phd dissertation in applied linguistics

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Applied Linguistics Dissertations and Theses

Theses/dissertations from 2023 2023.

Critical Analysis of Anti-Asian Hate in the News , Benardo Douglas Relampagos

A Multimodal Discourse Analysis of NASA's Instagram Account , Danica Lynn Tomber

Theses/Dissertations from 2020 2020

A Computer Science Academic Vocabulary List , David Roesler

Variation in Female and Male Dialogue in Buffy the Vampire Slayer : A Multi-dimensional Analysis , Amber Morgan Sanchez

Theses/Dissertations from 2019 2019

Differences in Syntactic Complexity in the Writing of EL1 and ELL Civil Engineering Students , Santiago Gustin

A Mixed Methods Analysis of Corpus Data from Reddit Discussions of "Gay Voice" , Sara Elizabeth Mulliner

Relationship Between Empathy and Language Proficiency in Adult Language Learners , Mika Sakai

Theses/Dissertations from 2018 2018

College Student Rankings of Multiple Speakers in a Public Speaking Context: a Language Attitudes Study on Japanese-accented English with a World Englishes Perspective , John James Ahlbrecht

Grammatical Errors by Arabic ESL Students: an Investigation of L1 Transfer through Error Analysis , Aisha Saud Alasfour

Foreign Language Anxiety, Sexuality, and Gender: Lived Experiences of Four LGBTQ+ Students , James Donald Mitchell

Verb Stem Alternation in Vaiphei , Jesse Prichard

Theses/Dissertations from 2017 2017

Teacher and Student Perceptions of World Englishes (WE) Pronunciations in two US Settings , Marie Arrieta

Escalating Language at Traffic Stops: Two Case Studies , Jamalieh Haley

Lexical Bundles in Applied Linguistics and Literature Writing: a Comparison of Intermediate English Learners and Professionals , Kathryn Marie Johnston

Multilingualism and Multiculturalism: Opinions from Spanish-Speaking English Learners from Mexico, Central America, and South America , Cailey Catherine Moe

An Analytical System for Determining Disciplinary Vocabulary for Data-Driven Learning: an Example from Civil Engineering , Philippa Jean Otto

Loanwords in Context: Lexical Borrowing from English to Japanese and its Effects on Second-Language Vocabulary Acquisition , Andrew Michael Sowers

Theses/Dissertations from 2016 2016

The Effect of Extended Instruction on Passive Voice, Reduced Relative Clauses, and Modal Would in the Academic Writing of Advanced English Language Learners , Audrey Bailey

Identity Construction and Language Use by Immigrant Women in a Microenterprise Development Program , Linda Eve Bonder

"That's the test?" Washback Effects of an Alternative Assessment in a Culturally Heterogeneous EAP University Class , Abigail Bennett Carrigan

Wiki-based Collaborative Creative Writing in the ESL Classroom , Rima Elabdali

A Study of the Intelligibility, Comprehensibility and Interpretability of Standard Marine Communication Phrases as Perceived by Chinese Mariners , Lillian Christine Holland

Theses/Dissertations from 2015 2015

Empowering All Who Teach: A Portrait of Two Non-Native English Speaking Teachers in a Globalized 21st Century , Rosa Dene David

A Corpus Based Analysis of Noun Modification in Empirical Research Articles in Applied Linguistics , Jo-Anne Hutter

Sound Effects: Age, Gender, and Sound Symbolism in American English , Timothy Allen Krause

Perspectives on the College Readiness and Outcome Achievement of Former Intensive English Language Program (IELP) Students , Meghan Oswalt

The Cognitive Development of Expertise in an ESL Teacher: A Case Study , Lyndsey Roos

Identity and Investment in the Community ESL Classroom , Jennifer Marie Sacklin

Theses/Dissertations from 2014 2014

Code Switching Between Tamazight and Arabic in the First Libyan Berber News Broadcast: An Application of Myers-Scotton's MLF and 4M Models , Ashour S. Abdulaziz

Self-Efficacy in Low-Level English Language Learners , Laura F. Blumenthal

The Impact of Wiki-based Collaborative Writing on English L2 Learners' Individual Writing Development , Gina Christina Caruso

Latino Men Managing HIV: An Appraisal Analysis of Intersubjective Relations in the Discourse of Five Research Interviews , Will Caston

Opportunities for Incidental Acquisition of Academic Vocabulary from Teacher Speech in an English for Academic Purposes Classroom , Eric Dean Dodson

Emerging Lexical Organization from Intentional Vocabulary Learning , Adam Jones

Effects of the First Language on Japanese ESL Learners' Answers to Negative Questions , Kosuke Kanda

"Had sh'er haute gamme, high technology": An Application of the MLF and 4-M Models to French-Arabic Codeswitching in Algerian Hip Hop , Samuel Nickilaus McLain-Jespersen

Is Self-Sufficiency Really Sufficient? A Critical Analysis of Federal Refugee Resettlement Policy and Local Attendant English Language Training in Portland, Oregon , Domminick McParland

Explorations into the Psycholinguistic Validity of Extended Collocations , J. Arianna Morgan

A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students , Margo K. Russell

Theses/Dissertations from 2013 2013

The First Year: Development of Preservice Teacher Beliefs About Teaching and Learning During Year One of an MA TESOL Program , Emily Spady Addiego

L1 Influence on L2 Intonation in Russian Speakers of English , Christiane Fleur Crosby

English Loan Words in Japanese: Exploring Comprehension and Register , Naoko Horikawa

The Role of Expectations on Nonnative English Speaking Students' Wrtiting , Sara Marie Van Dan Acker

Hypothetical Would-Clauses in Korean EFL Textbooks: An Analysis Based on a Corpus Study and Focus on Form Approach , Soyung Yoo

Theses/Dissertations from 2012 2012

Negative Transfer in the Writing of Proficient Students of Russian: A Comparison of Heritage Language Learners and Second Language Learners , Daria Aleeva

Informal Learning Choices of Japanese ESL Students in the United States , Brent Harrison Amburgey

Iktomi: A Character Traits Analysis of a Dakota Culture Myth , Marianne Sue Kastner

Theses/Dissertations from 2011 2011

Motivation in Late Learners of Japanese: Self-Determination Theory, Attitudes and Pronunciation , Shannon Guinn-Collins

Foreign Language Students' Beliefs about Homestays , Sara Racheal Juveland

Teaching Intonation Patterns through Reading Aloud , Micah William Park

Disordered Thought, Disordered Language: A corpus-based description of the speech of individuals undergoing treatment for schizophrenia , Lucas Carl Steuber

Emotion Language and Emotion Narratives of Turkish-English Late Bilinguals , Melike Yücel Koç

Theses/Dissertations from 2010 2010

A Library and its Community: Exploring Perceptions of Collaboration , Phoebe Vincenza Daurio

A Structural and Functional Analysis of Codeswitching in Mi Vida Gitana 'My Gypsy Life,' a Bilingual Play , Gustavo Javier Fernandez

Writing Chinuk Wawa: A Materials Development Case Study , Sarah A. Braun Hamilton

Teacher Evaluation of Item Formats for an English Language Proficiency Assessment , Jose Luis Perea-Hernandez

Theses/Dissertations from 2009 2009

Building Community and Bridging Cultures: the Role of Volunteer Tutors in Oregon’s Latino Serving Community-Based Organizations , Troy Vaughn Hickman

Theses/Dissertations from 2007 2007

Beyond the Classroom Walls: a Study of Out-Of-Class English Use by Adult Community College ESL Students , Tracey Louise Knight

Theses/Dissertations from 2004 2004

A Dialect Study of Oregon NORMs , Lisa Wittenberg Hillyard

Theses/Dissertations from 2003 2003

The Acquisition of a Stage Dialect , Nathaniel George Halloran

Self-perceptions of non-native English speaking teachers of English as a second language , Kathryn Ann Long

The Development of Language Choice in a German Immersion School , Miranda Kussmaul Novash

Theses/Dissertations from 2002 2002

Writing in the Contact Zone: Three Portraits of Reflexivity and Transformation , Laurene L. Christensen

A Linguistic Evaluation of the Somali Women's Self Sufficiency Project , Ann Marie Kasper

Theses/Dissertations from 2001 2001

Attitudes at the Bank : A Survey of Reactions to Different Varieties of English , Sean Wilcox

Theses/Dissertations from 2000 2000

A Comparison of the Child Directed Speech of Traditional Dads With That of Stay-At-Home Dads , Judith Nancarrow Barr

Error Correction Preferences of Latino ESL Students , John Burrell

The Relationship Between Chinese Character Recognition Strategies and the Success of Character Memorization for Students of Mandarin Chinese , Hui-yen Emmy Chen

Portland dialect study: the story of /æ/ in Portland , Jeffrey C. Conn

On Communicative Competence : Its Nature and Origin , Mary Lou Emerson

The Influence of Cultural Backgrounds on the Interpretations of Literature Texts Used in the ESL Classroom , Barbara Jostrom Gates

Chinese Numeratives and the Mass/Count Distinction , David Goodman

Learning, Motivation, and Self : A Diary Study of an ESL Teacher’s Year in a Japanese Language Classroom , Laura Ruth Hawks

Portland Dialect Study - High Rising Terminal Contours (HRTs) in Portland Speech , Rebecca A. Wolff

Theses/Dissertations from 1998 1998

The Bolinger Principle and Teaching the Gerunds and Infinitives , Anna Maria Baratta-Zborowski

Training for Volunteer Teachers in Church-Affiliated English Language Mission Programs , Janet Noreen Blackwood

Šawaš ılıˀ--šawaš wawa: A Participant Observation Case Study of Language Planning by the Confederated Tribes of the Grand Ronde Community of Oregon , Gregry Michael Davis

Phonological Processing of Japanese Kanji Characters , Randy L. Evans

Academic ESL Reading : Semantic Mapping and Lexical Acquisition , Jeffrey Darin Maggard

The Representation of Gender in Current ESL Reading Materials , Kyunghee Ma

Perception of English Passives by Japanese ESL Learners : Do Adversity Passives in L1 Transfer? , Koichi Sawasaki

Theses/Dissertations from 1997 1997

Non-Literate Students in Adult Beginning English as a Second Language Classrooms - A Case Study , Sandra Lynn Banke

A Case Study of Twelve Japanese ESL Students' Use of Interaction Modifications , Darin Dooley

The Home-School Connection: Parental Influences on a Child's ESL Acquisition , Catharine Jauhiainen

A Comparison of Two Second Language Acquisition Models for Culturally and Linguistically Different Students , Karen Dorothy Kuhn

ESL CD-ROM Principles and their Application: A Software Evaluation , Stephanie Burgi LaMonica

Developing a Language in Education Policy for Post-apartheid South Africa: A Case Study , Nancy Murray

Video Self-Monitoring as an Alternative to Traditional Methods of Pronunciation Instruction , P. C. Noble

Analysis of Rhetorical Organization and Style Patterns in Korean and American Business Fax Letters of Complaint in English , Mi Young Park

The Importance of Time for Processing in Second Language Comprehension and Acquisition , Jennifer Lee Watson

Theses/Dissertations from 1996 1996

The Constraints of a Typological Implicational Universal for Interrogatives on Second Language Acquisition , Dee Anne Bess

An Assessment of the Needs of International Students for Student Services at Southern Oregon State College , Molly K. Emmons

The relationship between a pre-departure training program and its participants' intercultural communication competence , Daniel Timothy Ferguson

An Exploratory Evaluation of Language and Culture Contact by Japanese Sojourners in a Short-term US Academic Program , Elizabeth Anna Hartley

Correction of Classroom Oral Errors: Preferences among University Students of English in Japan , Akemi Katayama

An Analysis of Japanese Learners' Comprehension of Intonation in English , Misako Okubo

An Evaluation of English Spoken Fluency of Thai Graduate Students in the United States , Sugunya Ruangjaroon

A Cross-cultural Study of the Speech Act of Refusing in English and German , Charla Margaret Teufel

Theses/Dissertations from 1995 1995

An Examination of the English Vocabulary Knowledge of Adult English-for-Academic-Purposes Students: Correlation with English Second-Language Proficiency and the Validity of Yes/No Vocabulary Tests , Robert Scott Fetter

English in the Workplace: Case Study of a Pilot Program , Kim Roth Franklin

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Recent Dissertations

Dissertations written by doctoral candidates in Applied Linguistics and TESOL are listed in reverse chronological order. Dissertations can be obtained from  ProQuest  by purchase or with a subscription. Columbia affiliates can access ProQuest  here .

Diversity in the adult ESL classroom  by Nadja Tadic, Ed.D., Teachers College, Columbia University, 2020. 

Managing multiple demands in the adult ESL classroom  by Elizabeth Reddington, Ed.D., Teachers College, Columbia University, 2020.

Working on understanding in the adult ESL classroom: A collaborative endeavor  by Nancy Boblett, Ed.D., Teachers College, Columbia University, 2020.

Han, Z-H. (2020). Usage-based instruction, systems thinking, and the role of Language Mining in second language development.  Language Teaching,  1-16. FirstView, doi:10.1017/S0261444820000282

Han, Qie (Chelsea). (Ed.D. in Applied Linguistics). (2020).  Investigating the Combined Effects of Rater Expertise, Working Memory Capacity, and Cognitive Functionality on the Scoring of Second Language Speaking Performance.

Getman, Edward. (Ed.D. in Applied Linguistics). (2020).  Age, task characteristics, and acoustic indicators of engagement: Investigations into the validity of a technology-enhanced speaking test for young language learners.

A conversation analytic study on participation practices in the American graduate classroom: East Asian students vs. L1 English-speaking students  by Junko Takahashi, Ed.D., Teachers College, Columbia University, 2019.

Person reference in Korean  by Gahye Song, Ed.D., Teachers College, Columbia University, 2019.

Han, Z-H. (2019). Researching CDST: Promises and pitfalls. In Han, Z-H. (ed.)  Profiling l earner language as a dynamic system . Clevedon: Multilingual Matters. 

Han, Z-H. & Liu, J. (2019). Profiling learner language from a complex dynamic system perspective: An introduction. In Han, Z-H. (ed.) Profiling learner language as a dynamic system. Clevedon: Multilingual Matters. 

Han, Z-H. (2019). Special issue. Thirty-five years of instructed second language acquisition.  Language Teaching Research, 23( 4) .

Liu Banerjee, Han-Ting (Heidi). (Ed.D. in Applied Linguistics). (2019).  Investigating the Construct of Topical Knowledge in a Scenario-Based Assessment Designed to Simulate Real-Life Second Language Use.

