Kevin McManus
Pennsylvania State University, Applied Linguistics, Faculty Member
- Newcastle University, School of Modern Languages, AlumnusUniversity of Southampton, Department of Modern Languages, Post-DocUniversity of York, Education, Post-Docadd
- Second Language Acquisition, Learning and Teaching, Semantics/Pragmatics, L1 Transfer, Pedagogy, French language, and 46 moreSocial Network Analysis (SNA), Study Abroad, Tense and Aspect Systems, Morphosyntax, Learning and the Brain, Language Learning, Language Learning Strategies, Applied Linguistics, French as a second language, Psycholinguistics, French linguistics, Using L1 In The L2 Classroom, Language Pedagogy, Curriculum and Instruction, Crosslinguistic Influence, Experimental Psycholinguistics, Cross Linguistic Studies, Teaching, English language teaching, Language Teaching, Teaching and Learning, Teaching English as a Second Language, Languages and Linguistics, Teaching of Foreign Languages, Teaching English As A Foreign Language, Online Learning, Developmental Psycholinguistics, Cognitive Psycholinguistics, Tacit and Explicit Knowledge, Explicit Knowledge, Tense aspect modality, Explicit Feedback, Implicit and Explicit Learning, Explicit and Implicit Knowledge of Language, Personality Psychology, Personality, Spanish Linguistics, Spanish as a Foreign Language, French Language Teaching, Study Abroad Programs, English language, German Language, Language Education, Second Language Learning, Assessment, and Language proficiencyedit
- I am Associate Professor and Gil Watz Early Career Professor in the Department of Applied Linguistics at Penn State U... moreI 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).edit
This chapter addresses the role and place of replication research and open science practices in advancing theory building and new research directions in the field of applied linguistics. The chapter begins by describing what replication... more
This chapter addresses the role and place of replication research and open science practices in advancing theory building and new research directions in the field of applied linguistics. The chapter begins by describing what replication research is, what the most common types of replication study are, and why carrying out replication matters. Close attention is paid throughout to the ways in which replication benefits from and contributes to a variety of open science initiatives, including open materials, open access and preprints, and preregistration.
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Replication is a research methodology designed to verify, consolidate, and generalize knowledge and understanding within empirical fields of study. In second language studies, however, reviews share widespread concern about the... more
Replication is a research methodology designed to verify, consolidate, and generalize knowledge and understanding within empirical fields of study. In second language studies, however, reviews share widespread concern about the infrequency of replication. A common but speculative explanation for this situation is that replication studies are not valued because they lack originality and/or innovation. To better understand and respond to the infrequency of replication in our field, 354 researchers were surveyed about their attitudes toward replication and their practices conducting replication studies. Responses included worldwide participation from researchers with and without replication experience. Overall, replications were evaluated as relevant and valuable to the field. Claims that replication studies lack originality/innovation were not supported. However, dissemination issues were identified: half of published replication studies lacked explicit labeling and one quarter of completed replications were unpublished. Explicit labeling of replication studies and training in research methodology and dissemination can address this situation.
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This study examined the extent to which language-switching practice enhanced L2 learners' L2 grammatical processing by improving language selection abilities. Thirty-six English-speaking learners of French completed the same... more
This study examined the extent to which language-switching practice enhanced L2 learners' L2 grammatical processing by improving language selection abilities. Thirty-six English-speaking learners of French completed the same language-switching practice of L1 and L2 sentences, but received different types of pre-practice explicit information (EI) designed to address L2 learning difficulties resulting from crosslinguistic influence: one group (n = 17) received EI about English-French differences for viewpoint aspect, and a second group (n = 19) received EI about viewpoint aspect in French only. This design investigated the extent to which pre-practice linguistic knowledge moderated the effectiveness of the language-switching practice. Longitudinal analyses showed that increasing amounts of practice improved language selection abilities (increased accuracy, reduced reaction time costs), but only for learners who received EI about L1-L2 differences. These findings that language-switching was moderated by type of pre-practice EI have important implications for theories of L2 learning and instruction.
