Iowa State University
College of Liberal Arts and Sciences
Department of English

 

TESL/Applied Linguistics: Research

OverviewBooks

Research in TESL/applied linguistics fits within the priorities of Iowa State University of Science and Technology by emphasizing areas with direct implications for practice, particularly in the use of technology. Technology-based studies in applied linguistics cut across the traditional areas of second language acquisition and teaching, second language assessment, and linguistic analysis of spoken and written English, with an emphasis on English for specific purposes and classroom language. These strands are complemented by technology studies in applied linguistics, which focuses on implications of the changing, pervasive technologies for language acquisition, assessment and use.

You can find references to the work from the TESL/Applied Linguistics Program in the following areas:

CALL Research Issues
CALL Software Design
CALL Training and Use
CALL Thesis Projects
Discourse Analysis and Sociolinguistics
English for Specific Purposes

Second Language Acquisition
Second Language Testing
Spoken English: Acquisition and Use

CALL Research Issues

Chapelle, C.A.  (2005).  Interactionist SLA theory in CALL Research. In  Egbert, J. and Petrie, G. (Ed.)  Research perspectives on CALL, (pp. 53-64).Mahwah, NJ:  Laurence Erlbaum Associates.

Chapelle, C. A. (2005). Computer assisted language learning. In E. Hinkle (Ed.). Handbook of Research in Second Language Learning and Teaching. Laurence Erlbaum Associates.

Chapelle, C.A. (2003).  English language learning and technology:  Lectures on applied linguistics in the age of information and communication technology.  Amsterdam:  John Benjamins Publishing.

Chapelle, C.A. (2002). Computer-assisted language learning. In R. Kaplan (Ed.) Handbook of applied linguistics, (pp.499-505). Oxford: Oxford University Press.

Chapelle, C. A. (2001). Computer applications in second language acquisition: Foundations for teaching, testing, and research. Cambridge: Cambridge University Press.

Chapelle, C. A. (2001). Innovative Language Learning: Achieving the Vision. ReCall, 13, 3-14.

Chapelle, C. (2001).  Computer applications in second language acquisition: Foundations for teaching, testing, and research.  Cambridge: Cambridge University Press.

Chapelle, C. A. (2000). Is network-based learning CALL? In M. Warschauer & R. Kern (Eds.) Network-based language teaching: Concepts and Practice, (pp. 204-228). Cambridge: Cambridge University Press.

Chapelle, C. A. (2000). TESOL Quarterly, Volume 34, Number 3. Special Topic Issue: TESOL in the 21st Century.

Hegelheimer, V., & Chapelle, C. A. (2000). Methodological issues in research on learner-computer interactions in CALL. Language Learning and Technology, 4(1), 41-59.

Chapelle, C. A. (1999). Research questions for a CALL research agenda: A reply to Rafael Salaberry. Language Learning and Technology, 3 (1), 108-113.

Chapelle, C. A. (1999). Investigation of Authentic L2 Tasks. In J. Egbert & E. Hanson-Smith (Eds.). Computer-enhanced language learning, (pp. 101-115). Alexandria, VA: TESOL Publications.

Chapelle, C. A. (1997). CALL in the year 2000: Still in search of research agendas? Language Learning and Technology, 1 (1), 19-43.

Chapelle, C. (1996) CALL--English as a Second Language. Annual Review of Applied Linguistics, 1996, Issue on Technology and Language, 16, 139-157.

Chapelle, C., Jamieson, J., & Park, Y. (1996). Second language classroom research traditions: How does CALL fit? In M. Pennington, (Ed.), The power of CALL. Huston, TX: Athelstan. Abstract

Chapelle, C. A. (1995). A framework for the investigation of CALL as a context for SLA. CÆLL Journal, 6(3), 2-8.

Chapelle, C. (1994). Theoretical bases for human-computer interaction research in CALL. CALICO '94 Conference Proceedings, (pp. 53-57) Durham, NC: CALICO.