Chen, Chen-Ling (Alice) (Ed.D. in TESOL).  The Effects of Second-Language Repeated Reading on Reading Comprehension and Incidental Vocabulary Acquisition . (Sponsor: ZhaoHong Han)

Le, Rong Rong (Ed.D. in Applied Linguistics).  The Pragmatic-Discursive Structure of Chinese Compliments in Naturally-Occurring Conversation . (Sponsor: Hansun Waring)

Oh, Saerhim (Ed.D. in Applied Linguistics).  Investigating Test-Takers' Use of Linguistic Tools in Second Language Academic Writing Assessment . (Sponsor: Jim Purpura)

Box,   Catherine (Ed.D. in Applied Linguistics).  Navigating Competing Demands in Pre-Service TESOL Supervision . (Sponsor: Hansun Waring)

Kang, EunYoung (Ed.D. in Applied Linguistics).  The Effects of Narrow Reading on L2 Text Comprehension and Vocabulary Acquisition . (Sponsor: ZhaoHong Han)

Sok, Sarah (Ed.D. in Applied Linguistics).  Incidental and Intentional L2 Vocabulary Acquisition . (Sponsor: ZhaoHong Han)

Creider, Sarah (Ed.D. in Applied Linguistics).  Encouraging Student Participation in a French-Immersion Kindergarten Class: A Multimodal Conversation Analytic Study.   (Sponsor: Hansung Waring)

Hall, Timothy (Ed.D. in Applied Linguistics).  Learning Chunks in Second Language Acquisition.   (Sponsor: ZhaoHong Han)

DelPrete, Domenica (Ed.D. in Applied Linguistics).  Mother-Adolescent Daughter Interaction: How Maternal Roles Affect Discursive Outcomes.  (Sponsor: Leslie Beebe)

Choong, Kun-Wang Philip (Ed.D. in Applied Linguistics).  The Effects of Task Complexity on Written Production in L2 English.  (Sponsor: ZhaoHong Han)

Fagan, Drew (Ed.D. in Applied Linguistics).  Managing Learner Contributions in the Adult ESL Classroom: A Conversation Analytic and Ethnographic Examination of Teacher Practices and Cognition.  (Sponsor: Hansun Waring)

Wai, June (Ed.D. in Applied Linguistics).  School Science or Disciplinary Science? Discourse Encountered and Practiced by English Language Learners in Two International High School Science Classroms.  (Sponsor: Michael Kieffer)

Cheon, Heesook (Ed.D. in Applied Linguistics).  Linguistic Affordances of Korean-English Tandem Learning . (Sponsor: Carolin Fuchs)

Di Gennaro, Kristen K. (Ed.D. in Applied Linguistics).  An Exploration into the Writing Ability of Generation 1.5 and International Second Language Writers.   (Sponsor: James E. Purpura)

Johnson, Rebekah Joanne (Ed.D. in Applied Linguistics).  Discursive Practices in Family Discourse: Co-Constructing the Identity of Adult Children.   (Sponsor: Leslie Beebe)

Kim, Ah Young (Alicia) (Ed.D. in Applied Linguistics).  Examining Second Language Reading Components in Relation to Reading Test Performance for Diagnostic Purposes: A Fusion Model Approach.   (Sponsor: James E. Purpura)

Kim, Hyun Jung (Ed.D. in Applied Linguistics).  Investigating Raters' Development of Rating Ability on a Second Language Speaking Assessment.   (Sponsor: James E. Purpura)

Dakin, Jee Wha (Ed.D. in Applied Linguistics).  Investigating the Simultaneous Growth of and Relationship between Grammatical Knowledge and Civics Content Knowledge of Low-Proficiency Adult ESL Learner s. (Sponsor: James E. Purpura)

Ekiert, Monika (Ed.D. in Applied Linguistics).  Investigating Articles as Expressions of Definiteness in English as a Second Language.   (Sponsor: ZhaoHong Han)

Perrone, Michael (Ed.D. in Applied Linguistics).  The Impact of the First Certificate of English (FCE) on the EFL Classroom: A Washback Study.   (Sponsor: James E. Purpura)

Purdy, John D. (Ed.D. in Applied Linguistics).  Unaccusativity and Neurocognitive Indices of Second Language Acquisition: An ERP Study.   (Sponsor: Karen Froud)

Ameriks, Yoko (Ed.D. in Applied Linguistics).  Investigating Validity Across Two Test Forms of the Examination of Proficiency in English (ECPE): Multi-group Structural Equation Modeling Approach.   (Sponsor: James E. Purpura)

Grabowski, Kirby (Ed.D. in Applied Linguistics).  Investigating the Construct Validity of a Test Designed to Measure Grammatical and Pragmatic Knowledge in the Context of Speaking.   (Sponsor: James E. Purpura)

Jacknick, Christine M. (Ed.D. in Applied Linguistics).  A Conversation-Analytic Account of Student-Initiated Participation in an ESL Classroom.   (Sponsor: Leslie M. Beebe)

Jung, Ji-Young (Ed.D. in Applied Linguistics).  Discourse Markers in Contrast: But, Actually and Well in Native-Nonnative English Conversations Between Friends.   (Sponsor: Leslie Beebe)

Kim, Hyunjoo (Ed.D. in Applied Linguistics).  Investigating the Effects of Context and Language Speaking Ability.  (Sponsor: James E. Purpura)

Liao, Yen-Fen (Alick) (Ed.D. in Applied Linguistics).  Construct Validation Study of the GEPT Reading and Listening Sections: Re-examining the Models of L2 Reading and Listening Abilities and Their Relations to Lexico-grammatical Knowledge.   (Sponsor: James E. Purpura)

Song, Sunhee (Ed.D. in TESOL).  Recasts, Grammatical Morphemes, and L2 Learning: A Longitudinal Case study of Korean L2 Learners.   (Sponsor: ZhaoHong Han)

Year, Jungeun (Ed.D. in Applied Linguistics).  Korean Speakers' Acquisition of the English Ditransitive Construction: The Role of Input Frequency and Distribution.   (Sponsor: ZhaoHong Han)

Wagner, Santoi (Ed.D. in Applied Linguistics).  Disputants' Talk in Mediation: A Single Case Study.   (Sponsor: Leslie Beebe)

Kim, Ji Hyun (Ed.D. in TESOL).  Focus on Form in Communicative EFL Classrooms: A Study of Learner Recognition of Recasts.   (Sponsor: ZhaoHong Han)

Kwon, Eun-Young (Ed.D. in TESOL).  Cross-linguistic Influence and "universal" developmental patterns in child second language acquisition: A longitudinal study.   (Sponsor: ZhaoHong Han)

Wiseman, Cynthia (Ed.D. in Applied Linguistics).  Examining Rater Effects and Process of Using a Holistic and Analytic Rubric.   (Sponsor: James E. Purpura)

Krohn, Nitza (Ed.D. in Applied Linguistics).  An Examination of the Hebrew Language Needs of Students in the Jewish Theological Seminary  (Sponsor: James E. Purpura).

Yeu-Ting (Ed.D. in TESOL).  Phonological Recoding in Sentence-Level Chinese character recognition by advanced adult L2 Chinese learners  (Sponsor: ZhaoHong Han).

Park, Taejoon (Ed.D. in Applied Linguistics).  Investigating the Construct Validity of the Community Language Program English Writing Test  (Sponsor: James E. Purpura).

Park, Eun Sung (Ed.D. in Applied Linguistics).  Learner-Generated Noticing of L2 Input: An Exploratory Study  (Sponsor: ZhaoHong Han).

Revesz, Andrea (Ed.D. in Applied Linguistics).  Focus on Form in Task-Based Language Teaching: Recasts, Task Complexity, and L2 Learning  (Sponsor: ZhaoHong Han).

Seol, Heekyung (Ed.D. in TESOL).  The Impact of Age and L1 Influence of L2 Ultimate Attainment  (Sponsor: ZhaoHong Han).

Suzuki, Mikiko (Ed.D. in Applied Linguistics).  Learner Uptake and Second Language Learning  (Sponsor: ZhaoHong Han).

Seol, Hee-Kyung (Ed.D. in Applied Linguistics).  The Impact of Age and L1 Influence on L2 Ultimate Attainment  (Sponsor: ZhaoHong Han).

Wagner, Mathew (Ed.D. in Applied Linguistics).  Utilizing the Visual Channel: An Investigation of the Use of Videotexts on Tests of Second Language Listening Ability  (Sponsor: James E. Purpura).

Suh, Joowon (Ed.D. in Applied Linguistics).  Other-Initiated Repair in English Lingua Franca Business Negotiation (Sponsor: Leslie Beebe).

Chang, Jaehak (Ed.D. in Applied Linguistics).  Examining Models of Second Language Knowledge with Specific Reference to Relative Clauses: A Model-Comparison Approach  (Sponsor: James E. Purpura) .

Tsai, Constance (Ed.D. in TESOL).  Investigating the Relationships between ESL Learners' Writing Strategy Use and Writing Ability  (Sponsor: James E. Purpura).

Beaumont, John (Ed.D. in TESOL).  Passing as a Teacher: An Ethnographic Account of Entering the TESOL Profession (Sponsor: Herve Varenne).

Cho, Yunkyoung (Ed.D. in Applied Linguistics).  An Examination of Epistemic Markers in Korean  (Sponsor: Leslie Beebe).

Dimitrova, Evelina. (Ed.D. in TESOL).  A Discourse Analysis of the Paired Interview in the University of Cambridge First Certificate of English Proficiency Exam  (Sponsor: Leslie Beebe).

Korsko, Paula (Ed.D. in TESOL).  The Narrative Shape of a Two-Party Complaint: A Discourse Analytic Study of European Portuguese  (Sponsor: Leslie Beebe).

Nottono, Miharu (Ed.D. in Applied Linguistics).  Japanese Hedging in Friend-Friend Discourse  (Sponsor: Leslie Beebe).

Fen, Ho-Ping (Ed.D. in TESOL).  An Analysis of the Relationships between Source Material and EFL Writing Ability (Sponsor: James E. Purpura).

Fujita, Naomi (Ed.D. in Applied Linguistics).  Investigating Japanese Politeness Strategies in School Meetings  (Sponsor: Leslie Beebe).

Mori, Reiko (Ed.D. in TESOL).  Two Post-Secondary ESL Teachers' Beliefs about Classroom Instruction and How their Beliefs are Reflected in their Classroom   Practice  (Sponsor: James E. Purpura).

Waring, Hansun Zhang (Ed.D. in Applied Linguistics).  Conversational Analysis of Academic Discussion Skills  (Sponsor: Leslie Beebe).

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UMass Boston

• Applied Linguistics PhD

Join a cohort of scholars, researchers, and activists dedicated to linguistic diversity.

UMass Boston's PhD program in Applied Linguistics is a critically-oriented community of scholars, researchers, and activists dedicated to understanding linguistic diversity in everyday life. Our unique program emphasizes learning-by-doing through mentorship, coursework, and community-engagement. The Applied Linguistics PhD prepares candidates for teaching, research, and public advocacy careers in higher education, government, community, nonprofits, and private organizations.

Our apprenticeship model combines intensive faculty mentoring from the department’s internationally recognized faculty with structured support from a diverse and active doctoral student community . We also draw on the interdisciplinary expertise of our colleagues across Greater Boston and around the world to provide opportunities for community-engaged scholarship . Applied Linguistics doctoral students are involved in a range of local and global projects and initiatives related to our areas of inquiry : bilingual/multilingual education, multilingual language policy, critical applied linguistics, social resources and social contexts in language learning, and sociocultural theory.

Our curriculum is designed to engage future researchers in critical study of language in society. Through the exploration of cutting-edge research methods, students will develop a comprehensive and deep understanding of the theoretical, empirical, and practical dimensions of language use, language teaching and learning, and language policy in local and transnational contexts; and how they interrogate systems of power that produce marginalization, exploitation, and discrimination. Simultaneously, students cultivate their own scholarly identity, develop their inquiries, and generate knowledge to improve life in our schools, communities, and society. Students and faculty collaborate on research projects, manuscripts, advocacy work, and conference presentations throughout the doctoral program. 

Our PhD program requires three years of residency. During the first two years, a typical course load is three courses per semester (fall and spring) plus department events including the Colloquium, Roundtables, working groups, and talks; classes are offered between 4 and 10 p.m. Monday through Thursday. Funding, including tuition, living stipend, and health insurance, is available for up to three years on a competitive basis.

Please contact Graduate Program Director Professor Avary Carhill-Poza for information about the program, application process, or connection to current students: [email protected] .

Start Your Application

Plan Your Education

How to apply.

The Department of Applied Linguistics at UMass Boston is committed to cultivating diversity in scholarship and scholar identity and to providing intellectual, social, emotional, and financial support to students from groups that have been historically underrepresented in higher education. As such, we strongly encourage students with a wide variety of backgrounds and experiences, including first generation students, international students, students of color, and linguistically diverse students to apply.

The deadline to submit all materials is January 1 for fall admission. Applicants are responsible for confirming with Graduate Admissions that their application is complete (including all documents and transcripts) well before January 1. Applicants to the PhD Program in Applied Linguistics should submit the following admissions materials:

• UMass Boston Graduate Application
• Official transcript from each college and university attended (including evidence of a master’s degree in applied linguistics or related field, with a minimum graduate GPA of 3.0)
• A current Curriculum Vitae
• Three letters of recommendation, at least two of which should come from individuals who can assess the applicant’s academic preparation for advanced graduate work
• One well-written sample of academic work (e.g. MA thesis, course paper, research project, published article, etc.)
• Statement of purpose [1500 words maximum] that addresses the following questions:
• How do your research interests map onto the areas of inquiry supported by the PhD Program in Applied Linguistics (bilingual/multilingual education, multilingual language policy, critical applied linguistics, social resources and social contexts in language learning, and sociocultural theory)?
• What practical or real-world changes do you hope to see as a result of your research, scholarship, and/or activism?
• What professional, personal, and academic experiences have especially equipped you to bring a critical perspective to your research, scholarship, and/or activism? And, how do your experiences as a multilingual language learner, language teacher, or language user inform your goals? (For applicants who are not multilingual, please explain your plans for developing fluency in another language while completing the PhD program.)

For international students who have not completed at least two academic years of full-time study (excluding ESL or test-prep) at an approved English-speaking college, proof of English language proficiency is required.

Deadlines & Cost

Deadlines: January 1 for fall

Cost: For additional information regarding tuition and fees, please visit the Bursar’s Office or send an email to [email protected] . Please refer to Graduate Student Financial Aid for more information on financial aid.

Application Fee Waivers: Fee waivers are automatic for all UMass Boston alumni, veterans, and McNair Scholars. Additionally, fee waivers for financial hardship are granted to applicants on a first-come-first-serve basis. To request a fee waiver, applicants should first complete their application (but not submit it), then send an email to the Program Director with the subject line: PhD Fee Waiver Request. State your reasons for requesting the fee waiver in your email and attach a letter from your academic advisor attesting to the financial need to waive the application fee. Applications must be complete in order to receive a fee waiver.

Support: Funding for doctoral students—including tuition, living stipend, and health insurance—is available for up to three years on a competitive basis. Applicants to the PhD program in Applied Linguistics are considered for Graduate Assistantships during the application review process in January.

Coursework is the primary way for students to develop their scholarly identity, knowledge, and research skills as they refine a dissertation topic for study. During the first two years of the PhD program, students are encouraged to explore a range of topics and get to know faculty before they choose an advisor for their dissertation project. In their third year, students move on to candidacy by passing associated benchmarks supported by their inquiry courses. The following courses are offered in the Applied Linguistics PhD Program:

Core Courses (9 Credits)

• APLING 700 - Issues in Applied Linguistics 3 Credit(s)
• APLING 701 - Issues in Second Language Acquisition 3 Credit(s)
• APLING 702 - Issues in Sociolinguistics 3 Credit(s)

Seminars (9 Credits)

• APLING 707 - Current Research on Language and Pedagogy 3 Credit(s)
• APLING 708 - Corpus Linguistics 3 Credit(s)
• APLING 709 - Language Policy 3 Credit(s)

Colloquium (1 Credit)

• APLING 890 - Graduate Colloquium in Applied Linguistics 1 Credit(s)

Research Methods Courses (9 to 15 Credits)

Complete at least three courses from below.

• APLING 703 - Applied Linguistics Research Methods 3 Credit(s)
• APLING 704 - Advanced Discourse Analysis 3 Credit(s)
• APLING 705 - Advanced Ethnography 3 Credit(s)
• PPOL-G 604L - Statistical Methods in the analysis of Social Problems I 3 Credit(s)
• PPOL-G 605L - Statistical Methods in the Analysis of Social Problems II 3 Credit(s)

Electives (3 to 9 Credits)

Complete no more than three from below.