Research Interests: Second Language Acquisition, Applied Linguistics, French language, Morphosyntax, Longitudinal Research, and 7 moreSentence processing (Languages And Linguistics), French as a second language, Language Processing, Bilingualism, Code Switching, Code switching and code mixing, and L2 Grammatical Processing
The current study investigated advanced L2 learners' linguistic development before, during, and after a nine-month stay abroad, the extent to which contextual changes (home-abroad-home) influenced the nature and magnitude of development,... more
The current study investigated advanced L2 learners' linguistic development before, during, and after a nine-month stay abroad, the extent to which contextual changes (home-abroad-home) influenced the nature and magnitude of development, and the ways in which relationships among different linguistic elements changed over time. Participants were 56 university learners majoring in French (n = 29) and Spanish (n = 27), who spent an academic year abroad in the middle of a four-year BA degree program. Oral data were collected six times over 21 months to trace development and change in complexity, accuracy, fluency, and lexis (CAFL). Results showed ongoing improvements over time on most measures, including accuracy. Correlations indicated long-term relationships between fluency and vocabulary only and that accuracy-complexity relationships emerged in instructed home contexts only. These findings suggest that the affordances of home and abroad contexts can shape learners' linguistic development and use differently. The role of pre-departure linguistic ability is discussed as critical to understanding the nature and extent of L2 linguistic development in study abroad.
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The current study examined second language (L2) learners' social networks during study abroad and how they changed over time. Participants were 29 British undergraduates majoring in French who were spending an academic year abroad in... more
The current study examined second language (L2) learners' social networks during study abroad and how they changed over time. Participants were 29 British undergraduates majoring in French who were spending an academic year abroad in France. Social network data were collected three times during study abroad (beginning, middle, and end of a nine-month stay) using the Social Networks Questionnaire. Results showed that large proportions of learners' social networks included L1-using contacts, with little change over time. Analysis of social networks according to social context indicated that work/university and organized free time contexts appeared to favour L2 use, whereas virtual contexts (e.g. Facebook, Skype) appeared to favour L1 use. Correlations between aspects of learners' social networks and language development (lexical complexity scores in oral interviews) indicated complex and changing relationships over time, indicating that frequent amounts of L2 use during study abroad were associated with high lexical complexity scores.
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The present study examined the extent to which first language (L1) awareness can benefit second language (L2) grammatical learning of the French Imparfait, a crosslinguistically complex target feature. Sixty-nine English-speaking learners... more
The present study examined the extent to which first language (L1) awareness can benefit second language (L2) grammatical learning of the French Imparfait, a crosslinguistically complex target feature. Sixty-nine English-speaking learners of L2 French received different types of explicit information about L2 or L2 + L1 form-meaning mappings. A 'core' treatment received by all learners consisted of EI about L2 with L2 comprehension-based practice of French sentences. Two further treatments examined the impact of additional (i) EI about L1 and (ii) comprehension practice of L1 sentences. Results from an online self-paced reading test, offline judgment tests (in reading and listening) and an oral sentence completion test with source of knowledge probes showed that performance immediately after the instruction and then six weeks later improved only for learners exhibiting L1 awareness. These results suggest that awareness of L1 form-meaning mappings can benefit L2 grammar learning of a crosslinguistically complex target feature.
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This study advances previous research about the effects of explicit instruction on second language (L2) development by examining learners’ use of verbal morphology following different types of explicit information (EI) and comprehension... more
This study advances previous research about the effects of explicit instruction on second language (L2) development by examining learners’ use of verbal morphology following different types of explicit information (EI) and comprehension practice. We investigated the extent to
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.
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.
Research Interests:
This study examined the extent to which explicit instruction about L1 and L2 processing routines improved the accuracy, speed, and automaticity of learners' responses during sentence interpretation practice. Fifty-three English-speaking... more
This study examined the extent to which explicit instruction about L1 and L2 processing routines improved the accuracy, speed, and automaticity of learners' responses during sentence interpretation practice. Fifty-three English-speaking learners of L2 French were assigned to one of the following treatments: (1) a 'core' treatment consisting of L2 explicit information (EI) with L2 interpretation practice (L2-only group), (2) the same L2 core + L1 practice with L1 EI (L2+L1 group), or (3) the same L2 core + L1 practice but without L1 EI (L2+L1prac group). Findings indicated that increasing amounts of practice led to more accurate and faster performance only for learners who received L1 EI (L2+L1 group). Coefficient of Variation analyses (Segalowitz & Segalowitz, 1993) indicated knowledge restructuring early on that appeared to lead to gradual automatization over time (Solovyeva and DeKeyser, 2017; Suzuki, 2017). Our findings that EI and practice about L1 processing routines benefited the accuracy, speed, and automaticity of L2 performance have major implications for theories of L2 learning, the role of L1 EI in L2 grammar learning, and L2 pedagogy.
