Gillian Lord
Biographic Data
| ID | 3763497 |
|---|---|
| NAME | Gillian Lord |
| GIVEN NAMES | Gillian |
| FAMILY NAME | Lord |
| SIGNATURE | LORD G |
| AFFILIATIONS | University of Florida |
| ORCID | 0000-0001-7049-4729 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 60 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Historical Models and Theories of Speech Learning
Speech is the most effective means to communicate thoughts, ideas, and experiences. Unlike native language (L1) learners, adult speakers of a second language (L2) rarely produce consonants, vowels, or suprasegmental features of the target language without a detectable foreign accent. The causes of this ubiquitous and complex phenomenon have been a subject of theoretical debate and empirical research for many decades, resulting in several theoreti…
SIFTR‐ing through the development of cultural awareness at home and abroad
Today's language learners benefit from cultural awareness, which can be fostered through experiences both at home and during study abroad. One approach to exploring culture that has gained popularity has been the use of geolocation technologies, which can help engage students in class and beyond. The sense of community developed through these collaborations can enhance or even recreate the classroom experience in virtual environments. This explor…
The World Is Not Flat, So Why Are Our Textbooks
We review the evolution of the modern language textbook, exploring its function in the curriculum of Spanish classes. In light of the advantages offered by new technological resources, we propose that the paper-based textbook has outlived its usefulness in today's multidimensional world, both logistically and pedagogically. To demonstrate, we explore three aspects of the paperless classroom: a transformed focus, a design that makes learning visib…
A tale of tweets: Analyzing microblogging among language learners
The Combined Effects of Immersion and Instruction on Second Language Pronunciation
This preliminary study investigates the acquisition of second language phonology with respect to two variables: immersion in a target language community, and explicit instruction in the form of a phonetics/pronunciation class. Specifically, the research examines the second language acquisition (SLA) of specific properties of the Spanish phonology system as achieved by native speakers of English participating in a summer program in Mexico, some of…
Podcasting Communities and Second Language Pronunciation
Although often neglected in language classrooms, second language phonology is a crucial element in language learning because it is often the most salient feature in the speech of a foreigner. As instructors, we must decide how to emphasize pronunciation and what techniques to use. This article discusses a collaborative pod‐casting project in an undergraduate Spanish phonetics class. Students worked in small groups to create and maintain their own…
Social presence in virtual communities of foreign language (FL) teachers
(How) Can We Teach Foreign Language Pronunciation? On the Effects of a Spanish Phonetics Course
This paper investigates the effects of explicit instruction and self-analysis on the acquisition of second-language (L2) pronunciation, specifically of nine Spanish phonemes learned by native speakers of English. Oral data were collected from seventeen students enrolled in an undergraduate course in Spanish Phonetics at the beginning and end of the semester. The treatment consisted of standard phonetics instruction, practice with voice analysis s…
Developing Collaborative Cyber Communities to Prepare Tomorrow's Teachers
Computer‐mediated exchange and interaction have become topics of debate and discussion in the past several years due to the growing interest in synchronous and asynchronous communication and their role in language acquisition, learning, and teaching (Liu, Moore, Graham, & Lee, 2002). This article offers a model for a collaborative course on Technology in Foreign Language Education (TITLE) that is built around computer‐mediated discussion. The gra…
The Combined Effects of Immersion and Instruction on Second Language Pronunciation
This preliminary study investigates the acquisition of second language phonology with respect to two variables: immersion in a target language community, and explicit instruction in the form of a phonetics/pronunciation class. Specifically, the research examines the second language acquisition (SLA) of specific properties of the Spanish phonology system as achieved by native speakers of English participating in a summer program in Mexico, some of…
(How) Can We Teach Foreign Language Pronunciation? On the Effects of a Spanish Phonetics Course
This paper investigates the effects of explicit instruction and self-analysis on the acquisition of second-language (L2) pronunciation, specifically of nine Spanish phonemes learned by native speakers of English. Oral data were collected from seventeen students enrolled in an undergraduate course in Spanish Phonetics at the beginning and end of the semester. The treatment consisted of standard phonetics instruction, practice with voice analysis s…
Podcasting Communities and Second Language Pronunciation
Although often neglected in language classrooms, second language phonology is a crucial element in language learning because it is often the most salient feature in the speech of a foreigner. As instructors, we must decide how to emphasize pronunciation and what techniques to use. This article discusses a collaborative pod‐casting project in an undergraduate Spanish phonetics class. Students worked in small groups to create and maintain their own…
A tale of tweets: Analyzing microblogging among language learners