• APLING 601 - Linguistics 3 Credit(s)
• APLING 603 - Language, Culture and Identity 3 Credit(s)
• APLING 605 - Theories and Principles of Language Teaching 3 Credit(s)
• APLING 611 - Methods and Materials in Foreign Language Instruction 3 Credit(s)
• APLING 612 - Integrating Culture into the Language Curriculum 3 Credit(s)
• APLING 614 - Foundations of Bilingual/Multicultural Education 3 Credit(s)
• APLING 615 - Dual Language Pedagogy 3 Credit(s)
• APLING 618 - Teaching ESL: Methods and Approaches 3 Credit(s)
• APLING 621 - Psycholinguistics 3 Credit(s)
• APLING 623 - Sociolinguistics 3 Credit(s)
• APLING 627 - Phonetics and Phonemics 3 Credit(s)
• APLING 629 - The Structure of the English Language 3 Credit(s)
• APLING 633 - Discourse Analysis in ESL 3 Credit(s)
• APLING 635 - Literacy & Culture 3 Credit(s)
• APLING 637 - Ethnography of Education: Culture, Language, & Literacy 3 Credit(s)
• APLING 670 - Testing in the Bilingual/ESL Classroom 3 Credit(s)
• APLING 673 - Reading in the Bilingual/English as a Second Language (ESL) Classroom 3 Credit(s)
• APLING 696 - Independent Study 1-6 Credit(s)
• APLING 697 - Special Topics in Applied Linguistics 1-6 Credit(s)

Inquiry Courses (6 Credits)

• APLING 891 - Qualifying Paper Seminar 3 Credit(s)
• APLING 892 - Dissertation Proposal Writing Seminar 3 Credit(s)

Dissertation Research Course (12 Credits)

• APLING 899 - Dissertation Research 1-12 Credit(s)

Graduation Criteria

Complete 55 credits from 16 courses including three core courses, three seminars, one colloquium, three to five research methods courses, one to three electives, two inquiry courses, and one dissertation research course.

Students with a master’s degree in a relevant field earned no more than seven years before matriculation may be eligible for advanced standing awarding them up to twelve credits toward the degree.

Doctoral candidacy:   Acceptance of a qualifying paper and dissertation proposal. Dissertation:   Compose and defend a dissertation based on original research.

Statute of limitations:   Seven years.

Graduate Program Director Professor Avary Carhill-Poza [email protected]

Applied Linguistics Department

UMass Boston's Department of Applied Linguistics in the College of Liberal Arts offers a diverse range of programs and research opportunities aimed at exploring theoretical linguistics, applied linguistics, and interdisciplinary areas of psycholinguistics and sociolinguistics.

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The Library

Browse by phd thesis by university of warwick department.

Alibaba, Ayten (2022) “There are new faces here today.” negotiations of membership in modern diasporas. PhD thesis, University of Warwick.

Abdallah, Wagdi Gabreldar Mahil (2021) The stories of four Sudanese English as additional language children : an ethnographic home-based study. PhD thesis, University of Warwick.

Anderson, Jason (2021) Eight expert Indian teachers of English : a participatory comparative case study of teacher expertise in the Global South. PhD thesis, University of Warwick.

Al Rawahi, Abdullah Khalfan (2020) Building the bridge of affordances : exploring teacher research support in a university language centre. PhD thesis, University of Warwick.

Abdul Fatah, Farhana Binti (2019) Discourses of the non-veiled: exploring discursive identity constructions among Malaysian Muslim women who do not veil. PhD thesis, University of Warwick.

Alansari, Suha (2019) Localizing global English language textbooks: a critical multimodal discourse analysis of identity construction in global, regional and local editions. PhD thesis, University of Warwick.

Abdulhaleem, Ebtesam Abdulaleem (2018) How well does a preparatory year programme in a Saudi university prepare students for the writing demands of medical healthcare colleges?: A gap analysis approach to needs analysis using the CEFR scales. PhD thesis, University of Warwick.

Alyasin, Abulqader (2015) Teachers' perspectives on ELT : a research journey from challenging to conflict circumstances in Syria. PhD thesis, University of Warwick.

Ajjan, Mais (2012) Teaching and learning in large tertiary Syrian classes : an investigation into students' and tutors' perspectives. PhD thesis, University of Warwick.

Asghar, Jabreel (2010) Critical investigation into a textbook for actual and potential uses in Pakistani higher secondary education. Other thesis, University of Warwick.

Bustos-Moraga, Claudia Andrea (2022) Design and implementation of a course for mentors of teacher-research in Chile, Peru, and Mexico : an action research approach. PhD thesis, University of Warwick.

Bartali, Valentina (2022) A cross-cultural and intercultural investigation of request realisation strategies in Italian and British-English and the issue of how culturally-bound understandings of politeness can affect intercultural interactions. PhD thesis, University of Warwick.

Bilgin, Sezen S. (2015) Code switching in ELT teaching practice in Turkey : teacher practices, beliefs and identity. PhD thesis, University of Warwick.

Bilgen, Fatos Eren (2013) Negotiating professional identities in higher education during redundancy and uncertainty : narratives of TEFL teachers in Northern Cyprus. PhD thesis, University of Warwick.

Beaven, Ana Maria G. (2012) An exploration of cross-cultural adaptation in the context of European student mobility. PhD thesis, University of Warwick.

Cheng, Jielei (2022) An exploration of self-taught bachelor’s degree learners’ agency in managing the interplays amongst l2 motivations, imagination, autonomous learning behaviours and the micro- and macro-level contextual influences. PhD thesis, University of Warwick.

Consoli, Sal (2020) The motivational journeys of Chinese postgraduate students in a UK university : an ecological perspective for practitioners and academics. PhD thesis, University of Warwick.

Clayton, Daniel (2019) “You live together, you train together, you play together, you drink together” : an investigation of transition in British university sport. PhD thesis, University of Warwick.

Chimbwete-Phiri, Rachel (2018) The reproduction and negotiation of knowledge in HIV/AIDS consultations in Malawi. PhD thesis, University of Warwick.

Cajas, Diego (2017) Characterising the challenges and responses of Ecuadorian universities to recent EFL language policy changes : a mixed methods study. PhD thesis, University of Warwick.

Cai, Xiaozhe (2017) Managing difference : postgraduate students' experience and perspectives of multicultural group work in an internationalising university. PhD thesis, University of Warwick.

Chulim, Floricely Dzay (2015) Pre-service teachers reflecting on their teaching practice : an action research study in a Mexican context. PhD thesis, University of Warwick.

Drissat, Abir (2022) Teaching more than English : exploring possibilities for critical intercultural pedagogy in Algerian EFL contexts. PhD thesis, University of Warwick.

Doukmak, Reem (2019) Understanding the Syrian refugee educational experience : engaging with a drama intervention by Syrian refugees in Turkey. PhD thesis, University of Warwick.

Debray, Carolin (2018) Troubles talk as a relational strategy in intercultural teamwork. PhD thesis, University of Warwick.

Dixon, David (Researcher in Applied linguistics) (2011) Measuring language learner autonomy in tertiary-level learners of English. PhD thesis, University of Warwick.

Efthymiadou, Christina (2018) ‘It’s all about trust after all’: doing trust in cross-border collaboration. PhD thesis, University of Warwick.

Gamero Mujica, Maricarmen Balbina (2022) Understanding the challenges of synchronous video-mediated teaching through the eyes of remote ELT practitioners. PhD thesis, University of Warwick.

Gakonga, Joanne (2022) Better together : reciprocal professional development in a mentor training programme. PhD thesis, University of Warwick.

Ghounaim, Samiah Hesham (2021) “It takes time to build the habit”: a data-led approach to developing reflective practices for in-service EFL teachers. PhD thesis, University of Warwick.

Greenaway, Thomas (2018) Fostering global graduates: researching student actions in teamwork projects, and the ways through which students develop intercultural competencies. PhD thesis, University of Warwick.

Geng, Yifan (2015) Appraisal in discussion sections of doctoral theses in the discipline of ELT/Applied Linguistics at Warwick University : a corpus-based analysis. PhD thesis, University of Warwick.

Ghobain, Elham Abdullah (2014) A case study of ESP for medical workplaces in Saudi Arabia from a needs analysis perspective. PhD thesis, University of Warwick.

Hsieh, I-Chen (2022) Policy, position, and practice : a linguistic ethnography study of Taiwanese English language teacher identity and agency in multilingual and multimodal times. PhD thesis, University of Warwick.

Humonen, Kristina (2019) ‘I am in no position to express myself.’ An ethnographic case study of multilingualism at a Finnish food corporation. PhD thesis, University of Warwick.

Herrera, Eduardo Chávez (2019) Semioticians' glassy essence : the discursive construction of semiotics through the eyes of its practitioners. PhD thesis, University of Warwick.

Haghi, Saeede (2018) An investigation into the characteristics and efficacy of in-sessional academic English language provision at UK higher education institutions. PhD thesis, University of Warwick.

Hah, Sixian (2018) “That’s what’s moved me to tears!” – The world of academic researchers and their struggles from a discursive perspective. PhD thesis, University of Warwick.

Huang, Lan-Ting (2016) Interaction around corrective feedback in elementary English classes in Taiwan. PhD thesis, University of Warwick.

Hyacinth, Timi B. (2013) Reflection for specific purposes : the use of reflection by Nigerian English language teachers. PhD thesis, University of Warwick.

Heo, Jaeyeon (2013) A case study of team teaching and team teachers in Korean primary schools. PhD thesis, University of Warwick.

Huang, Shu-er (2011) Ideal and reality of textbook selection : an interview- and questionnaire- based investigation in the Taiwanese tertiary context. Other thesis, University of Warwick.

Howard, Amanda Jane (2010) Teacher appraisal : the impact of observation on teachers’ classroom behaviour. PhD thesis, University of Warwick.

Hunter, Duncan (2009) Communicative language teaching and the ELT Journal : a corpus-based approach to the history of a discourse. PhD thesis, University of Warwick.

Ikeda, Chika (2012) Explorations in the feasibility of introducing phonological awareness and early reading instruction into Japanese elementary school English education. PhD thesis, University of Warwick.

Iguchi, Mikio (2011) Integration, identity and beyond : a narrative case study of two Japanese women living in Britain. Other thesis, University of Warwick.

Idris, Ahmad Yusuf (2011) Investigating the effects of the supervisor's feedback on international Masters students' dissertation writing outcomes in the UK. PhD thesis, University of Warwick.

Jordans, Eveline Hendrika (2022) Transforming cultural norms : the role of women and youth. PhD thesis, University of Warwick.

Jeidani, Mahmoud (2012) Increasing phonological awareness : a discourse intonation approach. PhD thesis, University of Warwick.

Jong, Young Ok (2009) An investigation into the benefits of collaborative writing for the development of EFL children’s communication skills : a reflective report of a teacher researcher. Other thesis, University of Warwick.

Kakalic, Yesim (2021) “Why is integration still associated with us?” : a sociolinguistic perspective on social integration of German-Turkish descendants in Germany. PhD thesis, University of Warwick.

Kedveš, Ana (2019) Representation of a same-sex marriage debate in national and international online media reports : the case of “In the Name of the Family” in Croatia. PhD thesis, University of Warwick.

Kim, Kyoungmi (2018) ‘This is a problem (.)’ : discursive construction of the organisational ‘problems’ in a multinational corporate workplace. PhD thesis, University of Warwick.

Khamkhien, Attapol (2018) A corpus-based investigation of macro and micro structures in applied linguistics research articles in the TCI database : descriptive and pedagogic dimensions. PhD thesis, University of Warwick.

Külekçi, Erkan (2015) ‘Authenticity’ in English language teaching and learning : a case study of four high school classrooms in Turkey. PhD thesis, University of Warwick.

Khánh, Trẩn Thị Minh (2014) A study of relating between Vietnamese and native English-speaking teachers in team-teaching EFL students at tertiary level in Vietnam. PhD thesis, University of Warwick.

Kuchah, Kuchah (2013) Context-appropriate ELT pedagogy : an investigation in Cameroonian Primary schools. PhD thesis, University of Warwick.

Kiai, Alice Wanjira (2012) Biography of an English language textbook in Kenya : a journey from conceptualization to the classroom. PhD thesis, University of Warwick.

Kuo, Ling-Chun (2011) The role and efficacy of phonics instruction in the early literacy development of young Taiwanese EFL learners. PhD thesis, University of Warwick.

Lyu, Xiaoran (2023) The implementation of the new college English curriculum in Chinese higher education : an ethnographic case study. PhD thesis, University of Warwick.

Lewis, Rachel F (2017) Constructing and contesting the good British citizen: an investigation of the contemporary citizenship regime as discursive practice. PhD thesis, University of Warwick.

Lee, Wan-Lun (2010) Integrating literature and cooperative learning with non-English majors : a Taiwanese study. PhD thesis, University of Warwick.

Li, Ting (2010) A study of metadiscourse in English academic essays : similarities and differences among Chinese undergraduates, 2+2 Chinese undergraduates and English native undergraduates. Other thesis, University of Warwick.

Leon-Hernandez, Jose Luis (2010) Reflective extensive reading in a Mexican university : documenting the effects of a pedagogic intervention. Other thesis, University of Warwick.

Mesinioti, Polina (2021) ‘GET the oxygen get an airway’ : doing leadership in medical emergencies. PhD thesis, University of Warwick.

Mohd Omar, Nor Azikin (2018) Exploring distributed leadership in decision-making processes. PhD thesis, University of Warwick.

Manasreh, Mohammad (2018) Improving ELT teacher training practices through planning, design and implementation of an ICT-supported INSET programme : An action research study in Qatar. PhD thesis, University of Warwick.

Morgan, Neil L. (2012) Home truths from abroad? : a TESOL blueprint for the mediation of L1/L2 language awareness. PhD thesis, University of Warwick.

Nakayama, Asami (2023) Motivation and identity development through short-term study abroad : a positioning theory analysis. PhD thesis, University of Warwick.

Ness, Simon (2020) 'We live in constant chaos' : exploring the dynamicity of teaching motivation from a complexity perspective. PhD thesis, University of Warwick.

Nhung, Nguyen Thi Hong (2019) Teachers’ identity construction: A case study of Vietnamese teachers in communicative English classroom. PhD thesis, University of Warwick.

Nkateng, Unity (2013) An investigation into written genres used by professional social workers and taught to social work students in Botswana. PhD thesis, University of Warwick.

Nattheeraphong, Anyarat (2013) Teachers' beliefs about appropriate methodology in Thai Secondary level English education. PhD thesis, University of Warwick.

Omar, Suhaida (2011) Exploring teachers' cognitions and practices of teaching L2 reading in Malaysia. Other thesis, University of Warwick.

Park, Heeyang (2020) Exploring learning progress and challenges in English decoding skills development in the Korean EYL context : from the perspectives of the children. PhD thesis, University of Warwick.

Pinner, Richard S. (2017) Social authentication and the synergies between teacher and student motivation : a narrative of teaching at a Japanese university. PhD thesis, University of Warwick.

Pigott, Julian (2015) English learning as a means of self-fulfilment : a grounded theory of language learning behaviour. PhD thesis, University of Warwick.

Pino James, Nicolás (2015) Student engagement in modern foreign languages : a pedagogical model. PhD thesis, University of Warwick.

Payukmag, Wuttiya (2014) The perceived effectiveness of the implementation of task-based language teaching and mediation procedures for the teaching of business presentations at a Thai university. PhD thesis, University of Warwick.

Puangsuk, Oranuch (2013) Professional development : experiences of English teachers at Primary level in Thailand. PhD thesis, University of Warwick.

Papaioannou, Vasiliki I. (2008) Teachers’ experiences in a UK international school : the challenges of adaptation. Other thesis, University of Warwick.

