Department: Linguistics
Email: aja29@georgetown.edu

Research Interests: Alexis Allen is a graduate student in Applied Linguistics. Her research will examine late L2 learners at low and high proficiency using behavioral and neuroimaging techniques. Her aim is to understand how group and individual differences may be predictive of proficiency level and to test the hypotheses derived from the declarative/procedural model.

Department: Spanish & Portuguese
Email: woodh@georgetown.edu
Phone: (202) 687-6896

Research Interests: Harriet Bowden is a Ph.D. candidate in Spanish Linguistics studying second language acquisition and processing. Her dissertation, supported by grants from the NIH and NSF, investigates the role of experience in late-acquired language neurocognition. Specifically, this research examines the representation and processing of Spanish in (1) native speakers and (2) non-native speakers at varying levels of experience and proficiency. Other research interests include the effects of instruction, bilingualism, working memory, attention, and awareness, on second language acquisition.

Representative Publications:

Morgan-Short, K. & Bowden, H. W. (2006). Processing Instruction and Meaningful Output-Based Instruction: Effects on Second Language Development. Studies in Second Language Acquisition, 28(1), 31-65.

Bowden, H. W., Sanz, C. & Stafford, C. A. (2005). Individual differences: Age, sex, working memory, and prior knowledge. In C. Sanz (Ed.), Mind and Context in Adult Second Language Acquisition: Methods, Theory and Practice (pp. 105-140). Washington, DC: Georgetown University Press.

Department: Linguistics
Email: carpenth@georgetown.edu
Phone: (202) 687-0698
Webpage: http://www.georgetown.edu/users/carpenth/

Research Interests: Helen Carpenter's research focuses on second language acquisition (SLA). Her doctoral research examines the memory systems underlying adult second language aptitude, or the ability to learn a second language rapidly and to high proficiency. Aptitude, as measured by various tests, is highly predictive of language learning. The neurocognitive underpinnings of aptitude, however, remain largely unknown. Behavioral, psychometric, and neuroimaging techniques (ERPs and fMRI) will highlight new dimensions of this important construct. Helen's other research has examined issues in language lateralization, learner awareness of negative evidence, and speech planning. Other interests include the establishment of a national museum on languages and linguistics (http://www.languagemuseum.org/).

Representative Publications:

Carpenter, H., Jeon, K. S., MacGregor, D., & Mackey, A. (2006). Learners' interpretations of recasts. Studies in Second Language Acquisition, 28(2), 209-236.

Malabonga, V., Kenyon, D. and Carpenter, H. (2005). Self-assessment, Preparation and Response Time on a Computerized Oral Proficiency Test. Language Testing, 22(1), 59-92.

Kenyon, D. Malabonga, V. and Carpenter, H. (2001) Response to Norris Commentary. Language Learning and Technology, 5.

Carpenter, H. (2000). Trends in Foreign Language Assessment: Simulated Oral Proficiency Interviews (SOPIs). National Capital Language Resource Center Language Resource.

Carpenter, H. (1997). Making SOPI Assessment Training Easier: Multimedia Advances. National Capital Language Resource Center Language Resource.

Carpenter, H. (1995). A Typical Adult ESL Program. Communitarian Network's Analysis of the Needs of New Immigrants. Amitai Etzioni (Ed.) George Washington University, Washington, DC.

Research Interests: Robbin is currently a 4th year graduate student in Georgetown's Interdisciplinary Program in Neuroscience. Her dissertation, which is currently funded by an NSF Graduate Research Fellowship, will examine behavioral and ERP responses to violations of rule-governed vs. idiosyncratic musical and linguistic information. Her research also examines the effects of sex (male vs. female) and musical training on cognitive processes involved in music and language perception.

Representative Publications:

Wood, R. A. and Ullman, M. T. (2004). Processing of familiar melodies: Effects of sex and musical training. Society for Neuroscience Abstracts 766:14.

Research Interests: Kara Morgan-Short's research is primarily focused on second language acquisition issues. Specifically, her dissertation, funded by an NRSA grant from the NIH and a DDIG from the NSF, will examine the neurocognition of second languages learned under either implicit or explicit conditions at both low and high proficiency levels. Behavioral and neuroimaging techniques (ERPs) will be used to elucidate these issues. Hypotheses are derived from the declarative/procedural model. Kara's previous research has examined issues in second language acquisition related to explicit and implicit learning of late-learned second languages and the use of think-aloud protocols as a measurement for determining second-language learners' levels of awareness.

Representative Publications:

Morgan-Short, K. & Bowden, H. W. (2006). Processing Instruction and Meaningful Output-Based Instruction: Effects on Second Language Development. Studies in Second Language Acquisition, 28(1), 31-65.

Sanz, C., & Morgan-Short, K. (2005). Explicitness in pedagogical interventions: Input, practice, and feedback. In C. Sanz (Ed.), Mind and Context in Adult Second Language Acquisition: Methods, Theory, and Practice. Georgetown University Press.

Sanz, C., and Morgan-Short, K. (2004). Positive evidence vs. explicit rule presentation and explicit negative feedback: A computer-assisted study. Language Learning, 54(1), 35-78.

Leow, R., & Morgan-Short, K. (2004). To think aloud or not to think aloud: The issue of reactivity in SLA research methodology. Studies in Second Language Acquisition, 26(1), 35-57.