Education

Ph.D., Indiana University, 2008
MAT, Marquette University, 2003
BA, University of Wisconsin-Milwaukee, 1996

Bio

Dr. Malovrh specializes in SLA, applied Hispanic linguistics, and foreign language pedagogy.  Working within a (socio)cognitive framework, he investigates interlanguage development and the underlying cognitive strategies constraining it.  His current research agenda addresses advanced language proficiency and L2 advancedness, specifically, and its relationship with curricular design and contemporary professional expectations of multilingualism.  He is also part of a multinational team of researchers investigating online processing strategies in different learning contexts, comparing deductive and inductive instructional approaches, and exploring their relationship with the formation of explicit knowledge. 

Research Interests

Advanced interlanguage development; psycholinguistic processing strategies; task-induced variation in second-language production; development of oral and written proficiency through instructional intervention; online processing in deductive and inductive instructional contexts 

Selected Publications

Books
Malovrh, P. A. & N. Moreno. (2023). Second Language Identity: Awareness, Ideology, and
Assessment in Higher Education. Cambridge, UK: Cambridge University Press. 

Malovrh, P. A. & J. F. Lee. (2013). The Developmental Dimension in Instructed Second Language
Learning: The L2 Acquisition of Object Pronouns in Spanish. London, UK:  Bloomsbury.  

Edited Volumes
Menke, M. & P. A. Malovrh (Eds.). (2021). Advancedness in Second Language Spanish: Definitions, Challenges and Possibilities. Amsterdam: Benjamins. 

Malovrh, P. A. & A. Benati (Eds.). (2018). The Handbook of Advanced Proficiency in Second 
Language Acquisition. Malden, MA: Wiley-Blackwell. 

Refereed Journal Articles 
Malovrh, P. A. & J.F. Lee (2023). The effects of previous knowledge on explicit rule formation among L2 Spanish learners receiving structured input through guided-inductive instruction. Ampersand: An Interdisciplinary Journal of Language Science and Bilingualism. Special Issue. 

Baalousha, H. & P. A. Malovrh (2023). Previous Knowledge and Structured Input:  An Analysis of Individual Differences in the Online Processing of Negation in L2 Palestinian Arabic. Ampersand: An Interdisciplinary Journal of Language Science and Bilingualism. Special Issue.

Malovrh, P. A. & J. F. Lee (2022). What does explicit knowledge look like?: An analysis of 
information structure in rule formation by L2 learners and its relationship with guided 
inductive learning. The Modern Language Journal, 106(4): DOI: 10.1111/modl.12810   

Lee, J. F., P. A. Malovrh, S. Doherty, & A. Nichols. (2022). A self-paced reading (SPR) study of the 
effects of processing instruction on the L2 processing of active and passive sentences. Language Teaching Research, 26(6): 1133-1157. DOI:10.1177/1362168820914025. 

Malovrh, P. A., J. F. Lee, S. Doherty, & A. Nichols. (2020). Efficiency versus depth of processing in the foreign-language classroom:  An SPR analysis of performance across inductive and deductive instructional contexts. Instructed Second Language Acquisition, 4: 202-232.  

Moreno, N. & P. A. Malovrh. (2020). Restructuring a beginner language program: A quantitative 
analysis of face-to-face versus flipped-blended Spanish instruction. Hispania, 103: 259-274.   

Refereed Chapters
Menke, M.  & Malovrh, P. A. (In press). Differentiated instruction among heterogeneous L2 learners. In A. Brown, C. Crane, B. Dupuy, & E. Ene (Eds.), The Routledge Handbook of Language Program Administration. New York, Routledge. 

Scucchi, S. & Malovrh, P. A. (In press). The role of information technology research in language teaching. In A. Benati (Ed.), Research Issues and Methods in Second Language Pedagogy. London: Bloomsbury Academic.   

Malovrh, P. A. & M. Menke. (2021a). The role of late-acquired structures in advanced oral 
proficiency: A consideration of complexity and variability as indicators of development. In M. Menke & P. A. Malovrh (Eds.), Advancedness in Second Language Spanish: Definitions, Challenges and Possibilities (pp. 95-116). Amsterdam: Benjamins.

Malovrh, P. A. & M. Menke. (2021b). Looking ahead: Future directions for research on advancedness and instructional practice in second language Spanish. In M. Menke & P. A. Malovrh (Eds.), Advancedness in Second Language Spanish: Definitions, Challenges and 
Possibilities (pp. 493-506). Amsterdam: Benjamins.

Malovrh, P. A. & J. F. Lee. (2021). The effects of study abroad on interlanguage development: A
concept-oriented analysis of advanced Spanish majors’ direct object pronouns. In M. Menke & P. A. Malovrh (Eds.), Advancedness in Second Language Spanish: Definitions, Challenges and 
Possibilities (pp. 401-420). Amsterdam: Benjamins.

Menke, M. & P. A. Malovrh. (2021a). The problematic pursuit of defining advancedness. In M. 
Menke & P. A. Malovrh (Eds.), Advancedness in Second Language Spanish: Definitions, 
Challenges and Possibilities (pp. 1-14). Amsterdam: Benjamins.

Menke, M. & P. A. Malovrh. (2021b). The (limited) contributions of proficiency assessments in 
defining advancedness. In M. Menke & P. A. Malovrh (Eds.), Advancedness in Second Language Spanish: Definitions, Challenges and Possibilities (pp. 17-40). Amsterdam: Benjamins.

Data Elicitation and Instructional Tools

Please feel free to access my film, La tortilla rag (© Malovrh 2007) at the IRIS digital repository located at the following: http://www.iris-database.org/iris/app/home/search?query=Processing&facet...