslim Minority Affairs 24(2), 285-294.

2003

Christison, M. A. (2003) Learning styles and strategies. In D. Nunan (Ed.) Practical English language teaching, (pp. 267-288). New York: McGraw Hill International.

2002

Christison, M. A. (2002). Brain-based research & language teaching. English Teaching Forum, 40(2), 2-7.

2001

Christison, M. A. (2001). Multiple intelligences:  Teaching to the whole student. ESL Magazine.  September/October, 10-13.

1999

Christison, M. A. (1999). A report on the 1999 TESOL Research Symposium. TESOL Matters,9(5), 9-10. Alexandria, VA: TESOL International Association.

Christison, M. A. (1999). Can Multiple Intelligences theory be useful in addressing issues of diversity in higher education?  Proceedings from the Berklee School of Music 5th Annual Symposium on Teaching (pgs. 8-12). Boston, MA: Berklee School of Music.

Christison, M. A. (1999). Multiple intelligences: Theory and practice in adult ESL. ERIC Digest. ECO-LE-99-07. Washington, DC: National Clearinghouse for ESL Literacy Education.

Christison, M. A. (1999). Applications of brain-based research to second language teaching and learning:  Part I. TESOL Matters, 9(2), May 1999. Available from http://www.tesol.org/s_tesol/sec_document.asp?CID=196&DID=799

Christison, M. A. (1999). Applications of brain-based research to second language teaching and learning: Part II. TESOL Matters,9(3), July 1999. Accessed from http://www.tesol.org/s_tesol/sec_document.asp?CID=196&DID=807

1998

Christison, M. A.  (1998). Gabriela Mistral: A life of service and passion. In D. Mendelsohn (Ed.). Expanding our vision (pp. 60-73). Ontario, Canada: Oxford University Press.            

Christison, M. A. (1998). Applying MI theory to in-service and pre-service TEFL programs. English Teaching Forum, 36(2), 2-13. Washington, D.C.: U.S. Department of State.

Christison, M. A. (1998). Applying learning styles in the L2 classroom. SST Journal: Research and classroom issues for teachers of English to speakers of other languages , 10(2), 34-42.

Christison, M. A. (1998). The science of extraordinariness and L2 teaching. TESOL Matters,8(1), 2-3.  Alexandria, VA:  TESOL International Association.

Christison, M. A. (1998). Creating an optimal learning environment. TESOL Matters, 7(6), 3-4.  Alexandria, VA: TESOL International Association.

1997

Christison, M. A. (1997). A higher standard of leadership. TESOL Matters, 7(5), 3-4.  Alexandria, VA:  TESOL International Association.

Christison, M. A. (1997). Applying mind-based principles to L2 teaching. TESOL Matters, 7(4), 3-4. Alexandria, VA: TESOL International Association.

Christison, M. A. (1997). Emotional intelligence and second language teaching. TESOL Matters,7(3), 3-4. Alexandria, VA: TESOL International Association.

Christison, M. A. (1997). Creativity in second and foreign language teaching. TESOL Matters,7(2), 3-4.  Alexandria, VA: TESOL International Association.

Christison, M. A. (1997). Multiple intelligences theory and its application to teaching English as a second and foreign language. In J. Reid (Ed.) Learning styles in the second language classroom (pp. 27-41), New York, NY: Regents/Prentice Hall.

1996

Christison, M. A. (1996). The effect of classroom participation structure on second language acquisition and retention of content. In J. E. Alatis, C.A. Straehle, M. Ronkin, & B. Gallenberger (Eds.) Proceedings of the 1996 Georgetown University Roundtable, (pp. 116-125). Washington, DC: Georgetown University Press.

Christison, M. A. (1996). Teaching and learning languages through multiple intelligences.  TESOL Journal, 6(1), 10-14. Alexandria, VA:  TESOL International Association.

Christison, M. A. (1996). Multiple intelligences and second language learners. The Journal of the Imagination in Second Language Learning, Volume 3, 8-13.

Christison, M. A. (1996). Applying multiple intelligence theory in the foreign language classroom. MEXTESOL Journal,19(3), 27-44.

Christison, M. A., & Bassano, S. K. (1996). Expanding student learning styles through poetry. In J. Reid (Ed.) Using learning styles in the  ESL/EFL Classroom, (pp. 63-73). Boston, MA: Heinle and Heinle Publishers. 

Bassano, S. K., & Christison, M. A. (1996). Drawing out communication: Student-created visuals as a means for promoting language development in adult ESL classrooms. In J. Reid (Ed.) Using learning styles in the ESL/EFL classroom, (pp. 96-107). Boston, MA: Heinle and Heinle Publishers.

 

 

Last Updated: 11/28/16