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This study partially replicates McManus and Marsden (2017), who found that providing L1 explicit information (EI) plus task-essential practice led L2 learners to make more accurate and faster interpretations of French morphosyntax. The... more
This study partially replicates McManus and Marsden (2017), who found that providing L1 explicit information (EI) plus task-essential practice led L2 learners to make more accurate and faster interpretations of French morphosyntax. The current study removed the original study’s L1 EI component to examine the role of the L1 practice. This design tested whether providing L1 task-essential practice only (alongside a core treatment of L2 EI plus L2 practice) resulted in similar online and offline learning gains compared to the original study’s L1 EI plus L1 practice. We used the same online and offline tests, with a similar population of English-speaking learners of L2 French (n=19). For accuracy and speed of online and offline L2 processing, the findings suggest that additional L1 practice without L1 EI was no more beneficial than L2 EI plus L2 practice alone, indicating that the original study’s combination of additional L1 EI with L1 practice appeared to contribute to previously observed learning benefits.
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This study investigated the effectiveness of providing L1 explicit information with practice for making more accurate and faster interpretations of L2 French Imparfait. Two treatments were investigated: (i) ‘L2-only’, providing explicit... more
This study investigated the effectiveness of providing L1 explicit information with practice for making more accurate and faster interpretations of L2 French Imparfait. Two treatments were investigated: (i) ‘L2-only’, providing explicit information (EI) about the L2 with L2 interpretation practice and (ii) ‘L2+L1’, providing the exact same L2-only treatment and including EI about the L1 (English) with practice interpreting L1 features that are equivalent to the Imparfait. 50 L2 French learners were randomly assigned to either L2-only, L2+L1, or a Control group. Online (self-paced reading) and offline (context-sentence matching) measures from Pretest, Posttest and Delayed Posttests showed that providing additional L1 EI and practice improved not only offline L2 accuracy, but also the speed of online L2 processing. To our knowledge, this makes an original and significant contribution about the nature of EI with practice, the role of L1 (Tolentino & Tokowicz, 2014), and extends a recent line of research examining EI effects in online sentence processing (Andringa & Curcic, 2015).
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This study utilizes a mixed-methods approach to investigate personality changes of British undergraduate students who spent their third year abroad in a French or Spanish-speaking country. Personality changes were measured quantitatively... more
This study utilizes a mixed-methods approach to investigate personality changes of British undergraduate students who spent their third year abroad in a French or Spanish-speaking country. Personality changes were measured quantitatively using the Multicultural Personality Questionnaire (MPQ, Van der Zee & Van Oudenhoven, 2000; 2001), administered twice: pre-departure and after returning to their home university. A reflective interview was also conducted at the end of their stay abroad and analysed qualitatively to investigate whether students noted any personality changes. The MPQ results demonstrate statistically significant changes over time on the Emotional Stability factor only. These results are supported by the reflective interviews as 77% of participants mentioned feeling more confident and independent after residence abroad. Based on these findings, residence abroad appears to be an example of a type of social investment with the potential to positively affect the emotional stability of university students undertaking the experience as temporary sojourners.
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This study utilizes a mixed-methods approach to investigate personality changes of British undergraduate students who spent their third year abroad in a French or Spanish-speaking country. Personality changes were measured quantitatively... more
This study utilizes a mixed-methods approach to investigate personality changes of British undergraduate students who spent their third year abroad in a French or Spanish-speaking country. Personality changes were measured quantitatively using the Multicultural Personality Questionnaire (MPQ, Van der Zee & Van Oudenhoven, 2000; 2001), administered twice: pre-departure and after returning to their home university. A reflective interview was also conducted at the end of their stay abroad and analysed qualitatively to investigate whether students noted any personality changes. The MPQ results demonstrate statistically significant changes over time on the Emotional Stability factor only. These results are supported by the reflective interviews as 77% of participants mentioned feeling more confident and independent after residence abroad. Based on these findings, residence abroad appears to be an example of a type of social investment with the potential to positively affect the emotional stability of university students undertaking the experience as temporary sojourners.
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This paper examines the impact of L1-L2 form-meaning differences in the domain of aspect to investigate whether L2 learners are able to acquire properties of the L2 that are different from the L1. Oral data were collected from English-... more
This paper examines the impact of L1-L2 form-meaning differences in the domain of aspect to investigate whether L2 learners are able to acquire properties of the L2 that are different from the L1. Oral data were collected from English- and German-speaking university learners of French L2 (n=75) at two different levels of proficiency. The results show that appropriate use of aspect morphology at the advanced stages of learning is significantly influenced by differences in L1 background, with significant differences also revealed between French NS and L2 learners. The results suggest that an important role must be attributed to the form-meaning mapping differences between the L1 and the L2.
