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
• Grammatical development
• Psycholinguistics

• Research methodology

Recent Courses

• APLNG 597 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

Monographs

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

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

Edited collections

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. (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

Peer-reviewed journal articles

McManus, K. & Marsden, E. (accepted). Using explicit instruction about L1 to reduce crosslinguistic effects in L2 grammar learning. Evidence from oral production in L2 French. The Modern Language Journal, 103(2)

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. (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

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

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

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. (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

Book chapters

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.

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].

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.

Professional Awards and Achievements

Gil Watz Early Career Professorship in Language and Linguistics (2016-19)

British Academy Postdoctoral Fellowship (2013-16)

Recent Funding

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).