Developing Collaborative Cyber Communities to Prepare Tomorrow's Teachers
Computer‐mediated exchange and interaction have become topics of debate and discussion in the past several years due to the growing interest in synchronous and asynchronous communication and their role in language acquisition, learning, and teaching (Liu, Moore, Graham, & Lee, 2002). This article offers a model for a collaborative course on Technology in Foreign Language Education (TITLE) that is built around computer‐mediated discussion. The gra…
Social presence in virtual communities of foreign language (FL) teachers
SIFTR‐ing through the development of cultural awareness at home and abroad
Today's language learners benefit from cultural awareness, which can be fostered through experiences both at home and during study abroad. One approach to exploring culture that has gained popularity has been the use of geolocation technologies, which can help engage students in class and beyond. The sense of community developed through these collaborations can enhance or even recreate the classroom experience in virtual environments. This explor…
The World Is Not Flat, So Why Are Our Textbooks
We review the evolution of the modern language textbook, exploring its function in the curriculum of Spanish classes. In light of the advantages offered by new technological resources, we propose that the paper-based textbook has outlived its usefulness in today's multidimensional world, both logistically and pedagogically. To demonstrate, we explore three aspects of the paperless classroom: a transformed focus, a design that makes learning visib…
Developing Collaborative Cyber Communities to Prepare Tomorrow's Teachers
Computer‐mediated exchange and interaction have become topics of debate and discussion in the past several years due to the growing interest in synchronous and asynchronous communication and their role in language acquisition, learning, and teaching (Liu, Moore, Graham, & Lee, 2002). This article offers a model for a collaborative course on Technology in Foreign Language Education (TITLE) that is built around computer‐mediated discussion. The gra…
(How) Can We Teach Foreign Language Pronunciation? On the Effects of a Spanish Phonetics Course
This paper investigates the effects of explicit instruction and self-analysis on the acquisition of second-language (L2) pronunciation, specifically of nine Spanish phonemes learned by native speakers of English. Oral data were collected from seventeen students enrolled in an undergraduate course in Spanish Phonetics at the beginning and end of the semester. The treatment consisted of standard phonetics instruction, practice with voice analysis s…
Social presence in virtual communities of foreign language (FL) teachers
Podcasting Communities and Second Language Pronunciation
Although often neglected in language classrooms, second language phonology is a crucial element in language learning because it is often the most salient feature in the speech of a foreigner. As instructors, we must decide how to emphasize pronunciation and what techniques to use. This article discusses a collaborative pod‐casting project in an undergraduate Spanish phonetics class. Students worked in small groups to create and maintain their own…
The Combined Effects of Immersion and Instruction on Second Language Pronunciation
This preliminary study investigates the acquisition of second language phonology with respect to two variables: immersion in a target language community, and explicit instruction in the form of a phonetics/pronunciation class. Specifically, the research examines the second language acquisition (SLA) of specific properties of the Spanish phonology system as achieved by native speakers of English participating in a summer program in Mexico, some of…
A tale of tweets: Analyzing microblogging among language learners
The World Is Not Flat, So Why Are Our Textbooks
We review the evolution of the modern language textbook, exploring its function in the curriculum of Spanish classes. In light of the advantages offered by new technological resources, we propose that the paper-based textbook has outlived its usefulness in today's multidimensional world, both logistically and pedagogically. To demonstrate, we explore three aspects of the paperless classroom: a transformed focus, a design that makes learning visib…
SIFTR‐ing through the development of cultural awareness at home and abroad
Today's language learners benefit from cultural awareness, which can be fostered through experiences both at home and during study abroad. One approach to exploring culture that has gained popularity has been the use of geolocation technologies, which can help engage students in class and beyond. The sense of community developed through these collaborations can enhance or even recreate the classroom experience in virtual environments. This explor…
Historical Models and Theories of Speech Learning
Speech is the most effective means to communicate thoughts, ideas, and experiences. Unlike native language (L1) learners, adult speakers of a second language (L2) rarely produce consonants, vowels, or suprasegmental features of the target language without a detectable foreign accent. The causes of this ubiquitous and complex phenomenon have been a subject of theoretical debate and empirical research for many decades, resulting in several theoreti…
Psychology (8 works) · Computer Science (6 works) · Mathematics education (6 works) · EFL/ESL Teaching and Learning (5 works) · Pedagogy (5 works) · Linguistics (4 works) · Second Language Learning and Teaching (4 works) · Sociology (4 works) · World Wide Web (4 works) · Language acquisition (3 works)