Kevin McManus
I am Associate Professor and Gil Watz Early Career Professor in the Department of Applied Linguistics at Penn State University.
I am interested in factors that influence second language (L2) learning, including L1-L2 differences, form-meaning remapping, social aspects (e.g. social networks, interaction) and learning context. I am also interested in the implications of SLA research for classroom learning, including the role of explicit knowledge in learning, the learning-acquisition / explicit-implict knowledge debate, and issues in proficiency assessment.
I previously worked on LANGSNAP, an ESRC-funded project investigating social and contextual factors on language learning during residence/ study abroad of UK students in France, Spain and Mexico (http://langsnap.soton.ac.uk).
I am interested in factors that influence second language (L2) learning, including L1-L2 differences, form-meaning remapping, social aspects (e.g. social networks, interaction) and learning context. I am also interested in the implications of SLA research for classroom learning, including the role of explicit knowledge in learning, the learning-acquisition / explicit-implict knowledge debate, and issues in proficiency assessment.
I previously worked on LANGSNAP, an ESRC-funded project investigating social and contextual factors on language learning during residence/ study abroad of UK students in France, Spain and Mexico (http://langsnap.soton.ac.uk).
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which additional EI about L1 can reduce the effects of crosslinguistic influence in L2 oral production. Sixty-nine English-speaking learners of L2 French undertook either: (a) a ‘core’ treatment of EI about the L2 with L2 comprehension practice, (b) the same L2 core + L1 comprehension practice, (c) the same L2 core + L1 comprehension practice + EI about L1, or (d) outcome tests only. Results showed that providing additional EI about the L1 benefitted the accuracy of oral production immediately after the instruction and then 6 weeks later. These results suggest that tailoring instruction, specifically the nature of the EI, to the nature of the
learning problem can facilitate L2 learning. In particular, EI about L1 can facilitate L2 learning by increasing learners’ awareness of similarities and differences in how L1 and L2 express the same meanings.