Chapelle, C. (1994). CALL activities: Are they all the same? System, 22 (1), 33-45. Abstrac

Chapelle, C., & Jamieson, J. (1991). Internal and external validity issues in research on CALL effectiveness. In P. Dunkel (Ed.), Computer-assisted language learning and testing - Research issues and practice, (pp. 37-59). NY: Harper & Row - Newbury House.

Chapelle, C. (1990). The discourse of computer-assisted language learning: Toward a context for descriptive research. TESOL Quarterly 24 (2), 199-225. Abstract

Chapelle, C., & Jamieson, J. (1989). Research trends in computer-assisted language learning. In M. Pennington (Ed.), Teaching language with computers: The state of the art, (pp. 47-59). San Francisco: Athelstan Publishing.

Chapelle, C., & Jamieson, J. (1986). Computer-assisted language learning as a predictor of success in acquiring English as a second language. TESOL Quarterly 20 (1), 27-46.

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CALL Software Design

Chapelle, C. A. (1998). Multimedia CALL: Lessons to be learned from research on instructed SLA. Language Learning & Technology, 2 (1), 22-34.

Anderson-Hsieh, J. (1996). A guide to computer assisted aids for pronunciation improvement. SPEAK OUT! 19, 28-31.Chapelle, C., & Jamieson, J. (1986). Authoring systems for courseware development: What should beginners look for? CALICO Journal 3 (3), 14-19.

Hsu, J., Chapelle, C., & Thompson, A. (1993). Exploratory learning environments: What are they and do students explore? Journal of Educational Computing Research, 9 (1), 1-15.

Anderson-Hsieh, J. (1992). Using electronic visual feedback to teach suprasegmentals. System, 20:1, 1-13.

Chapelle, C., & Jamieson, J. (1985). Intelligent computer-assisted language learning: What does it mean? Proceedings from the 1985 Rocky Mountain Regional Conference, (pp. 34-53).

Chapelle, C., & Jamieson, J. (1984). Foreign language courseware on PLATO. In D. Wyatt, (Ed.), Computer-assisted language instruction,(pp. 13-20). London: Pergamon Press.

Jamieson, J., & Chapelle, C. (1984). Prospects in CALL. California Occasional Papers, 10,1-22.

Chapelle, C., & Jamieson, J. (1983). Recognition of student input in computer-assisted language lessons. CALICO Journal, 1(3), 7-9.

Chapelle, C., & Jamieson, J. (1981). ESL on PLATO. Selected Papers from Mid West TESOL, 1, 93-98.

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CALL Training and Use

Chapelle, C. A., & Jamieson, J.  (forthcoming). Tips for ESL Teachers:  Using CALL.  White Plains, NY:  Pearson Education.

Hegelheimer, V. (2006): When the technology course is required. In Levy, M. & Hubbard, P. (Eds.) Teacher education and CALL: An international perspective (John Benjamins)

Hegelheimer, V. & Knierim, M. (2006). Das WWW im Fremdsprachenunterricht. In Jung, U. (Ed). Praktische Handreichung zum Fremdsprachenunterricht. 4th ed. München: Fritz Lang

Hegelheimer, V. (2006). Helping ESL writers through a multimodal, corpus-based, online grammar resource. CALICO Journal

Hegelheimer, V. & Fisher, D. (2006). Grammar, writing, and technology: A sample technology-supported approach to teaching grammar and improving writing for ESL learners. CALICO Journal 23(2) 257-279.

Kaur, J. & Hegelheimer, V. (2005): ESL students use of concordance in the transfer of academic word knowledge: An exploratory study. Computer Assisted Language Learning 18(4), 287-310.

Chapelle, C., & Hegelheimer, V. (2004). The English language teacher in the 21st century. In S. Fotos and C. Browne (Eds.) New Perspectives on CALL for the Second/Foreign Language Classroom. (Chapter 16). Hillsdale, NJ: Lawrence Erlbaum Associates.

Hegelheimer, V., Reppert, K., Daisy, B., Broberg, M., Grgurovic, M., Middlebrooks, K., & Liu, H.M. (2004) Preparing the new generation of CALL researchers and practitioners: What 9 months in an M.A. program can (or cannot) do. ReCALL 16(2), 432-447.

