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My past research has investigated ways to facilitate classroom second language acquisition for adult language learners, and more specifically, the role that explicit and implicit instruction, study abroad, and cognitive individual differences have on language learning. My research has focused on morphological or grammatical cues coupled with lexical cues in the input, and the combination of these two items rendering them redundant in a phrase. In addition, I have explored how instruction and study abroad affect second language learners' processing of these items, interpreted via eye movements. These findings have direct implications for classroom instruction, since oftentimes instructors provide redundant or extra cues to ease comprehension without considering their long term effects on processing strategies.

My current research expands on these findings, and I continue to work on pedagogical issues and the role of cognitive individual differences. Within the first line of research, I examine the role of length of stay abroad on second langauge learners' processing of these cues. In another project, I examine the role of textual enhancement in the acquisition of verbal morphology. Crucially, a more salient item can become a stronger cue for the learner, thus aiding the learning in adopting more target-like processing strategies. The broader impact of this line of research is that it can help educators assist those learners who have not gone abroad to focus on the grammatical items in the input, and not just the lexical ones, as an alternative/additional cue to be acquired, therefore allowing for more native-like processing.

Within the second line of research regarding cognitive individual differences, I investigate the role of working memory and inhibitory control and their effects on second language processing. My research uses both linguistic and non-linguistic tests of these measures, as they may provide insight into the processes that affect second language processing. The ultimate goal is to change the way that adult second language learners are taught, based on sound scientific research.

For more information about my past and current research projects, see my CV.