Rodríguez Escobar, Claudia (2023) Reflective practice as a dialogical space to understand Chilean novice EFL teachers’ identity construction journey. PhD thesis, University of Warwick.

Rixon, Shelagh (2011) Beyond ABC : investigating current rationales and systems for the teaching of early reading to young learners of English. PhD thesis, University of Warwick.

Ramoroka, Boitumelo Tiny (2011) A text and interview based study of interactional metadiscourse in the EAP preparatory course and two undergraduate courses at the University of Botswana. PhD thesis, University of Warwick.

Sidaway, Kathryn (2023) ‘Maybe I can tell to you my story…’ : language learning motivation, identity and the needs of adult ESOL students in England. PhD thesis, University of Warwick.

Stavridou, Anastasia (2022) Challenging traditional understandings of leadership and followership through discourse : a sociolinguistic case study of a basketball team. PhD thesis, University of Warwick.

Silva-Banks, Sarah (2022) Career focused reflection and personal development in higher education : a longitudinal investigation into internship blog writing. PhD thesis, University of Warwick.

Schwab, Veit (2017) Discursive borders in EUrope. PhD thesis, University of Warwick.

Skuse, George E. (2017) The Talk Skills project : improving dialogic interaction in the Korean adult foreign language classroom. PhD thesis, University of Warwick.

Salvi, Ana Inés (2017) Exploring criticality in teaching English for academic purposes via pedagogy for autonomy, practitioner research and arts-enriched methods. PhD thesis, University of Warwick.

Spinola, Jane (2014) B-learning and the teaching of writing in English in an EFL context : an action research study. PhD thesis, University of Warwick.

Shamsini, Iman (2012) Learners' engagement with internet materials : an action research study into the use of internet materials with EFL learners in a Syrian context. PhD thesis, University of Warwick.

Suriyatham, Watjana (2011) The development of self-access materials for listening comprehension : a case study in a Thai university. Other thesis, University of Warwick.

Sim, Ju Youn (2011) The impact of in-service teacher training : a case study of teachers' classroom practice and perception change. Other thesis, University of Warwick.

Santiago Sanchez, Hugo (2010) An investigation into the relationships among experience, teacher cognition, context, and classroom practice in EFL grammar teaching in Argentina. PhD thesis, University of Warwick.

Tian, Zhaohui (2023) Relating and rapport management in Chinese-owned companies operating in Kenya. PhD thesis, University of Warwick.

Tabali, Pía (2019) Learning English as a foreign language : eliciting young Chilean children’s views. PhD thesis, University of Warwick.

Trotman, Wayne (2019) Teacher oral feedback on student writing : an action research approach towards teacher-student conferences on EFL academic essay writing in a higher education context in Turkey. PhD thesis, University of Warwick.

Tanaka, Mayumi (2015) Appropriate pedagogy for critical reading in English in the Japanese secondary school context : an action research investigation. PhD thesis, University of Warwick.

Tang, Elaine Hau Hing (2012) Experience of and support for beginning English teachers : a qualitative Hong Kong case study. PhD thesis, University of Warwick.

Tsai, Yi-Jen (2011) Success with IELTS : an in-depth investigation of Taiwanese learners' perceptions and strategies in relation to the IELTS test. PhD thesis, University of Warwick.

Unlu, Zuleuha (2015) Exploring teacher-student classroom feedback interactions on EAP writing : a grounded theory approach. PhD thesis, University of Warwick.

Vargas Gil, Gabriel Ernesto (2021) Aspects of the Cambridge ICELT ethos : an in-depth exploration of discourse in one iteration of a globalised in-service language teacher training course. PhD thesis, University of Warwick.

Vigier, Mary (2015) Interaction in multicultural project-team meetings : managing the formative stages. PhD thesis, University of Warwick.

Wall, Helena H. (2022) Exploring oracy assessment in-interaction in the primary school classroom. PhD thesis, University of Warwick.

Wang, Zi (2022) Being and becoming : an ecological exploration of humanistic motivation in multilingual learning among Japanese language majors in China. PhD thesis, University of Warwick.

Wolfers, Solvejg (2020) Team cohesion as a discursively negotiated process – An ethnographic study of a professional football team. PhD thesis, University of Warwick.

Wróblewska, Marta Natalia (2018) The making of the “impact agenda” : a study in discourse and governmentality. PhD thesis, University of Warwick.

Wilson, Roy (2016) The PTE Academic and outer circle students : assessing proficiency in English, ownership of English, and academic performance at UK universities. PhD thesis, University of Warwick.

Whiteside, Karin (2016) A corpus-driven investigation into the semantic patterning of grammatical keywords in undergraduate History and PIR (Politics & International Relations) essays. PhD thesis, University of Warwick.

Wang, Jiayi (Researcher in linguistics) (2013) Relational management in professional intercultural interaction : Chinese officials' encounters with American and British professionals. PhD thesis, University of Warwick.

Wang, Isobel Kai-Hui (2013) International Chinese students' strategic vocabulary learning : agency and context. PhD thesis, University of Warwick.

Wei, Yi-Chun Sherri (2011) Understanding students' learner autonomy through practitioner research. PhD thesis, University of Warwick.

Wu, I-Cheng (2010) An interactive perspective on classroom motivation : a practitioner research study in a Taiwanese university context. Other thesis, University of Warwick.

Yen-ning, Pang (2014) Where actions speak louder than words : the experience of trainee cooks on work placement in Singapore. PhD thesis, University of Warwick.

Zhang, Lyu (2023) ‘It’s kind of like a middle ground’ : students’ strategic management of silence in multicultural group work. PhD thesis, University of Warwick.

Zainal, Saiful Izwan Bin (2019) Malaysian primary school teachers’ use of and cognitions about digital technology for English as a second language literacy instruction: a case-based investigation. PhD thesis, University of Warwick.

Zamri, Norazrin (2019) The ‘good’ mother? The discursive construction of identities among new mothers in Malaysia. PhD thesis, University of Warwick.

Zandian, Samaneh (2015) Children’s perceptions of intercultural issues : an exploration into an Iranian context. PhD thesis, University of Warwick.

Zou, Meilan (2014) Applying translation theories and pedagogy : a multiple case study exploring postgraduate translation programmes in China and the UK. PhD thesis, University of Warwick.

Zhao, Yan, Ph.D. (2011) L2 creative writers : identities and writing processes. PhD thesis, University of Warwick.

Zhou, Xiaozhou (2011) Behind classroom codeswitching : culture, curriculum and identity in a Chinese university English department. PhD thesis, University of Warwick.

Öztabay, Ceren (2015) The formally stated, observed and perceived realities of research education in initial, university-based English language teacher education in North Cyprus : a case study. PhD thesis, University of Warwick.

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Recent projects, theses, and dissertations

The following are recently completed PhD dissertations and MA Linguistics/MA Applied Linguistics theses, as well as MILR projects and theses. You can access any of these  UVic's Research and Learning repository (UVicSpace) .

PhD Dissertations

Yu, Chen. 2023.  The perception and production of Mandarin citation tones by prelingually deaf adults.

Khatri, Raj. 2022.  Supporting B.C.’s expanding international education: The efficacy of academic reading strategy instruction among adult English-as-an-additional-language students.

Deng, Jie. 2022.  L2, L3 and Heritage Acquisition of Chinese T3 Sandhi: Comprehensibility and Accentedness

Friesen, Dianne. 2022.  A Grammar of Relationship: How Mi’kmaw verbs indicate the relationship between participants in a sentence.

Yousefi, Marziyeh. 2020.  Investigating the Effect of Corrective Feedback on Second Language Pragmatics: Face-to Face vs. Technology-Mediated Communication.

Anisman, Adar. 2019.  When 'if' is 'when' and 'when' is 'then': The particle nı̨dè in Tłı̨chǫ.

Hart-Blundon, Patricia. 2019.   Learning Standard English in addition to a Local English Variety.

Ceong, Hailey Hyekyeong. 2019.   The morphosyntax of clause typing: single, double periphrastic, and multifunctional complementizers in Korean.

Liu, Jianxun. 2019.  The syntax of V-V resultatives in Mandarin Chinese .

Leonard, Janet. 2019.  The Phonological Representation and Distribution of Vowels in SENĆOŦEN (Saanich).

Alkutbi, Douaa. 2018.  Bridging the Gap: A Study of Academic Language-Learning Needs of Saudi International Students.

Onosson, D. Sky. 2018.  An Acoustic Study of Canadian Raising in Three Dialects of North American English.

Lucarevschi, Claudio Rezende. 2018.  The Role of Storytelling in the Development of Pronunciation of Brazilian Learners of English as a Foreign Language.

Qian, Xiaojuan. 2017. Novice, Paraprofessional, and Professional Translators' Strategy Use in Chinese-English Translation Processes: Retrospective Reflections, Concurrent Screen-capturing, and Key-stroke Logging.

Travers, Nicholas. 2017. English-as-an-Additional-Language Job Interviews: Pragmatics Training for Candidates and Analyzing Performance on Both Sides of the Table.

Nogita, Akitsugu. 2016. L2 Letter-Sound Correspondence: Mapping Between English Vowel Graphemes and Phonomes by Japanese EAL Learners.

Luo, Shan. 2015. Gestural overlap across word boundaries: Evidence from English and Mandarin speakers.

Li, Ya. 2015. Timing and Melody: An Acoustic Study of Rhythmic Patterns of Chinese Dialects .

Karim, Khaled. 2013. The Effects of Direct and Indirect Corrective Feedback (CF) on English-as-a-Second-Language (ESL) Students' Revision Accuracy and Writing Skills.

Nicolson, Marianne. 2013. Yexa Uḱwine’, yexa Gukw, dłuwida Awinagwis” The Body, the House, and the Land: The Conceptualization of Space in Kwakwaka’wakw Language and Culture   [INTD: Linguistics and Anthropology]

Moisik, Scott. 2013. The Epilarynx in Speech .

Lee, Sunghwa. 2013. Multiple Exponence in Non-inflectional Morphology.

Robertson, David Douglas. 2012. Kamloops Chinuk Wawa, Chinuk pipa, and the vitality of pidgins .

Tian, Jun. 2012. The Effects of peer editing versus co-writing on writing in Chinese-as-a-foreign language .

Pytlyk, Carolyn. 2012. Expanding the scope of orthographic effects: evidence from phoneme counting in first, second, and unfamiliar languages .

MA Linguistics Theses

Farr, Chloë. 2024.  Unmasking ChatGPT: The Challenges of Using Artificial Intelligence for Learning Vocabulary in English as an Additional Language.

Li, Mitchell, 2024.  Statistical Power for Small Effect Sizes: An investigation of backward priming in Mandarin-English bilinguals.

Campbell, Jessalyn. 2023.  Serial Verb Constructions in SENĆOŦEN.

Loughlin, Aiden. 2022.  Who is they? Pronoun use across time and social structure.

Allen, Caroline. 2022.  GET over time: a longitudinal variationist analysis of passive voice in contemporary English.

Moser, Christiana. 2021.  Heterogeneity in the structure of Icelandic -st figure reflexives.

Buaillon, Emmanuelle. 2021.  À Paris/sur Paris: A Variationist Account of Prepositional Alternation Before City Names in Hexagonal French.

Fortier, Kyra. 2019.  An Acoustic Investigation of Vowel Variation in Gitksan .

Comeau, Emily. 2018.  Literacy and Language Revitalization: Leaving a Visible Trace.

Dworak, Catherine. 2018.  Limxhl Hlgu Wo'omhlxw Song of the Newborn: Knowledge and Stories Surrounding Pregnancy, Childbirth, and the Newborn. A Collaborative Language Project.

Richards, Matthew. 2018.  Prosodic Structure of the Foxtrot.

Hilderman, Dustin. 2018.  Codeswitching in the Multilingual Mind.

Nolan, Tess. 2017. A Phonetic Investigation of Vowel Variation in Lekwungen.

Enriquez Garcia, Ildara. 2017.  Variation and Clitic Placement among Galician Neofalantes.

Jenni, Barbara. 2017. Self-Narrative Following Acquired Brain Injury: An Exploration of Linguistic, Subjective, and Other Associated Factors.

Hildebrand-Edgar, Nicole. 2016. Creaky Voice: An Interactional Resource for Indexing Authority.

Huijsmans, Marianne. 2015. Linearization and Prosodic Phrasing: The Case of SENĆOŦEN Second-Position Clitics.

Saunders, Susan Jane. 2015. A Language Survey of Northern Metis Languages: A Community-Based Language Revitalization Project.

Litvin, Natalia. 2014.  An Ultrasound Investigation of Secondary Velarization in Russian.

Xing, Nan. 2014. English /l/s as Produced by Native English and Mandarin Chinese Speakers.

McKishnie, Andrew. 2013.  Depictives and Wh-Movement of Depictives in East Slavic.

McCreery, Dale. 2013. Challenges and Solutions in Adult Acquisition of Cree as a Second Language .

Liu, Jianxun. 2012. An applicative approach to “oblique object” constructions and DOCs in Chinese.

Ceong, Hailey Hyekyeong. 2012. The Syntax of Korean polar alternative questions: A-not-A.

MA Applied Linguistics Theses

Mao, Siyu (Rain). 2024.  Chinese-as-a-First-Language (CL1) and English-as-a-First-Language (EL1)Undergraduate Students' Business Writing in Canadian Universities:A Corpus-Based Contrastive Study of Linguistic Features.

Somerville, Matthew. 2023.  Nihonjin Kyoushi Dake?: The Perceptions and Beliefs of a Non-Native Speaking Teacher in a High-intermediate Japanese Language Class.

O'Toole, Erin. 2023.  A critical examination of Core French curriculum, teaching methods, and learning motivational factors in British Columbia.

Aleassa, Lana. 2023.  Apology Strategies in High vs. Low Context Cultures.

Cervantes, Eloisa. 2023.  Heritage Language Anxiety in Canadian Post-Secondary Learners of Spanish.

Serpas, Gill. 2023.  Mainly English, Some Japanese: Exploring the Opinions of EFL Students and EFL Teachers on Using Translanguaging in EFL Classrooms in Japan.

Shirani, Reza. 2020.  Explicit versus Implicit Corrective Feedback During Videoconferencing: Effects on the Accuracy and Fluency of L2 Speech.

Blackstone, Pam. 2019.   An investigation of pedagogical approaches and methods used in a French university French-as-a-foreign-language program: teacher and student perspectives.

Bagherbeigi, Vahid. 2019.  The Impact of Computer-mediated Communication on EFL Learners' Oral Performance.

Kim, Keun. 2019. The efficacy of lexical stress diacritics in the English comprehensibility and accentedness of Korean speakers.

Zhang, Yiran. 2018.  A Comparative Study of the Language Content of Employment-Related Units in Government-Funded Language Programs for Newcomers in Canada and Australia.

Suessenbach, Lisa. 2018.  A Phonetic and Phonological Investigation of North American English (NAE) Segments in the Interlanguage Grammar of a Native Speaker of German (SHG).

Romig, Silas. 2017. The Production and Perception of English Vowels by Native Speakers of Brazilian Portuguese Living in Victoria, Canada.

Thompson Wagner, Christiani Pinheiro. Preliminary Study of the Role of Eye Contact, Gestures, and Smiles Produced by Chinese-as-a-First-Language Test-Takers on Ratings Assigned by English-as-a-First-Language Examiners During IELTS Speaking Tests.

Hill, Carrie. 2015. Exploring Mandarin-speaking English-as-an-Additional-Language graduate students' academic reading strategies in three reading modes: paper, e-reading without hypertext, and e-reading with embedded hypertext.