Hegelheimer, V. & Tower, D. (2004). Using CALL in the classroom: Analyzing student interactions within an authentic CALL program. System 32(2), 185-205.

Smidt, E. & Hegelheimer, V. (2004). Effects of Online Academic Lectures on ESL Listening Comprehension, Incidental Vocabulary Acquisition, and Strategy Use. Computer Assisted Language Learning 17(5), 525–564.

Chapelle, C. A. (2000). Communication, interaction, et apprentissage des langues secondes en ELAO. In Chanier, T., Duquette, L., et Laurier, M. (Eds.). L'enseignement-apprentissage de la L2 dans des environments multimédias. Montréal: Les Éditions Logiques.

Chapelle, C. A. (1999). Technology and language teaching for the 21st century. In J. E. Katchen, & Y-N. Leung (Eds.) The proceedings of the eighth international symposium of English teaching, November 11-13, 1999, (pp. 25-36). Taipei: English Teachers' Association, Republic of China.

Chapelle, C. A. (1998). Analysis of interaction sequences in computer-assisted language learning. (Research Issues). TESOL Quarterly, 32,(4), 753-757.

Abraham, R., & Liou, H.C. (1991). Interaction generated by three computer programs: analysis of functions of spoken language. In P. Dunkel (Ed.), Computer-assisted language learning and testing: Research issues and practice, (pp. 85-109). New York: Newbury House.

Chapelle, C., & Mizuno, S. (1989). Students' strategies with learner-controlled CALL. CALICO Journal 7 (2), 25-47.

Anderson-Hsieh, J. (1996). Teaching suprasegmentals to Japanese ESL learners through electronic visual feedback. Japanese Association of Language Teachers (JALT) Journal 18, 315-325.

Anderson-Hsieh, J. (1994). Interpreting visual feedback in computer-assisted instruction on suprasegmentals. CALICO Journal, 11:4, 5-22.

Chapelle, C. (1989). Using intelligent computer-assisted language learning. Computers and the Humanities 23, 59-70.

Jamieson, J., & Chapelle, C. (1988). Using CALL effectively: What do we need to know about students? System 16,151-162.

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CALL Thesis Projects

Aktas, R. (2005). Functions of "shell nouns" as cohesive devices in academic writing. Unpublished MA Thesis, Department of English, Iowa State University, Ames, IA, USA.

Cardenas-Claros, M. (2005). Field dependence/field independence: how do students perform in CALL-based listneing activities? Unpublished MA Thesis, Department of English, Iowa State University, Ames, IA, USA.

Grgurovic, M. (2005). Research into the use of help options in a multimedia listening unit. Unpublished MA Thesis, Department of English, Iowa State University, Ames, IA, USA.

Isharyanti, N. (2005). Variations in interactional modifications in synchronous computer mediated communications between different tasks among Indonesian non-native speakers of English. Unpublished MA Thesis, Department of English, Iowa State University, Ames, IA, USA.

O'Bryan, A. (2005). Effects of images on the incidental acquisition of abstract words. Unpublished MA Thesis, Department of English, Iowa State University, Ames, IA, USA.

Oden, J. (2005). Examining ESL students' vocabulary retention in an on-line environment using the mental effort hypothesis. Unpublished MA Thesis, Department of English, Iowa State University, Ames, IA, USA.

Rozendaal, C. (2005). Fluency through "Friends": authentic video, subtitle modification, and oral fluency. Unpublished MA Thesis, Department of English, Iowa State University, Ames, IA, USA.

Broberg, M. (2004). The SIMs meet ESL: Incorportating authentic computer simulation games into the language classroom. Unpublished MA Thesis, Department of English, Iowa State University, Ames, IA, USA.

Kaur, J. (2004). ESL students’ use of concordances and dictionaries in the transfer of academic word knowledge: A comparative study. Unpublished MA Thesis, Department of English, Iowa State University, Ames, IA, USA.

Bodin, E. (2002). Parallel concordancing: Are there benefits for intermediate learners? Unpublished MA Thesis, Department of English, Iowa State University, Ames, IA, USA.

