You are here: Home / People / Kevin McManus

Kevin McManus

Kevin McManus

Associate Professor of Applied Linguistics

Gil Watz Early Career Professor in Language and Linguistics

Director, Center for Language Acquisition

209 Sparks Building
Office Phone: (814) 865-8468

Curriculum Vitae

Download CV

Biography:

Education

  • Ph.D., Second Language Acquisition, Newcastle University, U.K.
  • M.A., Applied Linguistics, Aston University, U.K.
  • B.Sc. (Hons), French and German, Aston University, U.K.

 

Areas of Specialization

  • Second Language Acquisition
    • Crosslinguistic influence
    • Study abroad
  • Replication research

 

Recent Courses

  • APLNG 597 Theory Construction in Applied Linguistics
  • APLNG 571 Usage-Based Approaches to Second Language Learning and Teaching
  • APLNG 593 Experimental Research on Language
  • APLNG 591 Second Language Acquisition
  • APLNG 484 Functional Grammar

 

Publications

For preprint versions of articles and book chapters, see http://mcmanuskevin.com

 

2019-2021

McManus, K. (under contract). Crosslinguistic Influence and Second Language Learning. New York: Routledge

McManus, K. (2020). Crosslinguistic influence and L2 grammar learning: Proposed replications of Ellis & Sagarra (2011) and Tolentino & Tokowicz (2014). Language Teaching 

McManus, K. (2020). Examining the effectiveness of language-switching practice for reducing cross-language competition in L2 grammatical processing. Bilingualism: Language and Cognition

McManus, K. & Liu, Y. (2020). Using elicited imitation to measure global oral proficiency in SLA research. A close replication studyLanguage Teaching

McManus, K., Mitchell, R.F., & Tracy-Ventura, N. (2020). A longitudinal study of advanced learners' linguistic development before, during, and after study abroad. Applied Linguistics

Liu, Y. & McManus, K. (2020). Investigating the use of article-adjective-noun constructions in EFL writingTESL-EJ, 24(2), 1-19.

McManus, K. (2019). Awareness of L1 form-meaning mappings can reduce crosslinguistic effects in L2 grammatical learning. Language Awareness, 28(2), 114-138.

McManus, K. (2019). Relationships between social networks and language development during study abroadLanguage, Culture, and Curriculum, 32(3), 270-284.

McManus, K. & Marsden E. (2019). Signatures of automaticity during practice. Explicit instruction about L1 processing routines can improve L2 grammatical processing. Applied Psycholinguistics, 40(1), 205-234.

McManus, K. & Marsden, E. (2019). Using explicit instruction about L1 to reduce crosslinguistic effects in L2 grammar learning. Evidence from oral production in L2 FrenchThe Modern Language Journal, 103(2), 459-480.

Porte, G. & McManus, K. (2019). Doing Replication Research in Applied Linguistics. New York: Routledge

 

2016-2018

McManus, K. & Marsden, E. (2018). Online and offline effects of L1 practice in L2 grammar learning. A partial replication. Studies in Second Language Acquisition, 40(2), 459-475.

McManus, K. & Marsden, E. (2017). L1 explicit instruction can improve L2 online and offline performance. Studies in Second Language Acquisition, 39(3), 459-492

McManus, K., Vanek, N., Leclercq, P., & Roberts, L. (2017). Tense, Aspect, and Modality in L2 (TAML2). Special Issue, International Review of Applied Linguistics in Language Teaching, 55(3), 221-345

Mitchell, R.F., Tracy-Ventura, N., & McManus, K. (2017). Anglophone Students Abroad: Identity, Social Relationships and Language Learning. New York: Routledge

Tracy-Ventura, N., Dewaele, J.M., Köylü, Z., & McManus, K. (2016). Personality changes after the ‘Year Abroad’? A mixed-methods study. Study Abroad Research in Second Language Acquisition and International Education, 1(1), 107-126

Tracy-Ventura, N., Mitchell, R., & McManus, K. (2016). The LANGSNAP longitudinal corpus: Design and use. In Alonso-Ramos, M. (Ed.). Spanish Learner Corpus Research: Current trends and future perspectives (pp 117-142). Amsterdam: John Benjamins.

 

2013-2015

McManus, K. (2015). L1-L2 differences in the acquisition of form-meaning pairings: A comparison of English and German learners of French. Canadian Modern Language Review, 71(2), 51-77

McManus, K. & Mitchell, R.F. (2015). Subjunctive use and development in L2 French: A longitudinal study. Language, Interaction and Acquisition, 6(1), 42-73

Mitchell, R.F., McManus, K., & Tracy-Ventura, N. (2015). ‘Placement type and language learning during residence abroad’. In Mitchell, R.F., Tracy-Ventura, N., & McManus, K. (Eds.). Social interaction, identity and language learning during residence abroad (pp 115-138). Eurosla Monographs series [Open access].

Mitchell, R.F., Tracy-Ventura, N., & McManus, K. (Eds.) (2015). Social interaction, identity and language learning during residence abroad. EUROSLA Monographs series

Roberts, L., McManus, K., Vanek, N., & Trenkic, D. (Eds.) (2015). EUROSLA Yearbook 15. Amsterdam: John Benjamins

McManus, K., Mitchell, R.F., & Tracy-Ventura, N. (2014). Understanding insertion and integration in a study abroad context: The case of English-speaking sojourners in France. Revue française de linguistique appliquée, 14(2), 97-116

McManus, K., Tracy-Ventura, N., Mitchell, R.F., Richard, L., & Romero de Mills, P. (2014). Exploring the acquisition of the French subjunctive: local syntactic context or oral proficiency? In Leclercq, P., Hilton, H., & Edmonds, A. (Eds.). Measuring L2 Proficiency: Perspectives from SLA (pp 167-190)Bristol: Multilingual Matters.

Tracy-Ventura, N., McManus, K., Norris, J.M., & Ortega, L. (2014). “Repeat as much as you can”: Elicited imitation as a measure of oral proficiency in L2 French. In Leclercq, P., Hilton, H., & Edmonds, A. (Eds.). Measuring L2 Proficiency: Perspectives from SLA (pp 143-166)Bristol: Multilingual Matters.

McManus, K. (2013). Prototypical influence in second language acquisition: what now for the Aspect Hypothesis? International Review of Applied Linguistics in Language Teaching, 51(3), 299-322

 

Professional Awards and Achievements

ACTFL-NFMLTA/MLJ Paul Pimsleur Award for Research in Foreign Language Education (2020)

Gil Watz Early Career Professorship in Language and Linguistics (2016-21)

British Academy Postdoctoral Fellowship (2013-16)

 

Recent Funding

U.S. Department of EducationInternational Research and Studies Program. Project title: “Usage-Based Language Instruction: An Evidence-Based Approach to Improving and Strengthening the Teaching of Korean and Russian". Role: PI. (2020-2023).

U.S. Department of Education, Title VI Language Resource Centers program. Project title: “Center for Advanced Language Proficiency Education and Research”. Role: Co-PI. (2018-2022).          

U.S. Department of Education, International Research and Studies Program. Project title: Instructional practices, proficiency assessment and language development in dual-language immersion classrooms: A longitudinal study. Role: Co-PI (2017-2020).

U.S. Department of Education, International Research and Studies Program. Project title: The Careers of Language Study Abroad Alumni: A Comprehensive Investigation. Role: Co-PI (2017-2020).

British Academy, Postdoctoral Fellowship Program. Project title: The Role of Explicit Information in Remapping Meaning in a Second Language: An Experimental Intervention Study. Role: PI (2013-2016).