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We investigated the use and development of the Subjunctive in L2 French. Participants were 29 students of French at a UK university, who additionally spent 9 months in France, and 10 native speakers of French. Data were collected from two... more
We investigated the use and development of the Subjunctive in L2 French. Participants were 29 students of French at a UK university, who additionally spent 9 months in France, and 10 native speakers of French. Data were collected from two production tasks (oral and written) and a grammaticality judgement task. The results show that all participants made some use of the Subjunctive before leaving for France, with only limited development in its use during their stay. It is more frequently used in writing than in speech, consistent with French corpus-based research (O’Connor DiVito 1997). The judgement findings reveal significant differences between different Subjunctive triggers, with learners consistently better able to recognise affirmative triggers over conjunctions and negatives. Overall, it appears that affirmative Subjunctive triggers represent a key source of development, with most change evident for lower proficiency learners.
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Drawing on some of the recent findings of the LANG-SNAP project, which investigated second language learning in a study abroad context, we will discuss how language contact and use as well as learners’ insertion and developing social... more
Drawing on some of the recent findings of the LANG-SNAP project, which investigated second language learning in a study abroad context, we will discuss how language contact and use as well as learners’ insertion and developing social networks can be understood. We will then relate our findings on language use, social networks and insertion to measures of second language development (e.g. accuracy, complexity).
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This paper presents empirical evidence on the development of aspect by English- and German-speaking university learners of French L2 collected from a spoken narrative task and a sentence interpretation task. Contrary to the Aspect... more
This paper presents empirical evidence on the development of aspect by English- and German-speaking university learners of French L2 collected from a spoken narrative task and a sentence interpretation task. Contrary to the Aspect Hypothesis's predictions, this study's results suggest that increased use of prototypical pairings goes in hand with increased L2 proficiency. Following a small but growing number of studies, this study questions the route of L2 development proposed by the Aspect Hypothesis.
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Crosslinguistic Influence and Second Language Learning provides a comprehensive overview of what is currently known about prior language knowledge and experience in second language learning. Three bodies of research are critically... more
Crosslinguistic Influence and Second Language Learning provides a comprehensive overview of what is currently known about prior language knowledge and experience in second language learning. Three bodies of research are critically reviewed to achieve this goal: (i) theories of language learning that attribute critical roles to prior experience in explaining second language development, (ii) empirical studies of second language learning that have investigated roles for crosslinguistic influence, and (iii) instructional studies that have supported second language learning by addressing the negative effects of crosslinguistic influence. Using this foundation, new research directions and theorization in the field of second language acquisition are proposed. This book will serve as an excellent resource for students and scholars with interests in (instructed) second language learning, applied linguistics, cognitive psychology, psycholinguistics, and language education.
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Doing Replication Research in Applied Linguistics is the only book available to specifically discuss the applied aspects of how to carry out replication studies in Second Language Acquisition. This text takes the reader from seeking out a... more
Doing Replication Research in Applied Linguistics is the only book available to specifically discuss the applied aspects of how to carry out replication studies in Second Language Acquisition. This text takes the reader from seeking out a suitable study for replication, through deciding on the most valuable form of replication approach to its execution, discussion, and writing up for publication. A step-by-step decision-making approach to the activities guides the reader/student through the replication research process from the initial search for a target study to replicate, through the setting up, execution, analysis, and dissemination of the finished work.
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The annual conference of the European Second Language Association provides an opportunity for the presentation of second language research with a genuinely European flavour. The theoretical perspectives adopted are wide-ranging and may... more
The annual conference of the European Second Language Association provides an opportunity for the presentation of second language research with a genuinely European flavour. The theoretical perspectives adopted are wide-ranging and may fall within traditions overlooked elsewhere. Moreover, the studies presented are largely multi-lingual and cross-cultural, as befits the make-up of modern-day Europe. At the same time, the work demonstrates sophisticated awareness of scholarly insights from around the world. The EUROSLA yearbook presents a selection each year of the very best research from the annual conference. Submissions are reviewed and professionally edited, and only those of the highest quality are selected. Contributions are in English.
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This book presents an empirical study on the acquisition of aspect by second language learners of French. Kevin McManus provides a critical assessment of previous research on the acquisition of aspect, turning both to conceptual and... more
This book presents an empirical study on the acquisition of aspect by second language learners of French. Kevin McManus provides a critical assessment of previous research on the acquisition of aspect, turning both to conceptual and empirical work. As a consequence, this book sheds new light on the long-standing question of the contribution of a learner's first language (L1) on their acquisition of a second. Alongside the role of the L1, language universals are also addressed in this study, in which the claims of the Aspect Hypothesis are carefully examined. Data are collected from 75 English- and German-speaking university learners of French. Participants undertook three tasks: two production tasks and a sentence interpretation task. The results show that L1 form-meaning pairings for aspect significantly influence acquisition at the early stages of development. However, as proficiency increases L1 influence begins to recede. Prototypical effects appear to increase with proficiency, contrary to the Aspect Hypothesis.