Ph.D. Program Graduates
Abby Mueller Dobs, Ph.D.
A conversation analytic approach to motivation: Fostering motivation in the L2 classroom through play
Jeremy Gevara, Ph.D.
Confirming the impact of performance tasks on latent class membership and placement decisions
Defense Language Institute Foreign Language Center, Monterey, CA
Patria Lopez de Victoria, Ph.D.
Narratives of self in older bilingual adults diagnosed with Alzheimer's disease
Department of English, University of Puerto Rico-Cayey
Brooke Ricker Schreiber, Ph.D.
Negotiation of pedagogy in EFL writing instruction
Department of English, Baruch College, New York, NY
Jhu Hyoung Youn, Ph.D.
Evidentiality in interaction: The role of Korean inferential evidentials
Haiyang Ai, Ph.D.
Promoting second language development with concept-based instruction and intelligent computer-assisted language learning
Department of Literacy and Second Language Studies, University of Cincinnati, Cincinnati, OH
Brody Bluemel, Ph.D.
Parallel corpora and pedagogy: Enhancing Chinese foreign language learning experience through parallel corpus technology
Department of English, Delaware State University, Dover, DE
Kimberly Buescher, Ph.D.
Developing second language narrative literacy using concept-based instruction and a division-of-labor pedagogy
College of Liberal Arts, University of Massachusetts-Boston
Edie Furniss, Ph.D.
A web-based instructional module for the teaching of routine formulas in Russian
Departments of Modern and Classical Languages & Hispanic Studies, University of Houston, Houston, TX
Mary Kathryn Malone, Ph.D.
Sociopragmatic competence and L2 self: Discursive choices in advanced L2 French narratives
Department of Modern Languages and Literatures, Kenyon College, Gambier, OH
Yumi Matsumoto, Ph.D.
Multimodal communicative strategies for resolving miscommunication in multilingual writing classrooms
Graduate School of Education, University of Pennsylvania, Philadelphia, PA
Kaushalya Perera, Ph.D.
Discourses of militarisation in Sri Lankan universities
English Language Teaching Unit, University of Kelaniya, Colombo, Sri Lanka
Dorothy Worden, Ph.D.
The development of L2 writing teachers’ pedagogical content knowledge in teaching activity
Department of English, University of Alabama, Tuscaloosa, AL
Alissa J. Hartig, Ph.D.
Connecting disciplinary concepts and language: A study of legal literacy development in a second language and legal culture
Department of Applied Linguistics, Portland State University, Portland, OR
Gretchen Nauman, Ph.D.
Paths to new conceptualizations of literacy in Chinese EFL teachers
Jilin University, Jilin, China
Thomas Tasker, Ph.D.
Exploring EFL teacher professional development through lesson study: An activity theoretical approach
American English Institute, University of Oregon, Eugene, OR
Mei-Hsing Tsai, Ph.D.
Usage-based cognitive semantics in L2 collocation: A microgenetic analysis of EFL students' collocational knowledge
National Taiwan University of Science and Technology, Taiwan
Xian Zhang, Ph.D.
Teachability hypothesis and concept-based instruction: Topicalization in Chinese as a second language
Department of Linguistics, University of North Texas, Denton, TX
Ekaterina Arshavskaya, Ph.D.
Collaborative mentoring activities: Supporting the development of teaching expertise
Department of Languages, Philosophy, and Communication Studies, Utah State University, Salt Lake City, UT
Larysa Bobrova, Ph.D.
Identification of Multimodal Metaphor in TV Commercials
Department of English, Miami University, Oxford, OH
Julieta Fernandez, Ph.D.
Social networks and colloquial language development in study abroad
Department of English, Northern Arizona University, Flagstaff, AZ
Jiyun Kim, Ph.D.
Developing conceptual understanding of sarcasm in a second language through concept based instruction
Graduate School of TESOL, Hankuk University of Foreign Studies, Seoul, Korea
Houxiang Li, Ph.D.
Grammar and lexis in interaction: A conversation analysis of talk in small group work in ESL classes
School of English Education, GuangDong University of Foreign Studies, China
Tetyana Smotrova, Ph. D.
Instructional functions of speech and gesture in the L2 classroom
Center for English Language Communication, National University of Singapore
Rémi Adam van Compernolle, Ph.D.
Developing second language sociopragmatic capacity through concept-based instruction
Department of Modern Languages, Carnegie Mellon University, Pittsburgh, PA
Tracy Davis, Ph.D.
Undergraduate vs. graduate academic English: A corpus-based analysis
Department of English Language and Literature, Central Michigan University, Mount Pleasant, MI
Sungwoo Kim, Ph.D.
Development of meaning making in second language writing of international graduate students: A sociocultural and cognitive linguistic perspective
Seoul National University, Korea
Wei Lai, Ph.D.
Concept-based foreign language pedagogy: Teaching the Chinese temporal system
Queensborough Community College, Bayside, NY
Duff Johnston, Ph.D.