Compton, L. K-L. (2002). From chatting to confidence: A case study of the impact of online chatting on international teaching assistants’ willingness to communicate, confidence level and fluency in oral communication. Unpublished MA Thesis, Department of English, Iowa State University, Ames, IA, USA.

Conner, M. (2002). Motivational aspects of concordance activities: The impact of CALL in the classroom. Unpublished MA thesis, Department of English, Iowa State University, Ames, IA, USA.

Derbel, F. (2002). The integration of CALL in the classroom: reconciling agendas. Unpublished MA Thesis, Department of English, Iowa State University, Ames, IA, USA.

Kon, C. K. (2002). The influence on outcomes of ESL students’ performance strategies on a CALL listening comprehension activity. Unpublished MA thesis, Department of English, Iowa State University, Ames, IA, USA.

Sauro, S. (2001). The Success of Task Type in Facilitating Oral Language Production in Online Computer Mediated Collaborative Projects. Unpublished MA Thesis, Department of English, Iowa State University, Ames, IA, USA.

Tower, D. (2000). A quantitative interaction analysis of an authentic CALL environment: New Dynamic English. Unpublished MA Thesis, Department of English, Iowa State University, Ames, IA, USA.

Park, Y. (1994). Incorporating interactive multimedia in an ESL classroom environment: Learners' interactions and learning strategies. Unpublished doctoral dissertation. Department of Curriculum and Instruction, College of Education, Iowa State University, Ames, IA.

Hsu, J. (1994). Computer assisted language learning (CALL): The effect of ESL students' use of interactional modifications on listening comprehension. Unpublished doctoral dissertation. Department of Curriculum and Instruction, College of Education, Iowa State University, Ames, IA.

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Discourse Analysis and Sociolinguistics

Vann, R. Bruna, K., Perales Escudero, M. (2006). Negotiating identities in a multilingual science class. In T. Omoniyi and G. White(eds). The Sociolinguistics of Identity. New York: Continuum, 201-216.

Ewald, H. and Vann, R. (2003). You're a Guaranteed Winner: Composing You in a Consumer Culture. The Journal of Business Communication 40, 2, 98-117.

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English for Specific Purposes

Aktas, N., & Cortes, V. (forthcoming). A comparative corpus-based study of shell nouns as cohesive devices in published and ESL student writing. Manuscript submitted for publication.

Cortes, V. (forthcoming). Teaching lexical bundles in the disciplinary class: An example from history. Manuscript submitted for publication.

Cortes, V. (forthcoming). Issues in the design and analysis of learner corpora. Manuscript accepted for publication.

Cortes, V. (2006). Exploring genre and corpora in the English for academic writing class. Manuscript submitted for publication.

Douglas, D. (2005). Testing Languages for Specific Purposes. In E. Hinkel (Ed.). Handbook of Research in Second Language Teaching and Learning. Mahwah, NJ: Lawrence Erlbaum Associates.

Biber, D., Conrad, S. & Cortes, V. (2004) If you look at…:Lexical bundles in university teaching and textbooks. Applied Linguistics, 25 (3), 371-405.                                                                       

Cortes, V. (2004). Lexical bundles in published and student writing in history and biology. English for Specific Purposes,23 (4), 397-423.

Biber, D., Conrad, S., & Cortes, V. (2003). Towards a taxonomy of lexical bundles in speech and writing. In A. Wilson, P. Rayson & T. McEnery (Eds.). Corpus Linguistics by the Lune: A Festschrift for Geoffrey Leech. Frankfurt/ Main: Peter Lang.

Cortes, V. (2002) Lexical bundles in freshman composition. In  R. Reppen, S. Fitzmaurice, and D. Biber (eds.), Using corpora to explore linguistic variation. Amsterdam: John Benjamins.

Douglas, D. (2002). Three Problems in Testing Language for Specific Purposes: Authenticity, Specificity, and Inseparability. In S. Troudi, S. Riley, & C Coombe (Eds.). EFL Challenges in the New Millenium: Selected papers from the 2001 International Conference (pp. 16-22). Dubai, UAE: TESOL Arabia.