Zariski, Ross. 2014. World of Warcraft as a medium for Intermediate-Level English Language Acquisition: Leveling up Accuracy, Fluency, and Lexical Complexity.

Cai, Mengyue. 2014. Undergraduate EAL (English-as-an-Additional-Language) Students' Reported Use of Vocabulary Learning Strategies and its Relationship vis-a-vis Language Proficency, Vocabulary Size, and Gender.

Kim, Jongmin. 2014. Incidental Focus-on-Form and Learner Extraversion.

Parker, Aliana Violet. 2013. Learning the language of the land .

Malec, Alesia. 2013. Examining emotional responses to written feedback and the role emotions play on second language writing performance .

Chen, Sibo. 2013. Genre Features of Personal Statements by Chinese English-as-an-Additional-Language Writers: A Corpus-Driven Study .

Hannigan, Patricia. 2013. Promoting awareness and regulation of social and affective behaviours during L2 speaking tasks through written reflection .

Park, Seon-Young. 2012 . Korean parents', kindergarten teachers', and kindergarten students' perceptions of early English-language education .

Yu, Zhaoru. 2012. The production and the perception of English vowels by Mandarin speakers .

Fu, Tingfen. 2012. Corrective feedback and learner uptake in a Chinese as a foreign language class: do perceptions and the reality match?

Guo, Xiaoqian. 2012. L1 and L2 writing strategies: a study of Chinese graduate writers using concurrent think-aloud.

Kaneko, Kyoko. 2012. A comparative study of the use of request strategies by learners and native speakers of Japanese.

Fan, Yanan. 2012. Articulatory timing of English consonant clusters in the coda positions: a study of Chinese-English interlanguage.

MA Applied Linguistics Non-Thesis

Aalam, Niloofar. 2019. The role of playing collabortive online games in mediating vocabulary learning.

Cathers, Bryan. 2019.  A Survey of Michif Language Use and Attitudes of Métis in Victoria .

Sinha, Tara-Shankar. 2017. ESL Learners' Perception and the Efficacy of Written Corrective Feedback.

MILR Projects and Theses

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Home > College of Arts and Sciences > Applied Linguistics and ESL > ALESL_DISS

Applied Linguistics and English as a Second Language Dissertations

Dissertations from 2024 2024.

Effects of Raters’ Professional Background and Task on the Variability of Writing Scores , Analynn P. Bustamante

The role of chatbot-Assisted Collaboration Tasks and Learner Characteristics in the Alignment-Driven Learning of Second Language Grammar and Pragmatics: Comparing the Provision of Primes and Recasts , Sanghee Kang

Assessing L2 Oral Communication in a Video-mediated Speaking Test: Effects of Task Types and Perspectives of Linguistic Laypersons , Xian Li

Dissertations from 2023 2023

Writing Science for Diverse Audiences: A Corpus-based Discourse Analysis of the Language of Science News and Research Articles , Jordan Batchelor

Bridging Corpus Linguistics to ITA Training and Testing: Validation of Functional Language in Academic Lectures , Haoshan Ren

Towards Including Second Language Varieties of English on High-stakes International Tests of English Proficiency: A Perceptual Adaptation Study , Yi Tan

Argumentation in L1 and L2 Adult Writers: A Process-based Perspective Using Keystroke Logging , Yu Tian

Dissertations from 2022 2022

Extensive Reading-to-write Task Outcome, Vocabulary Learning and Korean EFL Students’ Perceptions towards Task Performance: Comparing Monomodal and Multimodal Composing Tasks , Hyejin Cho

Practice Teaching During Study Abroad in Second Language Teacher Education: A Longitudinal, Multi-Case Study of Preservice Teachers’ Cognition Development and Task Implementation , Meredith H. D'Arienzo

Dissertations from 2021 2021

Linguistic Perceptions and Ideologies of Race and Whiteness in the USA , Taylor James Chlapowski

Writing in the Disciplines and Within-discipline Variations: A Comparison of the Formulaic Profiles of the Medical Research Article and the Medical Case Report , Ndeye Bineta Mbodj

The Relationships between Second Language Speakers’ Oral Productions, Oral Proficiency, and their Individual Differences: A Longitudinal Study , Tamanna Mostafa

Exploring Language Teachers’ Assessment Practices and Language Learners’ Perceptions towards Assessment in the Online Environment , Yunjung Nam

Dissertations from 2020 2020

Language Program Development through Internationalization , Mackenzie Bristow

Seeking the unseen humanities macrostructures: The use of corpus- and genre-assisted research methodologies to analyze written norms in English and Spanish literary criticism articles , William Lake

Examining Task Transferability in Task-Based Language Teaching: A Multi-Case Study , Charlotte Nolen

Investigating Reading Behavior and Inference-making in Advanced L2 Reading Comprehension Assessment Tasks , Rurik Tywoniw

Developing and Testing Alternative Benchmarks of Lexical Sophistication: L2 Lexical Frequency, Semantic Context, and Word Recognition Indices , Katia Vanderbilt

A constructional analysis of written academic English as a Lingua Franca: The case of unedited and edited research writing , Selahattin Yilmaz

Dissertations from 2019 2019

Assessing English Writing in Multilingual Writers in Higher Education: A Longitudinal Study , Minkyung Kim

Reimagining Multilingualism From the Heritage Speaker Perspective: A View of Language Brokering Through the Lens of Translanguaging and Resemiotization , Jessica Lian

Dissertations from 2018 2018

The Longitudinal Development of Lexical Network Knowledge in L2 Learners: Multiple Methods and Parallel Data , Cynthia May Berger

Discerning the Language Assessment Literacy of EFL Teachers in Uzbekistan: An Individual, Social, and Sociohistorical Teacher Cognition Inquiry , David Lawrence Chiesa

The Development of Collocations as Constructions in L2 Writing , James Garner

CFL Teacher Cognition in K-8 School Settings: Focus on Classroom Management , Ziyi Geng

The Role of Socially-Mediated Alignment in the Development of Second Language Grammar and Vocabulary: Comparing Face-to-Face and Synchronous Mobile-Mediated Communication , Yeon Joo Jung

Lexical Bundles in Argumentative Essays by Native and Nonnative English-Speaking Novice Academic Writers , Yu Kyoung Shin

Beyond Literal Meaning: Linguistic And Cognitive Features Of Figurative Language Processing And Production , STEPHEN SKALICKY

Dissertations from 2017 2017

Locus of Control in L2 English Listening Assessment , Sarah J. Goodwin

The Impact of Dialogic CF on L2 Japanese Writers' Linguistic and Affective Outcomes , Mizuki Mazzotta

Input-rich Writing Tasks and Student Writing on an English Language Proficiency Test , Megan J. Montee

SOCIAL POSITIONING IN REFUGEE WOMEN’S EDUCATION: A LINGUISTIC ETHNOGRAPHY OF ONE ENGLISH CLASS , Nicole Pettitt

Dissertations from 2016 2016

Case Study of an English Program in a Multi-ethnic Chinese Context: Feasibility of Genred Task Instructional Approaches and Implications for Teacher Development , Merideth Hoagland

Measuring Syntactic Development in L2 Writing: Fine Grained Indices of Syntactic Complexity and Usage-Based Indices of Syntactic Sophistication , Kristopher Kyle

Language Policy in Rwanda: Shifting Linguistic and Educational Landscape , Pamela Pearson

Linguistic diversity and the politics of international inclusion in higher education: A critical sociolinguistic study international teaching assistants , Nicholas Subtirelu

Two Perspectives on Writing: A Cross-Context Study of Second Language Writing , Hae Sung Yang

Dissertations from 2014 2014

Academic Literacy Experiences of Undergraduate Students: Comparing Generation 1.5, International, and Native-speaking Populations , Luciana Findlay

Undergraduate Student Writing Across the Disciplines: Multi-Dimensional Analysis Studies , Jack Hardy

Language, literacy, and funds of knowledge: Somali refugee women in Clarkston, Georgia , Cassie Leymarie

Words of Experience: Semantic Content Analysis and Individual Differences among Successful Second Language Learners , Brittany Polat

Patterns of interaction in peer response: the relationship between pair dynamics and revision outcomes , Audrey P. Roberson

Personal Practical Knowledge of Graduate Spanish-Teaching Assistants: An Issue of Experience , Nancy Yanez-Pinto

Mapping the Relationships among the Cognitive Complexity of Independent Writing Tasks, L2 Writing Quality, and Complexity, Accuracy and Fluency of L2 Writing , Weiwei Yang

Dissertations from 2013 2013

An Investigation of Language Teachers’ Explorations of the Use of Corpus Tools in the English for Academic Purposes (EAP) Class , John D. Bunting

An Investigation of Pre-Service English Language Teacher Attitudes towards Varieties of English in Interaction , Jason J. Litzenberg

Exploring Undergraduate Disciplinary Writing: Expectations and Evidence in Psychology and Chemistry , Katherine E. Moran

Constructing Arabic as Heritage: Investment in Language, Literacy, and Identity among Young U.S. Learners , Amanda L. Temples

Dissertations from 2012 2012

Theory to Practice, Practice to Theory: Developing a Critical and Feminist Pedagogy for an English as a Second Language Academic Writing Classroom , Lauren Lukkarila

Learner-Learner Interaction: An Exploration of the Mediating Functions of Multilingual Learners’ Languages in an L3 Foreign Language Classroom , Caroline A. Payant

Dissertations from 2011 2011

Pronunciation Pedagogy: Second Language Teacher Cognition and Practice , Amanda A. Baker

Product and Process in Toefl iBT Independent and Integrated Writing Tasks: A Validation Study , Liang Guo

Refugees Negotiating Academic Literacies in First-Year College: Challenges, Strategies, and Resources , Eliana Hirano

A Genre Analysis of Second Language Classroom Discourse: Exploring the Rhetorical, Linguistic, and Contextual Dimensions of Language Lessons , Joseph J. Lee

Teaching and Learning Chinese as a Foreign Language in the United States: To Delay or Not to Delay the Character Introduction , Lijuan Ye

Exploring Second Language Writing Teacher Cognition , Nur Yigitoglu

Dissertations from 2010 2010

Cognitive Factors Contributing to Chinese EFL Learners’ L2 Writing Performance in Timed Essay Writing , Yanbin Lu

Korean Teachers' Beliefs about English Language Education and their Impacts upon the Ministry of Education-Initiated Reforms , Cheong Min Yook

Dissertations from 2009 2009

Cognitive Mechanisms Underlying Second Language Listening Comprehension , Guiling Hu

The Israeli-Palestinian Conflict in American, Arab, and British Media: Corpus-Based Critical Discourse Analysis , Magdi Ahmed Kandil

Dissertations from 2008 2008

Negotiation of Identities by International Teaching Assistants through the Use of Humor in University Classrooms , Iryna Kozlova

In Search of English as a Foreign Language (EFL) Teachers' Knowledge of Vocabulary Instruction , Weimin Zhang

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Writing an Applied Linguistics Thesis or Dissertation: A Guide to Presenting Empirical Research

September 2010 – volume 14, number 2.

In Writing an Applied Linguistics Thesis or Dissertation: A Guide to Presenting Empirical Research, Bitchener, adopting an ESP approach, investigates the process of writing the genre of thesis providing practical suggestions for Applied Linguistics graduate students. As dissertation writing can be considered as one of the relatively under-researched areas in second language writing, this step-by-step guide can be very useful for graduate students not only in Applied Linguistics but also in other disciplines.

Chapter 1, “Background”, introduces the goals of the book and its intended audience. In this guide-book, Bitchener provides first time thesis writers with guidance on how to present their research. In this respect, the target audience of this book is primarily Masters and Honors students who want to write a thesis, but those doctoral students who have not completed a thesis requirement before can also benefit from this guide. An overview of the content of the book is provided for those readers who might wish to have a quick summary of the contents. Each chapter of the book is titled according to one part-genre of the genre of thesis, such as abstract, introduction, and conclusion. The structure, content and requirements of these part genres are explained with the help of a sample thesis entitled “Willingness to communicate in a second language classroom” by Katherine Cao, who won the Applied Linguistics Association of New Zealand Best Master’s thesis award.

The remaining chapters, namely, Chapter 2, “Abstract”, Chapter 3, “Introduction”, Chapter 4, “ Literature review”, Chapter 5, “Methodology”, Chapter 6, “Results”, Chapter 7 “Discussion and results,” and Chapter 8, “Conclusion” all have the same format. They all started with a short introduction to the part-genre that is explored throughout the chapter. For instance, in this introductory chapter in Chapter 2, the thesis abstract is explained briefly. Later, the functions are analyzed. In the functions section of Chapter 3, the functions of a thesis introduction are listed. Some of the functions which are explained here included a description of the problem, a review of the background and context and an identification of gaps. Following this is “the content and the structure part” which involves the Swalesian moves analyses of the focus of the chapter. For instance, the content and structure section in Chapter 4, the main moves of the literature review of a thesis are explained as follows:

(1) establish some aspect of the knowledge territory relevant to your research (2) create a research niche/gap in knowledge (3) announce how you will occupy the research niche/gap (p. 67)

This is followed by a sample analysis of a section of a masters’ thesis. For these parts, Bitchener presents some portions from the sample master’s thesis with moves explained later in detail sentence by sentence. In Chapter 5, this section includes an analysis of the methodology section. Following this is usually key linguistic features that can help graduate students when they write their masters’ theses or dissertations. In the “Results” chapter, this section included some detailed information such as tense usage in the reporting of quantitative results, hedging, presenting qualitative results visually, etc.

It might be fair to say the use of “sample” thesis has advantages and disadvantages for such a guide. It is not distracting to read only one sample from the very beginning to the end of the book, as the reader becomes familiar with the topic of the same thesis. By the same token, having one and only example to refer to might also bring some issues. For instance, novice writers might take this sample and reproduce it as if it is a one-and-only template for thesis writing. This might impede and undermine second language writers’ creativity and individual voice in their writing. In addition, novice writers might take and generalize Cao’s individual style that is present in this sample thesis.

In the analyses sections which included moves analyses of the different parts of the masters’ thesis, the author provided two boxes of the same text, the first one being without the moves, and the second one being with the moves and an explanation of them. For those readers who are looking for a “how to” book, these parts can provide some exercises. But for those readers who are interested in the moves analyses of these sections, the parts without the moves can be redundant.

Still, the book includes frequently asked questions sections at the end of each chapter that deals with such important questions as “How long should the abstract be?” and “Should I write introduction before other chapters?” In addition, suggestions for further activities and further reading are included at the end of each section. These suggestions might not only help graduate students reflect on their writing practices about the issues discussed in each chapter of the book, but also help mentors, advisors and professors facilitate discussions about different parts of the thesis.

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Home > Humanities > Linguistics > Theses and Dissertations

Linguistics Theses and Dissertations

Theses/dissertations from 2022 2022.

