Richard F Young
Biographic Data
| ID | 99125 |
|---|---|
| NAME | Richard F Young |
| GIVEN NAMES | Richard F |
| FAMILY NAME | Young |
| SIGNATURE | YOUNG R F |
| AFFILIATIONS | University of Wisconsin–Madison |
| ORCID | 0000-0002-3691-9073 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 86 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 6 |
Factors influencing the inclusion of diverse volunteer patients within medical student primary care placements
World Christianity and Interfaith Relations
World languages, world Englishes and local identities
Identity is a concept that has been defined in many ways and scholars have built theories of identity to explain persons’ and people's sense of the term. In this article, I compare and contrast theories developed in applied linguistics, social psychology, anthropology and communication sciences and conclude that each is grounded on the particularity of a social context. To expand the particular contexts studied by identity theorists, I consider t…
Bridging the Gap: Cognitive and Social Approaches to Research in Second Language Learning and Teaching
For some, research in learning and teaching of a second language (L2) runs the risk of disintegrating into irreconcilable approaches to L2 learning and use. On the one side, we find researchers investigating linguistic-cognitive issues, often using quantitative research methods including inferential statistics; on the other side, we find researchers working on the basis of sociocultural or sociocognitive views, often using qualitative research me…
Practice Theory in Language Learning
Ortega (2011) has argued that second language acquisition is stronger and better after the social turn. Of the post-cognitive approaches she reviews, several focus on the social context of language learning rather than on language as the central phenomenon. In this article, we present Practice Theory not as yet another approach to language learning, but as a philosophical and methodological frame within which the interplay between social context …
Connecting lectures to current affairs: The “letters to newspapers” assignment
This paper presents the experiences of teaching political geography, in a level 2 BA course, with the use of an innovative assignment – the letters to newspapers assignment. We provide here the aims, rationale and a detailed outline of the assignment. We also discuss student feedback from 67 questionnaires and 2 focus groups. Our findings suggest that the assignment was instrumental in (a) enabling the students to see concepts in action, that is …
Structure and agency in learning: A Critical Realist Theory of the Development of Capacity to Reflect on Academic Practice
Theories of learning typically downplay the interplay between social structure and student agency. In this article, we adapt a causal hypothesis from realist social theory and draw on wider perspectives from critical realism to account for the development of capacity to engage in reflection on professional practice in academic roles. We thereby offer a theory of professional learning that explores how social and cultural structures and personal e…
Series Editor's Foreword
Learning as Changing Participation: Discourse Roles in ESL Writing Conferences
This study investigates the acquisition of an unfamiliar discursive practice by an adult Vietnamese learner of English. The practice is revision talk in weekly English as a Second Language (ESL) writing conferences between the student and his ESL writing instructor. This research adopts the interactional competence framework for understanding the interactional architecture and participation framework of the practice. It also draws on the theory o…
Identifying units in interaction: Reactive tokens in Korean and English conversations
Reactive tokens are conversational resources by which a listener co-constructs a speaker's turn at talk. The resources that are available include the forms of the reactive tokens themselves, their duration, and their placement by the listener in the current speaker's turn. The present paper is a contrastive study of the use of these resources by Americans in English, and by Koreans in their native language and in English, and in it we show the ec…
Modes of Meaning in High School Science
Journal Article Modes of Meaning in High School Science Get access Richard F. Young, Richard F. Young Search for other works by this author on: Oxford Academic Google Scholar Hanh Thi Nguyen Hanh Thi Nguyen Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 23, Issue 3, September 2002, Pages 348–372, https://doi.org/10.1093/applin/23.3.348 Published: 01 September 2002
Series Editor's Foreword
From conventional to computer-adaptive testing of ESL reading comprehension
Conversational Styles in Language Proficiency Interviews
This study compares the conversational styles of intermediate and advanced learners of ESL in language proficiency interviews. Eleven intermediate learners and 12 advanced learners participated in a regular administration of the Cambridge First Certificate in English oral interview. I analyzed interview discourse constructed by both interviewer and nonnative speakers (NNSs), using a quantitative model of topical organization. I found differences …