Conrad, S. (2001). Variation among disciplinary texts: A comparison of textbooks and journal articles in biology and history. In S. Conrad & D. Biber (Eds.), Multi-Dimensional Studies of Register Variation in English. London: Longman.

Conrad, S. & D. Biber (2000). Adverbial marking of stance in speech and writing. In S. Hunston & G. Thompson (Eds.), Evaluation in Text, (pp. 56-73). Oxford: Oxford University Press.

Douglas, D. (2000). Assessing Languages for Specific Purposes: Theory and Practice. Cambridge: Cambridge University Press.

Douglas, D. & Myers, R. K. (2000). Assessing the communication skills of veterinary students: Whose criteria? In A. Kunnan (Ed.), Fairness in Language Testing. Selected papers from the 19th Language Testing Research Colloquium. Cambridge University Press.

Biber, D., Conrad, S., & Reppen, R. (1998). Corpus Linguistics: Investigating Language Structure and Use. Cambridge: Cambridge University Press.

Hagge, J. (1997). Disciplinary Style Manuals as Reliable Guides to Scientific Discourse Norms. Technical Communication 44, 129-141.

Conrad, S. (1996). Investigating academic texts with corpus-based techniques: An example from biology. Linguistics and Education, 8(3),299-326.

Hagge, J. (1996). Ethics, words, and the world in Moore's and Miller's accounts of scientific and technical discourse. Journal of Business and Technical Communication 10 461-475.

Hagge, J. (1995). Early engineering writing textbooks and the anthropological complexity of disciplinary discourse. Written Communication 12, 439-491.

Hagge, J. (1995). Ideas about the English language in early technical writing textbooks. Technostyle 12(1), 1-43.

Douglas, D., & Selinker, L. (1994). Native and Non-native teaching assistants: A case study of discourse domains and genres. In C. Madden and C. Myers (eds.), Discourse and Performance of International Teaching Assistants (pp. 221-230). Alexandria, VA: TESOL Publications.

Hagge, J. (1994). The value of formal conventions in disciplinary writing: An axiological analysis of professional style manuals. Journal of Business and Technical Communication 8, 408-461.

Douglas, D., & Selinker, L. (1993). Performance on general vs. field-specific tests of speaking proficiency. In Douglas and Chapelle (eds). A new decade of language testing research, (pp. 235-256), Alexandria, VA: TESOL Publications.

Douglas, D., & Selinker, L. (1992). Analyzing oral proficiency test performance in general and specific purpose contexts. System, 20(2),317-328.

Douglas, D., & Selinker, L. (1989). U. S. vs. NNS TAs: Markedness in Discourse Domains. Papers in Applied Linguistics, 1(1), 69-82.

Douglas, D., & Myers, C. (1989). TAs on TV: Demonstrating communication strategies for international teaching assistants. English for Specific Purposes, 8,169-179.

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Second Language Acquisition

Chalhoub-Deville, M., Chapelle, C. A., & Duff, P. (Eds.) (2006). Inferences and generalizability of Limitations of research in applied linguistics. Amsterdam: John Benjamins Publishing.

Douglas, D. (2004). Discourse Domains: The cognitive context of speaking. In D. Boxer and A. Cohen (Eds.) Studying Speaking to Inform Second Language Learning. Clevedon, UK: Multilingual Matters.

Chapelle, C. (1998). Construct definition and validity inquiry in SLA research. In L. F. Bachman & A. D. Cohen (Eds.), Second language acquisition and language testing interfaces, (pp. 32-70). Cambridge: Cambridge University Press.

Douglas, D. (1998). Testing methods in context-based second language research. In L. Bachman & A. Cohen (Eds.), Interfaces Between SLA and Language Testing Research,(pp. 141-155). Cambridge University Press.

Vann, R. (1998). Transforming texts through graphic responses, In J. Reid (Ed.), Understanding Learning Styles in the Second Language Classroom, (pp. 116-123). Prentice Hall Regents.

Abraham, R., & Vann, R. (1996). Introduction: Validity Issues in the Assessment of L2 Learner Strategies, Applied Language Learning 7 1-2,1-4.