Temporal Fluency in L2 Self-Assessments: A Cross-Linguistic Study of Spanish, Portuguese, and French , Mandy Case

Biblical Hebrew as a Negative Concord Language , J. Bradley Dukes

Revitalizing the Russian of a Heritage Speaker , Aaron Jordan

Analyzing Patterns of Complexity in Pre-University L2 English Writing , Zachary M. Lambert

Prosodic Modeling for Hymn Translation , Michael Abraham Peck

Interpretive Language and Museum Artwork: How Patrons Respond to Depictions of Native American and White Settler Encounters--A Thematic Analysis , Holli D. Rogerson

Theses/Dissertations from 2021 2021

Trademarks and Genericide: A Corpus and Experimental Approach to Understanding the Semantic Status of Trademarks , Richard B. Bevan

First and Second Language Use of Case, Aspect, and Tense in Finnish and English , Torin Kelley

Lexical Aspect in-sha Verb Chains in Pastaza Kichwa , Azya Dawn Ladd

Text-to-Speech Systems: Learner Perceptions of its Use as a Tool in the Language Classroom , Joseph Chi Man Mak

The Effects of Dynamic Written Corrective Feedback on the Accuracy and Complexity of Writing Produced by L2 Graduate Students , Lisa Rohm

Mental Contrasting with Implementation Intentions as Applied to Motivation in L2 Vocabulary Acquisition , Lindsay Michelle Stephenson

Linguistics of Russian Media During the 2016 US Election: A Corpus-Based Study , Devon K. Terry

Theses/Dissertations from 2020 2020

Portuguese and Chinese ESL Reading Behaviors Compared: An Eye-Tracking Study , Logan Kyle Blackwell

Mental Contrasting with Implementation Intentions to Lower Test Anxiety , Asena Cakmakci

The Categorization of Ideophone-Gesture Composites in Quichua Narratives , Maria Graciela Cano

Ranking Aspect-Based Features in Restaurant Reviews , Jacob Ling Hang Chan

Praise in Written Feedback: How L2 Writers Perceive and Value Praise , Karla Coca

Evidence for a Typology of Christ in the Book of Esther , L. Clayton Fausett

Gender Vs. Sex: Defining Meaning in a Modern World through use of Corpora and Semantic Surveys , Mary Elizabeth Garceau

The attributive suffix in Pastaza Kichwa , Barrett Wilson Hamp

An Examination of Motivation Types and Their Influence on English Proficiency for Current High School Students in South Korean , Euiyong Jung

Experienced ESL Teachers' Attitudes Towards Using Phonetic Symbols in Teaching English Pronunciation to Adult ESL Students , Oxana Kodirova

Evidentiality, Epistemic Modality and Mirativity: The Case of Cantonese Utterance Particles Ge3, Laak3, and Lo1 , Ka Fai Law

Application of a Self-Regulation Framework in an ESL Classroom: Effects on IEP International Students , Claudia Mencarelli

Parsing an American Sign Language Corpus with Combinatory Categorial Grammar , Michael Albert Nix

An Exploration of Mental Contrasting and Social Networks of English Language Learners , Adam T. Pinkston

A Corpus-Based Study of the Gender Assignment of Nominal Anglicisms in Brazilian Portuguese , Taryn Marie Skahill

Developing Listening Comprehension in ESL Students at the Intermediate Level by Reading Transcripts While Listening: A Cognitive Load Perspective , Sydney Sohler

The Effect of Language Learning Experience on Motivation and Anxiety of Foreign Language Learning Students , Josie Eileen Thacker

Identifying Language Needs in Community-Based Adult ELLs: Findings from an Ethnography of Four Salvadoran Immigrants in the Western United States , Kathryn Anne Watkins

Theses/Dissertations from 2019 2019

Using Eye Tracking to Examine Working Memory and Verbal Feature Processing in Spanish , Erik William Arnold

Self-Regulation in Transition: A Case Study of Three English Language Learners at an IEP , Allison Wallace Baker

"General Conference talk": Style Variation and the Styling of Identity in Latter-day Saint General Conference Oratory , Stephen Thomas Betts

Implementing Mental Contrasting to Improve English Language Learner Social Networks , Hannah Trimble Brown

Comparing Academic Vocabulary List (AVL) Frequency Bands to Leveled Biology and History Texts , Lynne Crandall

A Comparison of Mobile and Computer Receptive Language ESL Tests , Aislin Pickett Davis

Yea, Yea, Nay, Nay: Uses of the Archaic, Biblical Yea in the Book of Mormon , Michael Edward De Martini

L1 and L2 Reading Behaviors by Proficiency Level: An English-Portuguese Eye-Tracking Study , Larissa Grahl

Immediate Repeated Reading has Positive Effects on Reading Fluency for English Language Learners: An Eye-tracking Study , Jennifer Hemmert Hansen

Perceptions of Malaysian English Teachers Regarding the Importation of Expatriate Native and Nonnative English-speaking Teachers , Syringa Joanah Judd

Sociocultural Identification with the United States and English Pronunciation Comprehensibility and Accent Among International ESL Students , Christinah Paige Mulder

The Effects of Repeated Reading on the Fluency of Intermediate-Level English-as-a-Second-Language Learners: An Eye-Tracking Study , Krista Carlene Rich

Verb Usage in Egyptian Movies, Serials, and Blogs: A Case for Register Variation , Michael G. White

Theses/Dissertations from 2018 2018

Factors Influencing ESL Students' Selection of Intensive English Programs in the Western United States , Katie Briana Blanco

Pun Strategies Across Joke Schemata: A Corpus-Based Study , Robert Nishan Crapo

ESL Students' Reading Behaviors on Multiple-Choice Items at Differing Proficiency Levels: An Eye-Tracking Study , Juan M. Escalante Talavera

Backward Transfer of Apology Strategies from Japanese to English: Do English L1 Speakers Use Japanese-Style Apologies When Speaking English? , Candice April Flowers

Cultural Differences in Russian and English Magazine Advertising: A Pragmatic Approach , Emily Kay Furner

An Analysis of Rehearsed Speech Characteristics on the Oral Proficiency Interview—Computer (OPIc) , Gwyneth Elaine Gates

Predicting Speaking, Listening, and Reading Proficiency Gains During Study Abroad Using Social Network Metrics , Timothy James Hall

Navigating a New Culture: Analyzing Variables that Influence Intensive English Program Students' Cultural Adjustment Process , Sherie Lyn Kwok

Second Language Semantic Retrieval in the Bilingual Mind: The Case of Korean-English Expert Bilinguals , Janice Si-Man Lam

Evaluating the Effectiveness of a Korean Heritage-Speaking Interpreter , Yoonjoo Lee

Reading Idioms: A Comparative Eye-Tracking Study of Native English Speakers and Native Korean Speakers , Sarah Lynne Miner

Applying the Developmental Path of English Negation to the Automated Scoring of Learner Essays , Allen Travis Moore

Performance Self-Appraisal Calibration of ESL Students on a Proficiency Reading Test , Jodi Mikolajcik Petersen

Switch-Reference in Pastaza Kichwa , Alexander Harrison Rice

The Effects of Metacognitive Listening Strategy Instruction on ESL Learners' Listening Motivation , Corbin Kalanikiakahi Rivera

The Effects of Teacher Background on How Teachers Assess Native-Like and Nonnative-Like Grammar Errors: An Eye-Tracking Study , Wesley Makoto Schramm

Rubric Rating with MFRM vs. Randomly Distributed Comparative Judgment: A Comparison of Two Approaches to Second-Language Writing Assessment , Maureen Estelle Sims

Investigating the Perception of Identity Shift in Trilingual Speakers: A Case Study , Elena Vasilachi

Theses/Dissertations from 2017 2017

Preparing Non-Native English Speakers for the Mathematical Vocabulary in the GRE and GMAT , Irina Mikhailovna Baskova

Eye Behavior While Reading Words of Sanskrit and Urdu Origin in Hindi , Tahira Carroll

An Acoustical Analysis of the American English /l, r/ Contrast as Produced by Adult Japanese Learners of English Incorporating Word Position and Task Type , Braden Paul Chase

The Rhetoric Revision Log: A Second Study on a Feedback Tool for ESL Student Writing , Natalie Marie Cole

Quizlet Flashcards for the First 500 Words of the Academic Vocabulary List , Emily R. Crandell

The Impact of Changing TOEFL Cut-Scores on University Admissions , Laura Michelle Decker

A Latent Class Analysis of American English Dialects , Stephanie Nicole Hedges

Comparing the AWL and AVL in Textbooks from an Intensive English Program , Michelle Morgan Hernandez

Faculty and EAL Student Perceptions of Writing Purposes and Challenges in the Business Major , Amy Mae Johnson

Multilingual Trends in Five London Boroughs: A Linguistic Landscape Approach , Shayla Ann Johnson

Nature or Nurture in English Academic Writing: Korean and American Rhetorical Patterns , Sunok Kim

Differences in the Motivations of Chinese Learners of English in Different (Foreign or Second Language) Contexts , Rui Li

Managing Dynamic Written Corrective Feedback: Perceptions of Experienced Teachers , Rachel A. Messenger

Spanish Heritage Bilingual Perception of English-Specific Vowel Contrasts , John B. Nielsen

Taking the "Foreign" Out of the Foreign Language Classroom Anxiety Scale , Jared Benjamin Sell

Creole Genesis and Universality: Case, Word Order, and Agreement , Gerald Taylor Snow

Idioms or Open Choice? A Corpus Based Analysis , Kaitlyn Alayne VanWagoner

Applying Corpus-Assisted Critical Discourse Analysis to an Unrestricted Corpus: A Case Study in Indonesian and Malay Newspapers , Sara LuAnne White

Investigating the effects of Rater's Second Language Learning Background and Familiarity with Test-Taker's First Language on Speaking Test Scores , Ksenia Zhao

Theses/Dissertations from 2016 2016

The Influence of Online English Language Instruction on ESL Learners' Fluency Development , Rebecca Aaron

The Effect of Prompt Accent on Elicited Imitation Assessments in English as a Second Language , Jacob Garlin Barrows

A Framework for Evaluating Recommender Systems , Michael Gabriel Bean

Program and Classroom Factors Affecting Attendance Patterns For Hispanic Participants In Adult ESL Education , Steven J. Carter

A Longitudinal Analysis of Adult ESL Speakers' Oral Fluency Gains , Kostiantyn Fesenko

Rethinking Vocabulary Size Tests: Frequency Versus Item Difficulty , Brett James Hashimoto

The Onomatopoeic Ideophone-Gesture Relationship in Pastaza Quichua , Sarah Ann Hatton

A Hybrid Approach to Cross-Linguistic Tokenization: Morphology with Statistics , Logan R. Kearsley

Getting All the Ducks in a Row: Towards a Method for the Consolidation of English Idioms , Ethan Michael Lynn

Expecting Excellence: Student and Teacher Attitudes Towards Choosing to Speak English in an IEP , Alhyaba Encinas Moore

Lexical Trends in Young Adult Literature: A Corpus-Based Approach , Kyra McKinzie Nelson

A Corpus-Based Comparison of the Academic Word List and the Academic Vocabulary List , Jacob Andrew Newman

A Self-Regulated Learning Inventory Based on a Six-Dimensional Model of SRL , Christopher Nuttall

The Effectiveness of Using Written Feedback to Improve Adult ESL Learners' Spontaneous Pronunciation of English Suprasegmentals , Chirstin Stephens

Pragmatic Quotation Use in Online Yelp Reviews and its Connection to Author Sentiment , Mary Elisabeth Wright

Theses/Dissertations from 2015 2015

Conditional Sentences in Egyptian Colloquial and Modern Standard Arabic: A Corpus Study , Randell S. Bentley

A Corpus-Based Analysis of Russian Word Order Patterns , Stephanie Kay Billings

English to ASL Gloss Machine Translation , Mary Elizabeth Bonham

The Development of an ESP Vocabulary Study Guidefor the Utah State Driver Handbook , Kirsten M. Brown

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PhD in Theoretical and Applied Linguistics (MLAL212)

The nature of the phd degree.

In British universities the PhD ('Doctorate of Philosophy') is traditionally awarded solely on the basis of a dissertation, a substantial piece of writing which reports original research into a closely defined area of enquiry. Candidates for the PhD in Cambridge are guided by a Supervisor, though they will normally also discuss their work with a number of other experts in their field. The nature of the work depends on topic. Within linguistics, some PhD students may do most of their work in libraries, or spend part of their time collecting and analysing data, or carry out experiments in the  phonetics laboratory  or psycholinguistics laboratory. The dissertation must make a significant contribution to learning, for example through the discovery of new knowledge, the connection of previously unrelated facts, the development of new theory or the revision of older views. The completion of a PhD dissertation is typically expected to take three to four years full-time, or five to seven years part-time.

PhD Topics and Supervisors

Students registered for the PhD in the Section of Theoretical and Applied Linguistics will normally have one of the staff of the Section as Supervisor, though sometimes specialists outside the Section will fulfill this role.

Prospective applicants can get an idea of the range of topics which can be supervised from the following lists of people:

• Staff and their Research Interests
• Full Section Staff List
• Members of the Faculty
• Current PhD Students

However, since by doctoral research is by definition original, they should not hesitate to discuss ideas within or across areas of linguistics which are not explicitly represented in these places with the Section.

Please direct any enquiries regarding entry requirements and academic matters to the Postgraduate Secretary in the MMLL Postgraduate Office: [email protected] , and any enquiries regarding the technicalities of applying to the Postgraduate Admissions Office .

Applications must be accompanied by a research proposal of approximately 500 to 1,000 words. This should outline a topic of research which the applicant has chosen, and the method for investigating it. The research proposal will form the basis of a PhD student's research, but naturally may be modified as the research proceeds.

Candidates are advised to apply  well in advance of  the funding deadlines listed on the Postgraduate Office  'Applying to MMLL ' page.

Research Areas

All students belong to two of the Section’s  research areas.  One of these will be the primary area of research and the other a related field. Each area organises two half-day events per year which provide the opportunity to hear invited speakers and to present students' work. Students are also be expected to get involved in organising the events for their major area.

Research Training

All students must attend a prescribed amount of research training each year. Their personal programme for each year should be discussed with their supervisor. The Faculty's research training programme provides many useful courses, some of which are compulsory. In addition, the department organises two research training sessions per term with topics of particular interest to linguistics PhD students. These are compulsory for all PhD students registered in the Section. All enquiries about these should be made to Prof Brechtje Post , the Linguistics PhD Coordinator.

There are a limited number of places available on the Section's Quantitative Methods for Analysing Language Data (QMALD) statistics training lectures.

Information on training sessions are circulated to current students with details on how to sign up.

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M.A. Recipients & Theses A comprehensive list of the M.A. papers and theses written at UCLA Linguistics over the last 30+ years.

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Linguistics and English Language PhD thesis collection

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This is a selection of some of the more recent theses from the department of Linguistics and English Language.

The material in this collection must be cited in line with the usual academic conventions. These theses are protected under full copyright law. You may download it for your own personal use only.

Recent Submissions

Semantics of nominal and clausal embedding: how (not) to embed a clause and why , information structure of complex sentences: an empirical investigation into at-issueness , 'ane end of an auld song': macro and micro perspectives on written scots in correspondence during the union of the parliaments debates , intervention, participation, perception: case studies of language activism in catalonia, norway & scotland , aspects of cross-variety dinka tonal phonology , attitudes and perceptions of saudi students towards their non-native emi instructors , explanatory mixed methods approach to the effects of integrating apology strategies: evidence from saudi arabic , multilingualism in later life: natural history & effects of language learning , first language attrition in late bilingualism: lexical, syntactic and prosodic changes in english-italian bilinguals , syntactic change during the anglicisation of scots: insights from the parsed corpus of scottish correspondence , causation is non-eventive , developmental trajectory of grammatical gender: evidence from arabic , copular clauses in malay: synchronic, diachronic, and typological perspectives , sentence processing in first language attrition: the interplay of language, experience and cognitive load , choosing to presuppose: strategic uses of presupposition triggers , mechanisms underlying pre-school children’s syntactic, morphophonological and referential processing during language production , development and processing of non-canonical word orders in mandarin-speaking children , role of transparency in the acquisition of inflectional morphology: experimental studies testing exponence type using artificial language learning , disability and sociophonetic variation among deaf or hard-of-hearing speakers of taiwan mandarin , structural priming in the grammatical network: a study of english argument structure constructions .