Functional Constraints on Variation in Interlanguage Morphology
This paper critically evaluates the functional hypothesis that interlanguage (IL) is an efficient means of communicating referential information. The presentation includes: (1) a review of the evidence of previous investigations of the functional hypothesis in various different forms of language; (2) a description of two studies of the spoken English IL of learners with very different first language backgrounds (Chinese and Czech/Slovak) that sho…
Communication Strategies: A Psychological Analysis of Second-Language use
Defining strategies identifying communication strategies taxonomies of communication strategies empirical evaluation of the taxonomies communicating in a first language investigations of second language use language acquisition and language processing learning and teaching communication strategies
Japanese Journal of Religious Studies: Japanese New Religions Abroad. Vol. 18, Nos. 2-3
Magic and morality in modern Japanese exorcistic technologies: A study of Mahikari
Observers of Japanese New Religions are much perplexed by the unanticipated resurgence, especially among the Neo-New Religions (shinshinshukyo 新新宗教) such as Mahikari 真光 and Agonshu 阿含宗, of belief in spirits, the decline of which had long been predicted as an unavoidable sacrifice to modernization. Contrary to some social science theorists who maintain that rationality —the sine qua non of all processes by which societies transcend primitive or fe…
From gokyō-dōgen to bankyō-dōkon: A study in the self-universalization of Ōmoto
Twice in 1972, Shinto rituals of the Omoto sect, founded in the late nineteenth century by Deguchi Nao ( 1837-1918 and Deguchi Onisaburo ( 1871-1948 were performed in Christian churches in New York City and San Francisco. Five years later, ministers ofthe same churches reciprocated by conducting services of Christian wor ship at Ayabe and Kameoka the twin centers of Omoto in theTamba region near Kyoto.' rhese events were heralded in an Omoto deno…
The Impact of Interaction on Comprehension
The study reported in this article compared the comprehension of 16 nonnative speakers (NNSs) of English on directions to a task presented by a native speaker (NS) under two input conditions: premodified input, in the form of a NS baseline lecturette modified by decreased complexity and increased quantity and redundancy, and interactionally modified input, consisting of the NS baseline lecturette without linguistic premodification, but with oppor…
Making Input Comprehensible: Do Interactional Modifications Help
In view of the evidence that comprehensible input is necessary for language acquisition (Krashen 1980, 1982, Long 1981, 1983, 1985), this study compared the listening comprehension of NNSs' of English on directions to an assembly task given by a NS under two input conditions : (1) Syntactically and semantically premodified input without interaction and (2) Unmodified input with interaction. Two hypotheses were tested in the study. First, it was p…
The Impact of Interaction on Comprehension
The study reported in this article compared the comprehension of 16 nonnative speakers (NNSs) of English on directions to a task presented by a native speaker (NS) under two input conditions: premodified input, in the form of a NS baseline lecturette modified by decreased complexity and increased quantity and redundancy, and interactionally modified input, consisting of the NS baseline lecturette without linguistic premodification, but with oppor…
Bridging the Gap: Cognitive and Social Approaches to Research in Second Language Learning and Teaching
For some, research in learning and teaching of a second language (L2) runs the risk of disintegrating into irreconcilable approaches to L2 learning and use. On the one side, we find researchers investigating linguistic-cognitive issues, often using quantitative research methods including inferential statistics; on the other side, we find researchers working on the basis of sociocultural or sociocognitive views, often using qualitative research me…
Identifying units in interaction: Reactive tokens in Korean and English conversations
Reactive tokens are conversational resources by which a listener co-constructs a speaker's turn at talk. The resources that are available include the forms of the reactive tokens themselves, their duration, and their placement by the listener in the current speaker's turn. The present paper is a contrastive study of the use of these resources by Americans in English, and by Koreans in their native language and in English, and in it we show the ec…
Structure and agency in learning: A Critical Realist Theory of the Development of Capacity to Reflect on Academic Practice
