Karen Roehr-Brackin
Biographic Data
| ID | 6091453 |
|---|---|
| NAME | Karen Roehr-Brackin |
| GIVEN NAMES | Karen |
| FAMILY NAME | Roehr-Brackin |
| SIGNATURE | ROEHR-BRACKIN K |
| AFFILIATIONS | University of Essex |
| ORCID | 0000-0002-1152-5852 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Inductive instruction at beginner level
While there is evidence for an association between metalinguistic awareness (MLA) and second language (L2) achievement, no study has investigated the facilitative potential of MLA in an inductive instructional approach that encourages learners to focus on form to arrive at metalinguistic generalisations. We developed a short suite of online lessons in beginners’ Polish targeting two morphological features. International volunteers (N = 108) aged …
Metalinguistic awareness across the lifespan
The reasons for learning a new language are manifold, and as a result, additional language learning is by no means limited to the context of compulsory education. While one or more additional langu
Obituary for Helga Donnerer
Helga Donnerer was a PhD student in the Department of Language and Linguistics at the University of Essex from 2000 to 2024. Helga completed a thesis entitled ‘Language learning in the third age: T
Older adults’ reported use of metalinguistic awareness in beginner-level L2 learning
Research comparing different teaching approaches with older adult participants is still in short supply. Moreover, there is no existing work on how older adults utilise their metalinguistic awareness in the context of different instructional conditions. We compared a monolingual and a multilingual approach to the teaching and learning of beginner-level Italian in speakers of German and English (N = 50) who participated in a tailor-made 10-week on…
Measuring children's metalinguistic awareness
Research into young learners' metalinguistic awareness has led to both definitions of the construct and key findings about its role in children's cognitive and linguistic development. I briefly summarise this research before introducing two established theoretical models that can help us understand the concept of metalinguistic awareness more broadly: Ellen Bialystok's classic dichotomy of analysis of knowledge and control of processing, and Rod …
Overcoming Covid-19 vaccine hesitancy
Vaccine hesitancy remains one of the greatest challenges for global health. Previous research has shown that the recruitment of rational processes is increased in hypothetical decision-making scenarios when the underpinning information is presented in a foreign language. We investigate whether vaccine campaigns could benefit from this Foreign Language Effect (FLE) in order to overcome vaccine hesitancy. We conceptually replicated a recent study o…
The role of individual learner differences in explicit language instruction
Aptitude–treatment interaction (ATI) research is of both theoretical and practical interest to second language (L2) learning, since it provides insights into the processes linking learner‐internal individual difference factors and learner‐external contextual variables including instructional approach—variables that jointly determine L2 outcomes. The present study employed a full range of aptitude measures mapped onto four explicit instructional c…
Explicit and implicit knowledge and learning of an additional language
This paper puts forward a research agenda in the area of explicit and implicit knowledge and learning of second or additional languages. Based on a brief overview of reliable findings as well as open questions in the field, three agenda items are highlighted. First, valid and reliable measures of explicit and, in particular, implicit knowledge and learning need to be identified and their suitability for participants of different ages established.…
Language learning in older adults
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Investigating explicit and implicit L2 knowledge and learning
This paper makes the case for close and approximate replications of Erlam (2005) and a conceptual replication of Roehr-Brackin and Tellier (2019). The two studies recommended for replication are informed by research on explicit and implicit knowledge, learning and teaching. They are ecologically valid classroom studies with either adolescent or child learners as participants and thus investigated as yet relatively under-represented populations in…
Are individual differences in cognitive abilities and stylistic preferences related to multilingual adults’ performance in explicit learning conditions
Research suggests that individual differences in additional language learning may play a more important role in taxing situations when learners are confronted with unfamiliar or difficult tasks. However, studies to date have mostly focused on second language (L2) learners/bilinguals, while individual differences within multilingual populations remain under-researched. Working with university-level multilingual adults, we compared the effectivenes…
Esperanto as a tool in classroom foreign language learning in England
Previous work has examined the potential of Esperanto as a pedagogical tool in classroom foreign language learning in England, where limited language input of sometimes as little as one hour per week is the norm. The work reviewed here focuses on child learners aged 6 to 12 and was carried out between 2006 and 2016. Two Esperanto-based language awareness programmes have provided primarily descriptive insights, suggesting that learning Esperanto m…
