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


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


Areas of Specialization

  • Second Language Acquisition
    • Crosslinguistic influence
    • Instruction
    • Usage-Based accounts of learning
  • 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



For preprint versions of articles and book chapters, see



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

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

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



McManus, K. (2021). Examining the effectiveness of language-switching practice for reducing cross-language competition in L2 grammatical processing. Bilingualism: Language and Cognition, 24(1), 167-184.

McManus, K., Mitchell, R.F., & Tracy-Ventura, N. (2021). A longitudinal study of advanced learners' linguistic development before, during, and after study abroad. Applied Linguistics, 42(1), 136-163.

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



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.



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)

Best of The Modern Language Journal for 2019

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).