Theories of learning typically downplay the interplay between social structure and student agency. In this article, we adapt a causal hypothesis from realist social theory and draw on wider perspectives from critical realism to account for the development of capacity to engage in reflection on professional practice in academic roles. We thereby offer a theory of professional learning that explores how social and cultural structures and personal e…
Practice Theory in Language Learning
Ortega (2011) has argued that second language acquisition is stronger and better after the social turn. Of the post-cognitive approaches she reviews, several focus on the social context of language learning rather than on language as the central phenomenon. In this article, we present Practice Theory not as yet another approach to language learning, but as a philosophical and methodological frame within which the interplay between social context …
Conversational Styles in Language Proficiency Interviews
This study compares the conversational styles of intermediate and advanced learners of ESL in language proficiency interviews. Eleven intermediate learners and 12 advanced learners participated in a regular administration of the Cambridge First Certificate in English oral interview. I analyzed interview discourse constructed by both interviewer and nonnative speakers (NNSs), using a quantitative model of topical organization. I found differences …
Connecting lectures to current affairs: The “letters to newspapers” assignment
This paper presents the experiences of teaching political geography, in a level 2 BA course, with the use of an innovative assignment – the letters to newspapers assignment. We provide here the aims, rationale and a detailed outline of the assignment. We also discuss student feedback from 67 questionnaires and 2 focus groups. Our findings suggest that the assignment was instrumental in (a) enabling the students to see concepts in action, that is …
From conventional to computer-adaptive testing of ESL reading comprehension
Making Input Comprehensible: Do Interactional Modifications Help
In view of the evidence that comprehensible input is necessary for language acquisition (Krashen 1980, 1982, Long 1981, 1983, 1985), this study compared the listening comprehension of NNSs' of English on directions to an assembly task given by a NS under two input conditions : (1) Syntactically and semantically premodified input without interaction and (2) Unmodified input with interaction. Two hypotheses were tested in the study. First, it was p…
The Impact of Interaction on Comprehension
The study reported in this article compared the comprehension of 16 nonnative speakers (NNSs) of English on directions to a task presented by a native speaker (NS) under two input conditions: premodified input, in the form of a NS baseline lecturette modified by decreased complexity and increased quantity and redundancy, and interactionally modified input, consisting of the NS baseline lecturette without linguistic premodification, but with oppor…
From gokyō-dōgen to bankyō-dōkon: A study in the self-universalization of Ōmoto
Twice in 1972, Shinto rituals of the Omoto sect, founded in the late nineteenth century by Deguchi Nao ( 1837-1918 and Deguchi Onisaburo ( 1871-1948 were performed in Christian churches in New York City and San Francisco. Five years later, ministers ofthe same churches reciprocated by conducting services of Christian wor ship at Ayabe and Kameoka the twin centers of Omoto in theTamba region near Kyoto.' rhese events were heralded in an Omoto deno…
Magic and morality in modern Japanese exorcistic technologies: A study of Mahikari
Observers of Japanese New Religions are much perplexed by the unanticipated resurgence, especially among the Neo-New Religions (shinshinshukyo 新新宗教) such as Mahikari 真光 and Agonshu 阿含宗, of belief in spirits, the decline of which had long been predicted as an unavoidable sacrifice to modernization. Contrary to some social science theorists who maintain that rationality —the sine qua non of all processes by which societies transcend primitive or fe…
Communication Strategies: A Psychological Analysis of Second-Language use
Defining strategies identifying communication strategies taxonomies of communication strategies empirical evaluation of the taxonomies communicating in a first language investigations of second language use language acquisition and language processing learning and teaching communication strategies
Japanese Journal of Religious Studies: Japanese New Religions Abroad. Vol. 18, Nos. 2-3
Functional Constraints on Variation in Interlanguage Morphology
This paper critically evaluates the functional hypothesis that interlanguage (IL) is an efficient means of communicating referential information. The presentation includes: (1) a review of the evidence of previous investigations of the functional hypothesis in various different forms of language; (2) a description of two studies of the spoken English IL of learners with very different first language backgrounds (Chinese and Czech/Slovak) that sho…
Conversational Styles in Language Proficiency Interviews
