Kevin McManus
Biographic Data
| ID | 5772231 |
|---|---|
| NAME | Kevin McManus |
| GIVEN NAMES | Kevin |
| FAMILY NAME | McManus |
| SIGNATURE | MCMANUS K |
| AFFILIATIONS | Pennsylvania State University |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Usage‐Based Second Language Acquisition: Main Assumptions and Learning Mechanisms
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…
Crosslinguistic influence and L2 grammar learning: Proposed replications of Ellis and Sagarra (2011) and Tolentino and Tokowicz (2014)
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: A close replication study
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…
Anglophone Students Abroad: Identity, social relationships and language learning
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…
Using elicited imitation to measure global oral proficiency in SLA research: A close replication study
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: Identity, social relationships and language learning
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…
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…
Crosslinguistic influence and L2 grammar learning: Proposed replications of Ellis and Sagarra (2011) and Tolentino and Tokowicz (2014)
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: A close replication study
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…
Usage‐Based Second Language Acquisition: Main Assumptions and Learning Mechanisms
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…
Mathematics education (4 works) · Psychology (4 works) · EFL/ESL Teaching and Learning (3 works) · Linguistics (3 works) · Second language (3 works) · Second Language Acquisition and Learning (3 works) · Second-language acquisition (3 works) · Cognitive psychology (2 works) · Computer Science (2 works) · Language acquisition (2 works)