Kristy Mcmanus
Datos Biográficos
| ID | 78852 |
|---|---|
| NOMBRE | Kristy Mcmanus |
| NOMBRES | Kristy |
| APELLIDO | Mcmanus |
| FIRMA | MCMANUS K |
| AFILIACIONES | Pennsylvania State University |
| ORCID | 0000-0002-7855-6733 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAS | 23 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2017 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
Usage‐Based Second Language Acquisition
Usage‐based accounts of second language acquisition (SLA) are widely understood to conceptualize language learning as the construction of form‐meaning mappings through exposure and meaningful interaction, supported by domain‐general cognitive mechanisms. This entry outlines the core assumptions and learning mechanisms central to usage‐based SLA theory. Language forms are understood as constructions—ranging from simple words to complex syntactic p…
Replication Studies in Tesol
Replication studies are critical to the growth and credibility of the field of TESOL studies, including what we know about the teaching, learning, and use of English globally. Much of what we understand about TESOL is determined through empirical research evidence. However, we rarely revisit and probe at the stability of our claims about TESOL with new evidence. We can do this by conducting replication studies, in which a previous study's researc…
Revisiting Blocking Effects in Second Language Learning
We closely replicated Ellis and Sagarra (2010b), a seminal study that demonstrated clear effects of blocking in second language (L2) learning. In that study, English-speaking learners completed different types of pretraining about Latin temporal expressions (adverbs, verbs, none) to investigate how knowledge about specific cues influenced L2 outcomes. Results showed that the type of pretraining strongly influenced interpretation and production. T…
Replication studies in second language acquisition research
A long-standing concern in the field of second language acquisition is that replication studies are not only infrequent but also poorly designed, reported, and labeled. This special issue responds to an urgent need for action by showcasing eleven high-quality replication studies. In doing so, this collection highlights exemplary standards in replication study design and reporting. This introduction to the special issue provides readers with a poi…
Investigating the psychological reality of argument structure constructions and N1 of N2 constructions
This study examined L1 and L2 English speakers’ sensitivity to constructional meaning by investigating their categorization of Noun1 of Noun2 constructions (e.g., results of studies ) and argument structure constructions (e.g., Tom cut the bread ). Participants were 40 L1 English speakers and 44 intermediate proficiency Chinese-speaking learners of L2 English, who completed two online sorting experiments. In each experiment, participants were ins…
Open scholarship in applied linguistics
Peer reviewed
Are Replication Studies Infrequent Because of Negative Attitudes
Replication is a research methodology designed to verify, consolidate, and generalize knowledge and understanding within empirical fields of study. In second language studies, however, reviews share widespread concern about the infrequency of replication. A common but speculative explanation for this situation is that replication studies are not valued because they lack originality and/or innovation. To better understand and respond to the infreq…
Crosslinguistic influence and L2 grammar learning
Investigations of crosslinguistic effects in second language acquisition (SLA) have contributed rich understandings about the ways in which prior language knowledge and experience can influence additional language learning. Building on this work, one recent line of research has examined the extent to which SLA findings about crosslinguistic influence can be used to improve L2 learning, indicating that explicit instruction tailored to address the …
Using elicited imitation to measure global oral proficiency in SLA research
We closely replicated Wu and Ortega (2013), who found that an elicited imitation test (EIT) reliably distinguished low-level from high-level language abilities among instructed second language (L2) learners of Mandarin Chinese. The original study sampled learners (1) from second-level courses to represent low-level language abilities and (2) from third-, fourth- and graduate-level courses to represent high-level language abilities. Results showed…
A Longitudinal Study of Advanced Learners’ Linguistic Development Before, During, and After Study Abroad
The current study investigated advanced L2 learners’ linguistic development before, during, and after a nine-month stay abroad, the extent to which contextual changes (home-abroad-home) influenced the nature and magnitude of development, and the ways in which relationships among different linguistic elements changed over time. Participants were 56 university learners majoring in French (n = 29) and Spanish (n = 27), who spent an academic year abr…
Examining the effectiveness of language-switching practice for reducing cross-language competition in L2 grammatical processing
This study examined the extent to which language-switching practice enhanced L2 learners’ L2 grammatical processing by improving language selection abilities. Thirty-six English-speaking learners of French completed the same language-switching practice of L1 and L2 sentences, but received different types of pre-practice explicit information (EI) designed to address L2 learning difficulties resulting from crosslinguistic influence: one group (n = …