Abraham, R.,& Vann, R. (1996). Using Task Products to Assess Second Language Learning Processes. Applied Language Learning, 7, 1-2, 61-89.

Chapelle, C. (1996). Validity issues in computer-assisted strategy assessment. Applied Language Learning, 7 (1), 47-60.

Chapelle, C. (1995). Field independence/dependence in the L2 classroom. In J. Reid (Ed.), Learning styles in the ESL/EFL classroom, (pp. 158-168). Boston: Heinle and Heinle.

Douglas, D. (1995). The notion of context in second language acquisition and use. In A Collection of Essays Published in Commemoration of Professor Mikio Matsumura's Retirement from Office (pp. 80-99). Hiroshima, Japan: Keisuisha Publishing Company.

Chapelle, C. (1994). Are C-tests valid measures for L2 vocabulary research? Second Language Research, 10 (2), 157-187.

Douglas, D. & L. Selinker. (1994). Research methodology in context-based second language research. Chapter 6 in E. Tarone, S. Gass & A. Cohen (Eds.). Research Methodology in Second Language Acquisition(pp. 119-132). Hillsdale, NJ: Lawrence Erlbaum.

Chapelle, C. (1992). Disembedding "Disembedded pictures in the landscape": an appraisal of Griffiths and Sheen's "Reappraisal" of L2 research on field/independence. Applied Linguistics, 13 (4), 375-384.

Chapelle, C., & Green, P. (1992). Field independence/dependence in second language acquisition research. Language Learning, 42 (1), 47-83.

Vann, R. J., & Abraham, R. (1990). Strategies of Unsuccessful Language Learners, TESOL Quarterly, 24 (2), 177-98. (Nominated for TESOL/Newbury House Distinguished Research Award).

Selinker, L., & Douglas, D. (1989). Research methodology in contextually-based second language research. Second Language Research, 5(2), 93-126.

Chapelle, C. (1988). Field independence: A source of language test variance? Language Testing, 5 62-82.

Selinker, L., & Douglas, D. (1988). Using discourse domains in creating interlanguage: context theory and research methodology, in J. Klegraf and D. Nehls (Eds.) Studies in Descriptive Linguistics: Essays on the English Language and Applied Linguistics on the Occasion of Gerhard Nickels' 60th Birthday, (pp. 357-379). Heidelberg: Julius Groos Verlag.

Abraham, R., & Vann, R. (1987). Strategies of Two Language Learners: A Case Study. In Anita Wenden & Joan Rubin (eds.) Learner Strategies: Implications for the Second Language Teacher and Researcher, (pp. 85-102). NJ: Prentice Hall. (Book received the Mildenberger Prize presented to the outstanding research publication in foreign languages and literatures for 1987).

Jamieson, J., & Chapelle, C. (1987). Working styles on computers as evidence for second language learning strategies. Language Learning 37 (4), 523-544.

Selinker, L., & Douglas, D. (1987). Comparing episodes in discourse domains in LSP and Interlanguage Studies. In A.M. Cornu et. al. (Eds.). Beads or Bracelet: How Do We Approach LSP, (pp. 366-378). Oxford University Press.

Selinker, L., & D. Douglas. (1987). LSP and Interlanguage: Some Empirical Studies. Introduction. ESP Journal, Special Issue, 6(2), 75- 84.

Chapelle, C., & Roberts, C. (1986). Field independence and ambiguity tolerance as predictors of success in acquiring English as a second language. Language Learning 36 (1), 27-46.

Douglas, D. (1986). From School to University: language policy and university performance at the University of Khartoum, International Journal of the Sociology of Language, Special Issue, on Aspects of Arabic Sociolinguistics, 61, 89-112.

Selinker, L., & Douglas, D. (1985). Wrestling with "context" in interlanguage studies, Applied Linguistics, 6 (2), 190-204.

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Second Language Testing

Chapelle, C. A.  (forthcoming).  Utilizing technology in language assessment.  Encyclopedia of Language Education, 2nd Edition:  Volume 7.  Language testing and assessment.  (Elana Shohamy, editor).  Heidelberg, Germany:  Springer.