Investigating Executive Working Memory and Phonological Short-Term Memory in Relation to Fluency and Self-Repair Behavior in L2 Speech
‘She says, he says’
Aims and objectives: It has been claimed that grammatical gender can influence the perception of objects as being potentially more ‘masculine’ or ‘feminine’. The present study investigated effects of facilitation or interference on object selection by speakers whose L1 marks grammatical gender even when selecting objects in an L2 (English) which does not mark grammatical gender. Additionally, and in order to establish whether bilingualism itself …
Explicit knowledge about language in L2 learning
This chapter discusses explicit knowledge about language in second language (L2) learning from a usage-based perspective, which is here defined broadly to include theoretical approaches such as complexity theory, emergentism, cognitive linguistics and related constructionist theories of language. A definition of explicit and implicit knowledge and learning is provided, followed by a brief outline of the main claims of the theories included under …
Explicit Knowledge and Processes From a Usage-Based Perspective
This article considers explicit knowledge and processes in second language (L2) learning from a usage-based theoretical perspective. It reports on the long-term development of a single instructed adult learner's use of two L2 constructions, the German Perfekt ofgehen("go," "walk") andfahren("go by vehicle"), which was tracked over a period of more than 3 years. The results indicate that explicit knowledge and processes seemed to have a powerful i…
Explicit Knowledge and Processes From a Usage-Based Perspective
This article considers explicit knowledge and processes in second language (L2) learning from a usage-based theoretical perspective. It reports on the long-term development of a single instructed adult learner's use of two L2 constructions, the German Perfekt ofgehen("go," "walk") andfahren("go by vehicle"), which was tracked over a period of more than 3 years. The results indicate that explicit knowledge and processes seemed to have a powerful i…
Explicit and implicit knowledge and learning of an additional language
This paper puts forward a research agenda in the area of explicit and implicit knowledge and learning of second or additional languages. Based on a brief overview of reliable findings as well as open questions in the field, three agenda items are highlighted. First, valid and reliable measures of explicit and, in particular, implicit knowledge and learning need to be identified and their suitability for participants of different ages established.…
Esperanto as a tool in classroom foreign language learning in England
Previous work has examined the potential of Esperanto as a pedagogical tool in classroom foreign language learning in England, where limited language input of sometimes as little as one hour per week is the norm. The work reviewed here focuses on child learners aged 6 to 12 and was carried out between 2006 and 2016. Two Esperanto-based language awareness programmes have provided primarily descriptive insights, suggesting that learning Esperanto m…
Investigating Executive Working Memory and Phonological Short-Term Memory in Relation to Fluency and Self-Repair Behavior in L2 Speech
Explicit Knowledge and Processes From a Usage-Based Perspective
This article considers explicit knowledge and processes in second language (L2) learning from a usage-based theoretical perspective. It reports on the long-term development of a single instructed adult learner's use of two L2 constructions, the German Perfekt ofgehen("go," "walk") andfahren("go by vehicle"), which was tracked over a period of more than 3 years. The results indicate that explicit knowledge and processes seemed to have a powerful i…
Explicit knowledge about language in L2 learning
This chapter discusses explicit knowledge about language in second language (L2) learning from a usage-based perspective, which is here defined broadly to include theoretical approaches such as complexity theory, emergentism, cognitive linguistics and related constructionist theories of language. A definition of explicit and implicit knowledge and learning is provided, followed by a brief outline of the main claims of the theories included under …
‘She says, he says’
Aims and objectives: It has been claimed that grammatical gender can influence the perception of objects as being potentially more ‘masculine’ or ‘feminine’. The present study investigated effects of facilitation or interference on object selection by speakers whose L1 marks grammatical gender even when selecting objects in an L2 (English) which does not mark grammatical gender. Additionally, and in order to establish whether bilingualism itself …
Investigating Executive Working Memory and Phonological Short-Term Memory in Relation to Fluency and Self-Repair Behavior in L2 Speech
Esperanto as a tool in classroom foreign language learning in England