Interactional resources for instructors' collective decision-making: Evidence from EFL teachers' meetings in China
Department of English, University of Alaska, Fairbanks, AK
Hyewon Lee, Ph.D.
Concept-based approach to second language teaching and learning: Cognitive linguistics-inspired instruction of English phrasal verbs
Alina Pajtek, Ph.D.
A cross-linguistic and cross-cultural analysis of taste, food, cooking, and interaction in a corpus of television cooking shows from Romania and the US
Department of Linguistics and ESL Composition, Harper College, Palatine, IL
Brenda Ross, Ph.D.
Language, identity, and investment in the English language of a group of Mexican women living in Southeastern Pennsylvania
Department of World Languages, University of Arkansas, Fort Smith, AR
Jie Zhang, Ph.D.
The acquisition of the Chinese resultative verb complements by learners of Chinese as a foreign language: A learner corpus approach
Department of Modern Languages, Literatures and Linguistics, University of Oklahoma, Norman, OK
Selim Ben Said, Ph.D.
Urban street signs in the linguistic landscape of Tunisia: Tensions in policy, representation and attitudes
Department of English, Chinese University of Hong Kong, China
Sharon Childs, Ph.D.
Language teacher cognition: Tracing the conceptualizations of second language teachers
Department of Applied Linguistics, The Pennsylvania State University
Soeun Cho, Ph.D.
Project-based learning in a foreign language immersion camp
Hankuk University of Foreign Studies, Seoul, Korea
Stefanie Rehn, Ph.D.
The spoken self: An ethnographic exploration of accent and identity
MasterControl, Inc., Salt Lake City, UT
Kwanghyun Park, Ph.D.
Enhancing lexico-grammatical performance through corpus-based mediation in L2 academic writing instruction
Department of English Language and Literature, Myongji University, Korea
Davi Schirmer Reis, Ph.D.
Non-native English speaking teachers and professional legitimacy: A sociocultural theoretical perspective on identity transformation
formerly: Department of Instruction and Leadership in Education, Duquesne University, Pittsburgh, PA
Kyungja Ahn, Ph.D.
Learning to teach within the curricular reform context: a sociocultural perspective on English student teachers' practicum experience in South Korea
Seoul National University of Education, Korea
Chas Brua, Ph.D.
Health-care access in a rural area: Perspectives from Russian-speaking immigrants, English-speaking doctors, and volunteer interpreters
Schreyer Institute for Teaching Excellence, The Pennsylvania State University
Emily Rine, Ph.D.
Development in dialogic teaching skills: A micro-analytic case study of a pre-service ITA
Center for Written and Oral Communication, University of Florida, Gainesville, FL
Elizabeth Smolcic, Ph.D.
Preparing teachers for diverse classrooms: an activity theoretical analysis of teacher learning and development
Department of Curriculum and Instruction, The Pennsylvania State University
Bonnie Alco, Ph.D.
Negotiating academic discourse in a second language: A case study and analysis
Department of Education, University of Scranton, Scranton, PA
Amber Navarre, Ph.D.
Discourse of female marriage-based immigrants in Taiwan
Department of Modern Languages and Comparative Literature, Boston University and Founder & CEO, Lantern Institute, Inc.
Xingren Xu, Ph.D.
Exploring the impact of aging through transitivity: A systemic functional approach to Chinese elders' narratives.
Parastou Feiz, Ph.D.
The expression and conceptualization of motion through space and manner of motion in Persian and English: A comparative analysis
Department of Applied Linguistics and TESL, California State University, San Bernardino, CA
Victoria Hasko (neé Driagina), Ph.D.
Crossing and bridging spaces in a second language: A corpus-based investigation of motion talk by American learners of Russian
Department of Language and Literacy Education, University of Georgia, Athens, GA
Jonathon Reinhardt, Ph.D.
Directives usage by ITAs: An applied learner corpus analysis
Department of English, The University of Arizona, Tucson, AZ
Hanae Katayama, Ph.D.
A cross-cultural analysis of humor in stand-up comedy in the United States and Japan
Department of International Studies, Macquarie University, Sydney, Australia
Xuehua Xiang, Ph.D.
A Discourse-pragmatic study of interactional particles in Shishan (Hainan Island, P.R., China)
Department of Linguistics, University of Illinois at Chicago, Chicago, IL
An Cheng, Ph.D.
Genre and learning : Exploring learners and learning in the ESP genre-based framework of learning academic writing
Department of English, Oklahoma State University, Norman, OK
Marilia Mendes Ferreira, Ph.D.
A concept-based approach to writing instruction: from the abstract concept to the concrete performance
Department of Modern Languages, University of São Paulo, Brazil
Jong Oh Eun, Ph.D.
How idealized American English norms are created and reinforced in English lessons on television: A discourse analysis of two popular English language TV shows in Korea
Defense Language Institute Foreign Language Center, Monterey, CA