Chapelle, C. A. (forthcoming).  L2 vocabulary acquisition theory: The role of inference, dependability and generalizability in assessment.   In Chalhoub-Deville, M., Chapelle, C. A., & Duff, P.  (Eds.) Inferences and generalizability of Limitations of research in applied linguistics.  Amsterdam:  John Benjamins Publishing.

Chapelle, C. A., Jamieson, J., & Enright, M.  (Eds.) (forthcoming).  Building a validity argument for the Test of English as a Foreign Language.  Mahwah, NJ:  Laurence Erlbaum Associates.

Chapelle, C. A., & Douglas, D.  (2006).  Assessing language through computer technology.  Cambridge: Cambridge University Press.

Stoynoff, S., & Chapelle, C. A. (2005).  ESOL tests and testing:  A resource for teachers and program administrators.  Alexandria, VA:  TESOL Publications.

Biber, D., Conrad, S., Reppen, R., Byrd, P., Helt, M., Clark , V. Cortes, V., Csomay, E., & Urzua, A. (2004). Representing Language Use in the University: Analysis of the TOEFL 2000 Spoken and Written Academic Language Corpus. Princeton, NJ: ETS.                                          

Chapelle, C., Jamieson, J., & Hegelheimer, V. (2003). Validation of a web-based ESL test. Language Testing Vol. 20 No. 4, 409-439.

Chapelle, C. A., & Brindley, G. (2002). Assessment. In N. Schmitt, (Ed.), An introduction to applied linguistics, (pp. 268-288) London: Arnold.

Douglas, D. (2001). Performance consistency in second language acquisition and second language research. Second Language Research 17.4: 442-456

Read, J., & C. A. Chapelle (2001). A framework for second language vocabulary assessment. Language Testing, 18, 1-32.

Chapelle, C. A. (Ed.)  (2000).  TESOL Quarterly, Volume 34, Number 3.  Special Issue:  TESOL in the 21st Century.

Chapelle, C. A. (1999). From reading theory to testing practice. In M. Chalhoub-Deville (Ed.) Development and research in computer adaptive language testing, (pp. 150-166). Cambridge: University of Cambridge Examinations Syndicate/Cambridge University Press.

Chapelle, C. A. (1999). Validity in language assessment. Annual Review of Applied Linguistics, 19, 254-272. Abstract

Bernstein, J., Burstein, J., Chapelle, C., Chawla, P., Frase, L., & Klavans, J. (1997). Report from the roundtable discussion on technology and language testing. Proceedings from the Language Testing Research Colloquium, 1996, Tampere, Finland, July 31-August 3.

Chapelle, C., Grabe, W., & Berns, M. (1997). Communicative language proficiency: Definition and implications for TOEFL 2000 TOEFL Monograph Series, MS-10.Princeton, NJ: Educational Testing Service.

Douglas, D. (1997). Testing speaking ability in academic contexts: Theoretical considerations. TOEFL Monograph Series, Number 8. Princeton: Educational Testing Service.

Douglas, D. & Smith, J. (1997). Theoretical underpinnings of the Test of Spoken English revision project. TOEFL Monograph Series, Number 9.Princeton: Educational Testing Service.

Levis, J.M. (1999). Creating standard sheets for writing assignments. TESOL Journal (8) 4: 37-38.

Douglas, D., Murphy, J., & Turner, C. (1996). The St. Petersburg Protocol: An agenda for a TSE validity mosaic. Commissioned by Test of Spoken English Committee, Educational Testing Service, Princeton.

Davidson, F., Alderson, J. C., Douglas, D., Huhta, A., Turner, C., & Wylie, E. (1996). Report of the Task Force on Testing Standards (TFTS) to the International Language Testing Association (ILTA). Melbourne, Australia: ILTA.

Davidson, F., Alderson, J. C., Douglas, D. Huhta, A., Turner, C. & Wylie, E. (1995). An International Survey of Language Assessment Standards. TESOL Journal, 5(1), 6-7.

