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Linguistics Program

Publications

Both students and faculty in the Linguistics Program are active in research. Their research is published in scholarly journals and presented at conferences around the world.

 

  • Baker, Gary K. & D. Eric Holt. Spanish diachronic phonology. In Fernando Martínez-Gil and Sonia Colina (eds.) The Routledge Handbook of Spanish Phonology. New York: Routledge (Francis & Taylor). In press.
  • Bezuidenhout, Anne. 2019. Noun-noun compounds from the perspective of Relevance Theory, in R. Carston, B. Clark and K. Scott (eds.), Relevance Theory, 174-186. Cambridge: Cambridge University Press.
  • Cheng, Wei, and Amit Almor. 2019. A Bayesian Approach to Establishing Coreference in Second Language Discourse: Evidence from Implicit Causality and Consequentiality Verbs. Bilingualism: Language and Cognition 22 (3). Cambridge University Press: 456–75. 
  • Dam, Wessel O. van, Amit Almor, Svetlana V. Shinkareva, Jongwan Kim, Tim W. Boiteau, Elizabeth A. Shay, and Rutvik H. Desai. 2019. Distinct Neural Mechanisms Underlying Conceptual Knowledge of Manner and Instrument Verbs. Neuropsychologia 133 (October): 107183.
  • Dubinsky, Stanley & Keunhyung Park. 2019. The syntax and semantics of negative questions and answers in Korean and EnglishProceedings of the Linguistic Society of America 19:1-9. Washington DC: LSA.
  • Ge, L., Liu, Q, & Staples, S.  2019. Grammatical complexity — What does it mean and ‘So What’ for L2 writing classrooms? Journal of Second Language Writing. In Press.
  • Liu, Q. & Wu, S. 2019. Same goal, varying beliefs: How students and teachers see the effectiveness of feedback on second language writing. Journal of Writing Research, 11(2): 299-330. In press.
  • Moreno, Nina. 2019. Type of feedback and assessment task modality: The role of depth of processing. In R. Leow (ed.), The Routledge Handbook of Second Language Research in Classroom Learning,140-157. London: Routledge.
  • Reynolds, Jennifer F. 2019. A Multivocal Method Modeling Cross-Cultural Research in Multilingual Educational Settings Connected Through a Transborder Migratory Circuit. Foro de Educación 17(27): 91-123.
  • Reynolds, Jennifer F. and Orellana, Marjorie Faulstic. 2019. Transliteracy Practices by Youth in New Immigrant Communities. In I. García-Sánchez & M. F. Orellana (eds.), Language and Cultural Practices in Communities and Schools: Bridging Learning for Students from Non-Dominant Groups, 197-212. New York & London: Routledge – Taylor & Francis.
  • Song, Jiyeon & Dalola, Amanda. 2019. Crossing the Parallel: Effects of Gender and Length of Residence in North Korean Refugees’ Back Vowels. In Proceedings of the 19th International Congress of Phonetic Sciences.
  • Song, Jiyeon & Amanda Dalola. 2019. Linguistic entrenchment and the effect of subjective lexical familiarity in Korean /n/-insertion. Proceedings of the Linguistic Society of America, 4(1), 34:1-8. Washington DC:LSA.
  • Weldon, Tracey. 2019. Race, class, and linguistic camouflage: Remote past BEEN and the divergence debate revisited. The Routledge companion to the work of John R. Rickford. Renee Blake and Isabella Buchstaller, eds. New York: Routledge.  115-132. 

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