This study compares the conversational styles of intermediate and advanced learners of ESL in language proficiency interviews. Eleven intermediate learners and 12 advanced learners participated in a regular administration of the Cambridge First Certificate in English oral interview. I analyzed interview discourse constructed by both interviewer and nonnative speakers (NNSs), using a quantitative model of topical organization. I found differences …
From conventional to computer-adaptive testing of ESL reading comprehension
Modes of Meaning in High School Science
Journal Article Modes of Meaning in High School Science Get access Richard F. Young, Richard F. Young Search for other works by this author on: Oxford Academic Google Scholar Hanh Thi Nguyen Hanh Thi Nguyen Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 23, Issue 3, September 2002, Pages 348–372, https://doi.org/10.1093/applin/23.3.348 Published: 01 September 2002
Series Editor's Foreword
Learning as Changing Participation: Discourse Roles in ESL Writing Conferences
This study investigates the acquisition of an unfamiliar discursive practice by an adult Vietnamese learner of English. The practice is revision talk in weekly English as a Second Language (ESL) writing conferences between the student and his ESL writing instructor. This research adopts the interactional competence framework for understanding the interactional architecture and participation framework of the practice. It also draws on the theory o…
Identifying units in interaction: Reactive tokens in Korean and English conversations
Reactive tokens are conversational resources by which a listener co-constructs a speaker's turn at talk. The resources that are available include the forms of the reactive tokens themselves, their duration, and their placement by the listener in the current speaker's turn. The present paper is a contrastive study of the use of these resources by Americans in English, and by Koreans in their native language and in English, and in it we show the ec…
Series Editor's Foreword
Connecting lectures to current affairs: The “letters to newspapers” assignment
This paper presents the experiences of teaching political geography, in a level 2 BA course, with the use of an innovative assignment – the letters to newspapers assignment. We provide here the aims, rationale and a detailed outline of the assignment. We also discuss student feedback from 67 questionnaires and 2 focus groups. Our findings suggest that the assignment was instrumental in (a) enabling the students to see concepts in action, that is …
Structure and agency in learning: A Critical Realist Theory of the Development of Capacity to Reflect on Academic Practice
Theories of learning typically downplay the interplay between social structure and student agency. In this article, we adapt a causal hypothesis from realist social theory and draw on wider perspectives from critical realism to account for the development of capacity to engage in reflection on professional practice in academic roles. We thereby offer a theory of professional learning that explores how social and cultural structures and personal e…
Practice Theory in Language Learning
Ortega (2011) has argued that second language acquisition is stronger and better after the social turn. Of the post-cognitive approaches she reviews, several focus on the social context of language learning rather than on language as the central phenomenon. In this article, we present Practice Theory not as yet another approach to language learning, but as a philosophical and methodological frame within which the interplay between social context …
Bridging the Gap: Cognitive and Social Approaches to Research in Second Language Learning and Teaching
For some, research in learning and teaching of a second language (L2) runs the risk of disintegrating into irreconcilable approaches to L2 learning and use. On the one side, we find researchers investigating linguistic-cognitive issues, often using quantitative research methods including inferential statistics; on the other side, we find researchers working on the basis of sociocultural or sociocognitive views, often using qualitative research me…
World languages, world Englishes and local identities
Identity is a concept that has been defined in many ways and scholars have built theories of identity to explain persons’ and people's sense of the term. In this article, I compare and contrast theories developed in applied linguistics, social psychology, anthropology and communication sciences and conclude that each is grounded on the particularity of a social context. To expand the particular contexts studied by identity theorists, I consider t…
World Christianity and Interfaith Relations
Factors influencing the inclusion of diverse volunteer patients within medical student primary care placements
Psychology (15 works) · Linguistics (11 works) · EFL/ESL Teaching and Learning (9 works) · Sociology (8 works) · Computer Science (7 works) · Philosophy (7 works) · Epistemology (6 works) · Multilingual Education and Policy (4 works) · Natural language processing (4 works) · Pedagogy (4 works)