Douglas, D. (1994). Quantity and Quality in Speaking Test Performance. Language Testing, Special Issue on Language and Language Processing, 11, 125-144.

Chapelle, C. (1993). Issues in computer-assisted analysis for one-word test responses. CALICO '93 Assessment Symposium Transactions, (pp. 17-21). Durham, NC: CALICO.

Chapelle, C., & Douglas, D. (1993). Foundations and directions for a new decade of language testing. In D. Douglas, & C. Chapelle (Eds.), A new decade of language testing research. (pp. 1-22), Arlington, VA: TESOL publications.

Douglas, D., & Chapelle, C.  (Eds.)  (1993).  A new decade of language testing,  Alexandria, VA:  TESOL Publications.

Douglas, D (1993). An international association of language testing specialists, the formalization of the Language Testing Research Colloquium, and the establishment of standards for language testing: A summary of the debate so far. Appendix 3 to Davidson, F. (1993). Testing English across cultures: Summary and comments. World Englishes, 12, 113-125.

Abraham, R., & Chapelle, C. (1992). The meaning of cloze test scores: An item difficulty perspective. Modern Language Journal, 76 (4), 468-479.

Chapelle, C., & Abraham, R. (1990). Cloze method: What difference does it make? Language Testing, 7 (2), 121-145. Abstract

Douglas, D. (Ed.). (1990). English Language Testing in Colleges and Universities. Washington D.C.: National Association of Foreign Student Affairs.

Douglas, D. (1990). Developments in language testing. Annual Review of Applied Linguistics, 15, 167-187.

Douglas, D. (1989). Testing Listening Comprehension in the Context of the ACTFL Proficiency Guidelines. Applied Language Learning, 1, 53-73.

Douglas, D. (1988). Testing Listening Comprehension in the Context of the ACTFL Proficiency Guidelines. Studies in Second Language Acquisition, 10(2), 245-261.

Douglas, D., & Selinker, L. (1985). Principles for language tests within the "discourse domains" theory of interlanguage, Language Testing, 2(2), 205-226.

Douglas, D. (1978). Gain in reading proficiency in English as a foreign language measured by three cloze scoring methods, Journal of Research in Reading, 1(1), 67-73.
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Spoken English: Acquisition and Use

Levis, J. M. (forthcoming). Metaphonological knowledge and speech comprehensibility: An exploratory study, with Horabail Venkatagiri. (forthcoming). Language Awareness.

Levis, J. M. (2006). Pronunciation and the assessment of spoken language. In Hughes, R. (ed.) Spoken English, applied linguistics, and TESOL: Challenges for theory and practice, pp. 245-270. Palgrave Macmillan.

Levis, J. M. (2006). Review of American voices: How dialects differ from coast to coast (Walt Wolfram and Ben Ward, eds., 2006, Blackwell). Linguist List

Levis, J. M. (2005). Assimilation and Dissimilation. Entry for Encyclopedia of Linguistics. London: Routledge.

Levis, J. M. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39 (3): 369-377.

Levis, J. M. (2005). Comparing apples and oranges? Pedagogical approaches to intonation in British and American English. (2005). In Dziubalska-Kolaczyk, K. and Przedlacka, J. (eds) English pronunciation models: A changing scene, pp. 339-366. Bern: Peter Lang.

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Levis, J. M. (2005). (Ed.) Reconceptualizing Pronunciation in TESOL: Intelligibility, Identity, and World Englishes. TESOL Quarterly, 39 (3) Autumn 2005.

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Levis, J. M. (2004). Teaching intonation in discourse using speech visualization Technology, with Lucy Pickering. System, 32 (4): 505-524.

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Levis, J. M., & Grant, L. (2003). Integrating pronunciation into ESL/EFL classrooms. TESOL Journal, 12 (2):13-19

Levis, J.M (2002). Reconsidering low-rising intonation in American English. Applied Linguistics 23 (1)56-82.

Levis, J.M (2001). Teaching focus for conversational use. ELT Journal, (55) 1: 47-54.

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Levis, J.M (1999). The intonation and meaning of normal yes/no questions. World Englishes, (18) 3: 373-380.

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