Awareness of L1 form-meaning mappings can reduce crosslinguistic effects in L2 grammatical learning
The present study examined the extent to which first language (L1) awareness can benefit second language (L2) grammatical learning of the French Imparfait, a crosslinguistically complex target feature. Sixty-nine English-speaking learners of L2 French received different types of explicit information (EI) about L2 or L2 + L1 form-meaning mappings. A ‘core’ treatment received by all learners consisted of EI about L2 with L2 comprehension-based prac…
Relationships between social networks and language development during study abroad
The current study examined second language (L2) learners’ social networks during study abroad and how they changed over time. Participants were 29 British undergraduates majoring in French who were spending an academic year abroad in France. Social network data were collected three times during study abroad (beginning, middle, and end of a nine-month stay) using the Social Networks Questionnaire. Results showed that large proportions of learners’…
Anglophone Students Abroad
Anglophone students abroad: Identity, social relationships and language learning presents the findings of a major study of British students of French and Spanish undertaking residence abroad. The new dataset presented here provides both quantitative and qualitative information on language learning, social networking and integration and identity development during residence abroad. The book tracks in detail the language development of participants…
Graves, gifts, and the bereaved consumer
When a gifting relationship is disrupted by death, why might a living consumer continue to invest in it? Consumer spending on deceased loved ones does not end with the funeral. Given the embodying power of a physical gravesite, this article examines the practice of gift giving to the deceased in the context of American cemeteries. We employ a longitudinal approach, in which 180 cemetery gravesites were photographed. The photographic data are coup…
Relationships between social networks and language development during study abroad
The current study examined second language (L2) learners’ social networks during study abroad and how they changed over time. Participants were 29 British undergraduates majoring in French who were spending an academic year abroad in France. Social network data were collected three times during study abroad (beginning, middle, and end of a nine-month stay) using the Social Networks Questionnaire. Results showed that large proportions of learners’…
Graves, gifts, and the bereaved consumer
When a gifting relationship is disrupted by death, why might a living consumer continue to invest in it? Consumer spending on deceased loved ones does not end with the funeral. Given the embodying power of a physical gravesite, this article examines the practice of gift giving to the deceased in the context of American cemeteries. We employ a longitudinal approach, in which 180 cemetery gravesites were photographed. The photographic data are coup…
Open scholarship in applied linguistics
Peer reviewed
Using elicited imitation to measure global oral proficiency in SLA research
We closely replicated Wu and Ortega (2013), who found that an elicited imitation test (EIT) reliably distinguished low-level from high-level language abilities among instructed second language (L2) learners of Mandarin Chinese. The original study sampled learners (1) from second-level courses to represent low-level language abilities and (2) from third-, fourth- and graduate-level courses to represent high-level language abilities. Results showed…
Anglophone Students Abroad
Anglophone students abroad: Identity, social relationships and language learning presents the findings of a major study of British students of French and Spanish undertaking residence abroad. The new dataset presented here provides both quantitative and qualitative information on language learning, social networking and integration and identity development during residence abroad. The book tracks in detail the language development of participants…
Graves, gifts, and the bereaved consumer
When a gifting relationship is disrupted by death, why might a living consumer continue to invest in it? Consumer spending on deceased loved ones does not end with the funeral. Given the embodying power of a physical gravesite, this article examines the practice of gift giving to the deceased in the context of American cemeteries. We employ a longitudinal approach, in which 180 cemetery gravesites were photographed. The photographic data are coup…
Awareness of L1 form-meaning mappings can reduce crosslinguistic effects in L2 grammatical learning
The present study examined the extent to which first language (L1) awareness can benefit second language (L2) grammatical learning of the French Imparfait, a crosslinguistically complex target feature. Sixty-nine English-speaking learners of L2 French received different types of explicit information (EI) about L2 or L2 + L1 form-meaning mappings. A ‘core’ treatment received by all learners consisted of EI about L2 with L2 comprehension-based prac…
Relationships between social networks and language development during study abroad
The current study examined second language (L2) learners’ social networks during study abroad and how they changed over time. Participants were 29 British undergraduates majoring in French who were spending an academic year abroad in France. Social network data were collected three times during study abroad (beginning, middle, and end of a nine-month stay) using the Social Networks Questionnaire. Results showed that large proportions of learners’…