Previous work has examined the potential of Esperanto as a pedagogical tool in classroom foreign language learning in England, where limited language input of sometimes as little as one hour per week is the norm. The work reviewed here focuses on child learners aged 6 to 12 and was carried out between 2006 and 2016. Two Esperanto-based language awareness programmes have provided primarily descriptive insights, suggesting that learning Esperanto m…
Are individual differences in cognitive abilities and stylistic preferences related to multilingual adults’ performance in explicit learning conditions
Research suggests that individual differences in additional language learning may play a more important role in taxing situations when learners are confronted with unfamiliar or difficult tasks. However, studies to date have mostly focused on second language (L2) learners/bilinguals, while individual differences within multilingual populations remain under-researched. Working with university-level multilingual adults, we compared the effectivenes…
Investigating explicit and implicit L2 knowledge and learning
This paper makes the case for close and approximate replications of Erlam (2005) and a conceptual replication of Roehr-Brackin and Tellier (2019). The two studies recommended for replication are informed by research on explicit and implicit knowledge, learning and teaching. They are ecologically valid classroom studies with either adolescent or child learners as participants and thus investigated as yet relatively under-represented populations in…
Language learning in older adults
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Overcoming Covid-19 vaccine hesitancy
Vaccine hesitancy remains one of the greatest challenges for global health. Previous research has shown that the recruitment of rational processes is increased in hypothetical decision-making scenarios when the underpinning information is presented in a foreign language. We investigate whether vaccine campaigns could benefit from this Foreign Language Effect (FLE) in order to overcome vaccine hesitancy. We conceptually replicated a recent study o…
The role of individual learner differences in explicit language instruction
Aptitude–treatment interaction (ATI) research is of both theoretical and practical interest to second language (L2) learning, since it provides insights into the processes linking learner‐internal individual difference factors and learner‐external contextual variables including instructional approach—variables that jointly determine L2 outcomes. The present study employed a full range of aptitude measures mapped onto four explicit instructional c…
Explicit and implicit knowledge and learning of an additional language
This paper puts forward a research agenda in the area of explicit and implicit knowledge and learning of second or additional languages. Based on a brief overview of reliable findings as well as open questions in the field, three agenda items are highlighted. First, valid and reliable measures of explicit and, in particular, implicit knowledge and learning need to be identified and their suitability for participants of different ages established.…
Inductive instruction at beginner level
While there is evidence for an association between metalinguistic awareness (MLA) and second language (L2) achievement, no study has investigated the facilitative potential of MLA in an inductive instructional approach that encourages learners to focus on form to arrive at metalinguistic generalisations. We developed a short suite of online lessons in beginners’ Polish targeting two morphological features. International volunteers (N = 108) aged …
Metalinguistic awareness across the lifespan
The reasons for learning a new language are manifold, and as a result, additional language learning is by no means limited to the context of compulsory education. While one or more additional langu
Obituary for Helga Donnerer
Helga Donnerer was a PhD student in the Department of Language and Linguistics at the University of Essex from 2000 to 2024. Helga completed a thesis entitled ‘Language learning in the third age: T
Older adults’ reported use of metalinguistic awareness in beginner-level L2 learning
Research comparing different teaching approaches with older adult participants is still in short supply. Moreover, there is no existing work on how older adults utilise their metalinguistic awareness in the context of different instructional conditions. We compared a monolingual and a multilingual approach to the teaching and learning of beginner-level Italian in speakers of German and English (N = 50) who participated in a tailor-made 10-week on…
Measuring children's metalinguistic awareness
Research into young learners' metalinguistic awareness has led to both definitions of the construct and key findings about its role in children's cognitive and linguistic development. I briefly summarise this research before introducing two established theoretical models that can help us understand the concept of metalinguistic awareness more broadly: Ellen Bialystok's classic dichotomy of analysis of knowledge and control of processing, and Rod …
Psychology (12 works) · EFL/ESL Teaching and Learning (10 works) · Linguistics (8 works) · Cognitive psychology (7 works) · Computer Science (7 works) · Language acquisition (7 works) · Second Language Acquisition and Learning (7 works) · Mathematics education (6 works) · Second Language Learning and Teaching (6 works) · Cognition (5 works)