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Browsing FAS Theses and Dissertations by FAS Department "Linguistics"

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Any Questions? Polarity as a Window into the Structure of Questions 

Diachronic poetics and language history: studies in archaic greek poetry , feature mismatch: deponency in indo-european languages , interpreting questions with non-exhaustive answers , linking form to meaning: reevaluating the evidence for the unaccusative hypothesis , a modular theory of radical pro drop , nominal arguments and language variation , prosodic noun incorporation and verb-initial syntax , the semantics of measurement , the sense of self: topics in the semantics of de se expressions , soft but strong. neg-raising, soft triggers, and exhaustification , split intransitivity in ranmo , studies in tocharian adjective formation , the syntax-phonology interface in native and near-native korean , the caland system in the north: archaism and innovation in property-concept/state morphology in balto-slavic , the linguistic and conceptual representation of scalar alternatives: number and 'only' as case studies , toward a theory of mandarin quantification , unnatural phonology: a synchrony-diachrony interface approach .

Guidelines for the Dissertation Proposal Document

Format of the exam paper.

The written proposal takes the form of a full research proposal using an established formatting style (APA, LSA; 12-point, Times New Roman).  The proposal is to be submitted in electronic format to committee members unless they explicitly request a hard copy.  The proposal, along with page limits, is as follows.

Abstract (1 page, double spaced)

The summary is a succinct presentation of the entire project.  Without headings, it should address the following areas:

• Background.
• Specific Aim(s), including research questions and/or hypotheses.
• Methods, including data sources and data collection procedures.
• Analysis, including coding and/or statistical procedures
• Significance, describing intellectual merit and broader implications

Research Proposal (no more than 25 pages, double-spaced, excluding references)

The research proposal is a detailed presentation of the problem, a review of the literature, the presentation of preliminary data analyses, and the description of the proposed project.  It should include the following sections, with headings.  Page limits are suggestive.

• Introduction (one paragraph). A brief articulation of the research topic (“This study will investigate…”) and the research questions to be addressed.
• Literature Review/Background (8-9 pages).  This is a review of the relevant literature.  As applicable, it should include a discussion and evaluation of competing or alternate theories, gaps in the literature, the strengths and limitations of particular analytic techniques, and promising directions for scholarship and practice.  The discussion should lead logically to demonstrate the importance of the overall research question(s) posed by the student.
• Preliminary Data/Data Analysis (4-5 pages).  If you have preliminary data,  then you can present the analysis of these data here.  Only data that speaks directly to your question, methods, or analytic techniques is appropriate.  Include details about the source of the data, information about data collection and preparation of the data for analysis (e.g. transcription and coding), description of interpretative or analytic methods, examples of the data, and summary of the results of the analysis. These analyses should show that you are familiar with the kind of data collection and analysis that you propose.
• Research Design (12-15 pages). This section should begin with a re-articulation of the research question(s) and/or hypotheses and a brief introduction to the design of the research (1/2 page).  However, it should not include information already presented in the literature review.  Rather, this section should present detailed information about the following:
• data sources and availability of these sources (e.g. corpora, media, human participants),
• data collection techniques (e.g. audio or audiovisual recording, interviews, structured tasks, use of archived data, etc),
• data preparation (e.g. transcription practices, spreadsheet management, etc),
• data analysis (e.g. coding schemes, interpretive methods, statistical tests, etc)
• a description of the range of expected results and implications.
• Timeline (1 page).  You should include a timeline that takes the form of a Gantt chart showing your estimated periods of data collection, data analysis, and dissertation write-up.
• Reference List.  No more than 35 references should be included.

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Syntax and Semantics

• The Tok Pisin noun phrase
• Towards an investigation of socially-conditioned semantic variation
• Definite article reduction in a religious community of practice
• The definiteness effect in Chinese 'you'-existential constructions: A corpus based study
• Topics and pronouns in the clausal left periphery in Old English
• Scalar implicatures in polar (yes/no) questions
• Quantification, alternative semantics and phases
• The syntax and semantics of V2 – 'weil' in German 
• An analysis of Chinese quantifiers 'ge', 'dou' and 'quan' and their co-occurrence
• Distribution and licensing condititions of Negative Polarity Items in Mandarin Chinese
• The NP/DP Distinction in Slavic: A comparative approach
• A complex predicational analysis of the 'ba'-construction in Mandarin Chinese
• Two types of raising in Korean
• Serial verb constructions in Mandarin Chinese
• From Turncoats to Backstabbers:  How headedness and word order determine the productivity of agentive and instrumental compounding in English

Forensic Phonetics

• An Investigation into the Perceived Similarity of the Speech of Identical Twins and Same Sex Siblings
• Detecting Authenticity of Audio Files Compressed by Social Media Platforms
• Investigating Changes from Neutral to Soft and Whispered Speech and their Impact on Automatic Speaker Recognition
• The Effect of Anger and Fear on Forensic Authomatic Speaker Recognition System Performance
• The Impact of Face Coverings on Speech Comprehension and Perceptions of Speaker Attributes
• Tracking Linguistic Differences in the Ultrasound Images of the Tongue in Spoken and Silent Speech Conditions Using Pose Estimation

Who to contact Postgraduate Administrator linguistics-pg-admissions@ york.ac.uk

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Home > CLA > APPLIED_LINGUISTICS > APPLIED_LINGUISTICS_THESES

Applied Linguistics Masters Theses Collection

This collection contains open access and campus access Masters theses, made possible through Graduate Studies at the University of Massachusetts Boston. The full content of open access theses is available to all, although some files may have embargoes placed on them and will be made available as soon as possible. The full content of campus access theses is only available to those either on the UMass Boston campus or with a UMass Boston campus username and password. Click on the "Off-Campus UMass Boston Users" link on the record page to download Campus Access publications. Those not on campus and those without a UMass Boston campus username and password may gain access to this thesis through resources like Proquest Dissertations & Theses Global or through Interlibrary Loan.

Theses from 2024 2024

Writing For Your Profession: L2 English Students' Acquisition of Academic English , Sonja Haakonsen

Theses from 2023 2023

The "Messy Middle": A Framework for Analyzing Raciolinguistic Inequity , Casey Erin Anthony

Japanese Reading Japlish: High School Students Study Their Own Fashion Linguistic Landscape , Gabriel Frost Johnson

Theses from 2021 2021

Meaning-Making Dynamics of Job Interview Performances , Jacquelyn K. Bertman

Theses from 2020 2020

Computerized Dynamic Assessment of Grammar in Second Language Development , Tina S. Randall

Limited Viewpoints: The Implementation of Multimodal Constructs in an ELL Model Curriculum Unit , Deborah A. Smith

Theses from 2019 2019

Adult Educators at the Crossroads of Language Learning and Workforce Development: A Qualitative Study of Teacher Agency , Liz Ging

Language Learning and ADA: An Observation of d/Deaf Adults and Their Interpreters in ESL Classrooms , Katharine M. Ward

Theses from 2017 2017

Languaging at Work: The Language Socialization of Support Staff in the Healthcare Workforce , Kristen E. Schlapp

Theses from 2016 2016

Performing Language and Identities: Adult Immigrant Students and the Creation of a Play , Kathleen R. McGovern

Theses from 2015 2015

Discourses and Capital in Court Trials: Representation of Witness Accounts and Identity , Misty Crooks

Theses from 2014 2014

What's in a Game? Identity Negotiations and Pedagogical Implications of Gameplay Discourse , Caleb Reed

Their Decision to Wear Al Hijab: The Stories of U.S. Northeastern Muslim Women , Hadeel Salman

Theses from 2012 2012

Meanings and Typologies of Duboisian Double Consciousness within 20th Century United States Racial Dynamics , Marc E. Black