A Longitudinal Study of Advanced Learners’ Linguistic Development Before, During, and After Study Abroad
The current study investigated advanced L2 learners’ linguistic development before, during, and after a nine-month stay abroad, the extent to which contextual changes (home-abroad-home) influenced the nature and magnitude of development, and the ways in which relationships among different linguistic elements changed over time. Participants were 56 university learners majoring in French (n = 29) and Spanish (n = 27), who spent an academic year abr…
Examining the effectiveness of language-switching practice for reducing cross-language competition in L2 grammatical processing
This study examined the extent to which language-switching practice enhanced L2 learners’ L2 grammatical processing by improving language selection abilities. Thirty-six English-speaking learners of French completed the same language-switching practice of L1 and L2 sentences, but received different types of pre-practice explicit information (EI) designed to address L2 learning difficulties resulting from crosslinguistic influence: one group (n = …
Are Replication Studies Infrequent Because of Negative Attitudes
Replication is a research methodology designed to verify, consolidate, and generalize knowledge and understanding within empirical fields of study. In second language studies, however, reviews share widespread concern about the infrequency of replication. A common but speculative explanation for this situation is that replication studies are not valued because they lack originality and/or innovation. To better understand and respond to the infreq…
Crosslinguistic influence and L2 grammar learning
Investigations of crosslinguistic effects in second language acquisition (SLA) have contributed rich understandings about the ways in which prior language knowledge and experience can influence additional language learning. Building on this work, one recent line of research has examined the extent to which SLA findings about crosslinguistic influence can be used to improve L2 learning, indicating that explicit instruction tailored to address the …
Using elicited imitation to measure global oral proficiency in SLA research
We closely replicated Wu and Ortega (2013), who found that an elicited imitation test (EIT) reliably distinguished low-level from high-level language abilities among instructed second language (L2) learners of Mandarin Chinese. The original study sampled learners (1) from second-level courses to represent low-level language abilities and (2) from third-, fourth- and graduate-level courses to represent high-level language abilities. Results showed…
Investigating the psychological reality of argument structure constructions and N1 of N2 constructions
This study examined L1 and L2 English speakers’ sensitivity to constructional meaning by investigating their categorization of Noun1 of Noun2 constructions (e.g., results of studies ) and argument structure constructions (e.g., Tom cut the bread ). Participants were 40 L1 English speakers and 44 intermediate proficiency Chinese-speaking learners of L2 English, who completed two online sorting experiments. In each experiment, participants were ins…
Open scholarship in applied linguistics
Peer reviewed
Replication studies in second language acquisition research
A long-standing concern in the field of second language acquisition is that replication studies are not only infrequent but also poorly designed, reported, and labeled. This special issue responds to an urgent need for action by showcasing eleven high-quality replication studies. In doing so, this collection highlights exemplary standards in replication study design and reporting. This introduction to the special issue provides readers with a poi…
Revisiting Blocking Effects in Second Language Learning
We closely replicated Ellis and Sagarra (2010b), a seminal study that demonstrated clear effects of blocking in second language (L2) learning. In that study, English-speaking learners completed different types of pretraining about Latin temporal expressions (adverbs, verbs, none) to investigate how knowledge about specific cues influenced L2 outcomes. Results showed that the type of pretraining strongly influenced interpretation and production. T…
Usage‐Based Second Language Acquisition
Usage‐based accounts of second language acquisition (SLA) are widely understood to conceptualize language learning as the construction of form‐meaning mappings through exposure and meaningful interaction, supported by domain‐general cognitive mechanisms. This entry outlines the core assumptions and learning mechanisms central to usage‐based SLA theory. Language forms are understood as constructions—ranging from simple words to complex syntactic p…
Replication Studies in Tesol
Replication studies are critical to the growth and credibility of the field of TESOL studies, including what we know about the teaching, learning, and use of English globally. Much of what we understand about TESOL is determined through empirical research evidence. However, we rarely revisit and probe at the stability of our claims about TESOL with new evidence. We can do this by conducting replication studies, in which a previous study's researc…
Psychology (13 obras) · EFL/ESL Teaching and Learning (10 obras) · Computer Science (8 obras) · Linguistics (8 obras) · Second Language Acquisition and Learning (7 obras) · Mathematics education (6 obras) · Mathematics (4 obras) · Neurobiology of Language and Bilingualism (4 obras) · Second language (4 obras) · Second-language acquisition (4 obras)