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	University of Delaware
	Jun 16, 2024   2024-2025 Graduate Catalog     2024-2025 Graduate Catalog Requirements For The PhD Degree Students are required to take a minimum of 60 credits beyond the B.A./B.S.: 51 credits in courses proper; 9 credits in dissertation research. The following courses are required and must be taken for a letter grade (not as Listener or Pass/Fail): LING 607 - Phonology I Credit(s): 3 LING 608 - Phonology II Credit(s): 3 LING 609 - Syntax I Credit(s): 3 LING 610 - Syntax II Credit(s): 3 CGSC 697 - Experimental Linguistics Credit(s): 3 Students must also take at least three 800-level seminars (nine credits), two in Linguistics and one in either Linguistics or Cognitive Science. Students must also take 27 credits (nine courses) of Linguistics or related courses, chosen in consultation with the student’s advisor and the Director of Graduate Studies. Dissertation Coursework: Complete 9 credits. LING 969 - Doctoral Dissertation Credit(s): 1-12 Qualifying Papers: Students are required to submit two Qualifying Papers that are judged to be substantial and meet professional standards of scholarship by the Qualifying Paper committee. Dissertation Prospectus Each student must choose a dissertation director, form a dissertation committee, and submit a Dissertation Prospectus for approval.  The dissertation committee will meet with the student to examine the proposal and the qualifications of the student to carry out the proposed research.  Dissertation: Students who have completed all of the above requirements are allowed to write the dissertation. The dissertation committee will administer a final oral defense of the dissertation.  Program In Cognitive Science The program in Cognitive Science is administered by the Department of Linguistics and Cognitive Science. See MA information (above) regarding the MA in Linguistics and Cognitive Science. While there is no Doctoral degree in Cognitive Science, the PhD in Linguistics allows a secondary specialization in Cognitive Science, and advanced degrees in related disciplines (e.g., Psychology) also permit students to develop concentrations in the field. There are also regular graduate course offerings in Cognitive Science that allow individualized training in the field. Last Revised 2020-2021 Academic Year Center for Language Acquisition Gil Watz Graduate Dissertation Fellowship in Languages and Linguistics Awarded to Ying Xiong and Minjin Kim June 14, 2024 This fellowship awards a year-long teaching release to doctoral students in Applied Linguistics who have demonstrated exceptional accomplishments in teaching, research, and service. Congratulations, Ying and Minjin! Applied Linguistics MPhil Thesis To see papers available, visit the Papers page. Additional information Subject regulations Indicative fees current as of 2 Jun 2024 01:20am You’re viewing this website as a domestic student You’re currently viewing the website as a domestic student, you might want to change to international. You're a domestic student if you are: A citizen of New Zealand or Australia A New Zealand permanent resident You're an International student if you are: Intending to study on a student visa Not a citizen of New Zealand or Australia Graduate Programs Prospective Students Current Students Faculty & Staff Graduate Studies News > Graduate School Honors Awards, Spring 2024 Graduate studies news. April 1, 2024 At the 2024 Graduate School Honors Luncheon* on Tuesday, April 2, in conjunction with UGA’s Honors Week , we will celebrate and honor recipients for Excellence in Teaching and Research  by Graduate Students,  Outstanding Graduate Mentoring ,  and the  Dean’s Award for Outstanding Contributions to Graduate Education. Please join us in celebrating these amazing students, faculty, and staff for their contributions to excellence in graduate education at UGA. *invitation only EXCELLENCE IN TEACHING AWARD The Excellence in Teaching Award was established by the Graduate School in partnership with the Center for Teaching and Learning and the UGA Teaching Academy to recognize graduate students who have demonstrated superior teaching skills and innovations and who have made significant contribution to the instructional mission of the University. Jean Costa-Silva Linguistics, Franklin College of Arts and Sciences Jean Costa-Silva is a Ph.D. Candidate in the Department of Linguistics at the University of Georgia. His major professors are Dr. Paula Jean Mellom and Dr. Bera Lee-Schoenfield. His primary interests pertain to Second Language Acquisition, Syntax, and Cognitive Linguistics. His work focuses on the acquisition of English and Portuguese as foreign languages. In essence, he is interested in how learners begin to employ different linguistic strategies to describe movement through space. Costa-Silva has a B.A. in English Linguistics, Literature, and TESOL from the Federal University of Minas Gerais, as well as teaching certificates from the University of Oregon and the University of Cambridge. Prior to coming to UGA, he taught English in Slovakia and Brazil for over 10 years altogether. In 2017-2018 he received a Fulbright scholarship and worked in the Department of Romance Languages at UGA. Upon starting his Ph.D. at UGA, he was awarded a Goizueta Foundation Fellowship from 2019 to 2023. During his tenure in Linguistics, he taught Generative Syntax and Study of Language. Costa-Silva is currently a Teaching Assistant for the Franklin College Writing Intensive Program, where he supports students in the Generative Syntax courses. He also serves as the Executive Editor of UGA Working Papers in Linguistics , the Social Chair of the Linguistics Society at UGA, and the coordinator of the SLAC Research Group. In his free time, Costa-Silva likes to spend time with his friends, to watch TV series, hockey, and movies, and to travel the world. Carolyn Cummins Ecology, Odum School of Ecology Carolyn Cummins is a Ph.D. Candidate in the Odum School of Ecology. Her major professor is Dr. Amy Rosemond. Her dissertation research focuses on how temperature affects carbon cycling, aquatic insect physiology, and organismal community structure in southern Appalachian headwater streams. Cummins is passionate about effective and inclusive undergraduate education, and she has pursued various on- and off-campus teaching roles during her time at UGA. She traveled to Costa Rica as the Teaching Assistant for the UGA Costa Rica Tropical Sciences Study Abroad Program in 2021, and she served as an Instructor-of-Record on the UGA Interdisciplinary Field Program in 2022. She has also contributed to course design in the Odum School, helping to design and teach a new Ecosystem Ecology lab during the 2022-23 academic year. Cummins is a candidate for the UGA Interdisciplinary Certificate in University Teaching, through which she has completed teaching-related coursework and a Scholarship of Teaching and Learning project focused on effective strategies for helping students understand scientific literature. Cummins will defend her dissertation in April, and she hopes to pursue an academic career that centers on teaching and mentoring. In her free time, she enjoys outdoor activities including hiking and rock climbing, cooking, reading, and spending time with her partner, Zeb and their dog, Lula. Rebekah Maynard Horticulture, College of Agricultural & Environmental Sciences Rebekah Maynard is a Ph.D. candidate in the Department of Horticulture. Her major professor is Dr. Leonardo Lombardini. Her research focuses on increasing production of the biopharmaceutical compound, apigenin, in chamomile and parsley grown in controlled environments. In addition to her dissertation research, she conducted teaching-related research in her department to determine faculty opinions about implementing a new, online master’s degree. Maynard’s commitment to teaching started as an undergraduate student serving as a TA in introductory chemistry courses, and she has since taught in many upper-division horticulture classes at UGA. Her passion for teaching was inspired by faculty who cared deeply about creating meaningful learning experiences for their students. Most recently, Maynard created an online Fruit Production course which prioritizes inclusive teaching practices. She completed the Interdisciplinary Certificate in University Teaching in 2021 and was selected as a Future Faculty Fellow in 2023. Ultimately, Maynard plans to become a professor of horticulture with a significant teaching appointment. Margot Popecki Genetics, Franklin College of Arts and Sciences Margot Popecki is a Ph.D.candidate in the Department of Genetics studying the evolution of light signaling in fireflies. Her major professors are Dr. John Wares and Dr. Kathrin Stranger-Hall. Growing up, she was an avid reader and creative writer, so the Writing Intensive Program has given her the opportunity to unite her passion for writing, teaching, and evolutionary biology. At UGA, Popecki has been involved with science outreach, from STEMzone to developing content and activities related to her research on fireflies. After graduation, Popecki plans to pursue postdoctoral research to study conservation genomics. She is from Durham, New Hampshire and has two dogs, Axel and Orla. Her hobbies include hiking, furniture restoration, and sewing. Jeongah Shin Textiles, Merchandising and Interiors, College of Family and Consumer Sciences Jeongah Shin is a Ph.D. Candidate in the Department of Textiles, Merchandising and Interiors in the College of Family and Consumer Sciences. She joined the program as a master’s student in 2018. Her research focuses on consumer emotion, attitude, and behavior in computer-mediated environments. Shin has expanded her research interests to the classroom under the theme of “bringing the technology into the classroom.” She consistently strives to integrate new technologies into the learning experience for fashion merchandising students. Shin completed three innovative teaching projects ( Wear Your Magic Box, Eye Tracking App Development , and Talk in Metaverse ) under the direction of Dr. Yoo-Kyoung Seock, Professor, Department of Textiles, Merchandising, and Interiors. Shin has assisted several classes, including Trend Analysis and Forecasting, Fashion Product and Brand Management, UX/UI Design Application in Fashion Branding, and Fashion Meets Technology as a teaching assistant, co-instructor, and instructor of record. Additionally, she served as a graduate assistant for the FACS London Study Abroad Program in the Summer of 2022. She was selected as a Future Faculty Fellow for the Center of Teaching and Learning and received the Outstanding Teaching Assistant Award in 2023. Shin expects to earn an Interdisciplinary Certificate in University Teaching in Spring 2024. She desires to become a researcher and instructor who constantly brings new technologies and industrial insights into the classroom. EXCELLENCE IN RESEARCH AWARD The Excellence in Research Award was established by the Graduate School in 1999 to recognize the quality and significance of graduate-student scholarship. Students who graduated the previous year are nominated by their departments in one of five areas: Fine Arts and Humanities, Life Sciences, Mathematical and Physical Sciences, Professional and Applied Studies, and Social, Behavioral, and Economic Sciences. Excellence in Research – Math and Physical Sciences Anna Doner Chemistry, Franklin College of Arts and Sciences Anna Doner is a Postdoctoral Associate at Massachusetts Institute of Technology. Doner earned her Ph.D. in Physical Chemistry from the University of Georgia in May 2023, where she worked with Dr. Brandon Rotavera. Her dissertation research explored chemical kinetics of alkyl-substituted cyclic ethers, an important class of combustion intermediates. During her time at UGA, she contributed to method development for experimental diagnostics, built machine learning models to help identify combustion intermediates from experimental measurements, and performed hundreds of theoretical chemical kinetics calculations with automated methods. Doner is the lead author of seven journal articles from her graduate research. In 2021-2022, she collaborated with Dr. Judit Zádor, Distinguished Member of Technical Staff at Sandia National Laboratories in Livermore, CA, with funding from the DOE Office of Science Graduate Student Research Fellowship. Her resulting work was published and presented at the Faraday Discussions on Unimolecular Reactions in June 2022 at Keble College in Oxford, England. Doner was also awarded the Georgia Research Education Award Traineeship and the Graduate Education Advancement Board Fellowship from the Graduate School for her research efforts. Excellence in Research – Social, Behavioral, and Economic Sciences Katie Foster Anthropology, Franklin College of Arts and Sciences Katie Foster is an environmental anthropologist based at the University of Georgia. In 2023, she earned her Ph.D. in Integrative Conservation and Anthropology from the University of Georgia. Her major professor was Dr. Laura German. Broadly, her research focuses on issues of environmental governance, justice, and policy related to complex multi-scalar social-ecological challenges like climate change, biodiversity loss, and natural resource conflicts. Foster recently joined the Network for Engineering with Nature (N-EWN) as a postdoctoral researcher where she studies equity in decision making for water management (related to flooding, drought, sea level rise, etc.) to better understand how to incorporate local needs and knowledge systems into natural infrastructure planning in the US. Her dissertation research focused on mining conflicts in the Peruvian Andes and the implementation of international Indigenous rights laws on Free, Prior, and Informed Consent. She also holds a B.A. from Southwestern University, where she studied the behavioral ecology of aquatic invasive species in Uruguay and the Southern US. She has written on a variety of conservation issues including global agricultural value chains, third-party environmental certifications, and the illegal wildlife trade. Outside of her academic pursuits, Foster has been involved in policy advocacy at the UN climate negotiations (COP 20, 21, and 28) and worked for several years in the non-profit sector in sustainable urban agriculture, native plant conservation, and environmental education. Her abiding appreciation for gardens, soils, native plants, and wildlife informs her academic interest in ecological restoration and commitment to teaching about sustainability in its many facets. Excellence in Research – Professional and Applied Studies Mark Garren Chemicals, Materials and Biomedical Engineering, College of Engineering Mark Garren is a Limited-Term Clinical Assistant Professor with the UGA College of Engineering. He graduated with a Ph.D. from the College of Engineering’s Biomedical Engineering Program in spring 2023 and was mentored by Associate Professor Dr. Hitesh Handa. His graduate work focused on developing novel material and surface design strategies for controlled delivery and catalysis of reactive species to mediate biological interactions at medical device interfaces. To date, Garren’s work has led to more than 22 peer-reviewed journal publications and four provisional patent applications. During his Ph.D. studies, Garren was a recipient of the Georgia Research Education Award Traineeship (GREAT) as well as the Innovative and Interdisciplinary Research Grant (IIRG) and several travel fellowships from the UGA Graduate School. In his clinical appointment, Garren is continuing to expand his work on reactive species technologies towards the improvement of therapeutic platforms and medical device technologies against infection, inflammation, and thrombosis. Excellence in Research – Arts and Humanities Matthew O’Neal History, Franklin College of Arts and Sciences Matt O’Neal is a Visiting Assistant Professor of History and Study of Southern Culture at the University of Mississippi. O’Neal earned a Ph.D. in History from the University of Georgia in 2023, where he completed his dissertation, “Home and Hell: The Great Migration and the Making of Sundown Towns in Appalachia” under the direction of Dr. Scott Reynolds Nelson. O’Neal is a historian of race, labor, and migration in the U.S. South. He has authored publications in the Register of the Kentucky Historical Society and the New Georgia Encyclopedia, in addition to a forthcoming piece in the Journal of the Gilded Age and Progressive Era . O’Neal has also been featured in a documentary produced by Black in Appalachia and has participated in public conversations on the legacies of racial violence. In 2022, he received the Robert H. Zieger Prize from the Southern Labor Studies Association for the best unpublished essay by a graduate student or early career scholar. Excellence in Research – Life Sciences Nathan Tomczyk Ecology, Odum School of Ecology Nate Tomczyk is a Research Associate at the New Mexico Forest and Watershed Restoration Institute at New Mexico Highlands University. Tomczyk earned his Ph.D. in Ecology at the University of Georgia in 2023. Tomczyk grew up in Maine and pursued his undergraduate studies in Ecology and Environmental Sciences at the University of Maine. The most formative parts of this experience were conducting research in wetlands and participating in a Research Experience for Undergraduates program that allowed him to conduct ecological research in the Arctic. Following this he earned his Masters in Ecology at the University of Georgia, studying heavy metal pollution of freshwater ecosystems, under the direction of Dr. Krista Capps. After that, he walked home to Maine via the Appalachian trail before returning to UGA to work as a Research Professional in Dr. Amy Rosemond’s lab. From there, Tomczyk transitioned back into graduate school working with Dr. Amy Rosemond as his Ph.D. advisor. His doctoral research focused on the role of small freshwater streams in carbon and nutrient cycling and how these important functions are altered by warming and nutrient pollution. His field work was primarily conducted at the Coweeta Hydrologic Lab in North Carolina. His research projects have used a wide range of methods to test questions at different scales and include laboratory studies of individual microbial taxa, experimental manipulations of sections of streams, and comparisons of environmental conditions on the conterminous United States. ENGAGED SCHOLARSHIP AWARD The inaugural Engaged Scholarship Award recognizes extraordinary, community-engaged scholarship and public service by graduate students, such as endeavors which advance the public service, outreach, and engagement mission at UGA. This award was established by the Graduate School in connection with UGA Public Service and Outreach and the Office of Service-Learning. Recipients are selected by a committee drawn from Public Service and Outreach-affiliated administrators and graduate faculty. Alyssa Quan Integrative Conservation and Ecology, Odum School of Ecology Alyssa Quan is an interdisciplinary ecology Ph.D. candidate in the Odum School of Ecology and in the Integrative Conservation program run by the Center for Integrative Conservation. Her major professor is Catherine Pringle. Her general interests include aquatic ecology, ethnobotany, and animal behavior. She is originally from Southern California, and she graduated from the University of California Los Angeles in 2019 with a B.S. in Ecology, Behavior, and Evolution. Quan has conducted field science projects in various locations around the world, including Singapore, Malaysia, French Polynesia, the California coast, and the Blue Ridge Mountains of North Carolina. Her work on fish behavior in Mo’orea, French Polynesia is published in the scientific journal Current Zoology . Currently, her doctoral dissertation research focuses on the ecological and cultural intersections of rivercane, which she is co-producing with partners from the Eastern Band of Cherokee Indians. Overall, they are interested in the process and outcomes of research co-production with indigenous knowledge and are studying how the impacts of cultural relationships with rivercane can inform restoration. Cydney Seigerman Anthropology, Franklin College of Arts and Sciences Cydney Kate Seigerman is a Ph.D. candidate in the Integrative Conservation & Anthropology program. Their major professor is Dr. Don Nelson. Seigerman is an NSF Graduate Research Fellow and was a research fellow at the Research Institute for Meteorology and Water Resources (FUNCEME) in Ceará, Brazil from 2021 to 2023. They earned their B.S. in Chemistry and Spanish Language and Literature from the University of Michigan, graduating Phi Beta Kappa from the Residential and Honors Colleges. They then relocated to Madrid, Spain, where they served as a Fulbright English Teaching Assistant and studied acting at the theater school La Lavandería. Seigerman is a transdisciplinary water scholar guided by the premise that equity and justice are fundamental to creating more sustainable futures. Their research examines the interactions among human behavior and the cultural, political, technological, and environmental factors that shape water governance. They work across the sciences and arts to develop more equitable solutions to water challenges. Their dissertation work examines how socionatural (i.e., interrelated sociopolitical, environmental, and technological) processes shape and are shaped by the lived experience of water insecurity in Ceará, Northeast Brazil. Among their work across disciplines, Seigerman is a contributing author of “Chapter 4: Water” of the 2022 IPCC Report and collaborated with members of Quilombo Mearim, a rural community in Ceará, Brazil, to produce the play Mudanças na água do Quilombo Mearim ( Hydrological Changes in Quilombo Mearim ), which tells the story of the community’s water past, present, and possible futures. Ammy Sena Counseling and Human Development Services, Mary Frances Early College of Education Ammy Sena is a Ph.D. candidate in Counseling Psychology at the University of Georgia. She is an immigrant of Dominican Republic, raised in Providence, Rhode Island. She received her Master’s in Mental Health Counseling from Boston College with a certificate in Human Rights and International Justice. Additionally, Sena received her bachelor’s degree from Suffolk University, double majoring in Psychology and Latin American and Caribbean Studies with a minor in Education. Sena’s research interests include the mental health and wellness of marginalized communities with a primary focus on Afro-Latinx and Afro-Caribbean persons. Additionally, she is interested in exploring decolonized and liberatory forms of healing as well as racial identity development. Her clinical interests include bilingual (Spanish) counseling, anxiety, stress, and trauma-related disorders. She is a member of the Bienestar Research and Outreach Team under the direction of Dr. Edward Delgado-Romero as well as a member of the Sankofa Research and Outreach team under the direction of Dr. Collette Chapman-Hilliard. Sena served as co-coordinator of La Clinica in LaK’ech, a student-run mental health clinic under the direction of Dr. Edward Delgado-Romero that provides free counseling to the Latinx community of Athens, Georgia. Currently, she supervises student trainees seeking to enter the counseling field at La Clinica in La K’ech and at the Center for Counseling and Personal Evaluation. Sena is the instructor of record for ECHD 3030- Diversity and Helping Skills course and is a TA for ECHD 4660/6660 U.S. Latinx Mental Health: An Introduction. DEAN’S AWARD FOR OUTSTANDING CONTRIBUTIONS TO GRADUATE EDUCATION The Dean’s Award for Outstanding Contributions to Graduate Education recognizes excellence in service and advocacy on behalf of graduate students and graduate education at the University of Georgia. Established in 2022, these awards are presented to a Graduate Coordinator and a Graduate Coordinator Assistant each year. Outstanding Graduate Coordinator Dr. Chad Howe Linguistics, Franklin College of Arts and Sciences Dr. Chad Howe is a Professor with joint appointments in the Department of Linguistics and the Department of Romance Languages. He has been the Graduate Coordinator of the Department of Linguistics since 2020. Since taking on this role, Howe has served the department in a highly dedicated way to support and improve all aspects of student experiences, from recruitment through to graduation. Since the beginning of the COVID-19 pandemic, significantly more graduate students have experienced personal difficulties that have affected their progress, and Howe has been recognized for working closely with students and advocating to help them get the resources they need. He is also credited with creating more opportunities for students to gather, in person or remotely, to build belonging and community among Linguistics graduate students. Howe has also contributed substantially to the success of individual students and to the graduate program in Linguistics as a whole. He has successfully engaged in recruitment activities to grow applications and enrollment, has helped students complete their degrees in a timely manner, and has supported many graduate students in obtaining recognitions and awards for their scholarship. Outstanding Graduate Coordinator Assistant Morgan Bouwsma Food Sciences and Technology, College of Agricultural and Environmental Sciences Morgan Bouwsma is the student affairs manager and graduate coordinator assistant for the Department of Food Science and Technology in the College of Agricultural and Environmental Sciences. She serves as a main resource for Athens, Griffin, and online graduate students across three graduate programs within the department, as well as the liaison between graduate students, departmental faculty, and the graduate school. She is committed to positively impacting students from all backgrounds and strives to promote graduate education by supporting students from the time they apply until they graduate. She is recognized by graduate students in her department for being dedicated, creative, and an advocate that contributes significantly to the graduate community in Food Science and Technology. As noted by one of her student nominators, “Morgan has been my go-to listener during difficult times, providing support and guidance whenever needed. Her welcoming and supportive personality has made her approachable to all students, and she consistently prioritizes equity to ensure that every student feels valued and supported.” OUTSTANDING MENTORING AWARD The Outstanding Mentoring Award is presented to Graduate Program Faculty members who have demonstrated innovation and effectiveness in mentoring graduate students individually or as a group in their academic, research, and professional development. In 2024, the two awards will be presented in Professional and Applied Sciences and Social and Behavioral Sciences. Professional and Applied Sciences Dr. Edward Delgado-Romero Counseling and Human Development Services, Mary Frances Early College of Education Dr. Edward Delgado-Romero is a Professor and the Associate Dean for Faculty and Staff Services at the Mary Frances Early College of Education. Over the last 19 years he has established a collaborative record of publications, presentations, and service that have supported graduate students and the Latinx community. Recently a group of over 30 current students and alumni contributed to his edited book, Latinx Mental Health: From Surviving to Thriving . Delgado-Romero is a first generation American and son of Colombian Immigrants. He founded la Clinica in LaK’ech, a free psychological clinic for Spanish speakers. The clinic has trained Counseling, Clinical, and School Psychology graduate students, Master of Social Work interns, and undergraduates. He is also a founder of the National Latinx Psychological Association (NLPA), a past president of NLPA, and serves on the Board of Directors of the American Association for Hispanic Higher Education. His awards include the UGA Engaged Scholar in 2021. Delgado-Romero received his doctorate in psychology from the University of Notre Dame. He has been a major professor for nearly 50 Ph.D. students, many of them first-generation college, bilingual, and committed to cultural competency. Together with his students Delgado-Romero has written and presented extensively about Latinx psychology, multicultural psychology, and the ethics of training bilingual clinicians. Many students have described Delgado-Romero’s house as their “home away from home” and acknowledge the support of his wife Angie Romero-Shih, LMSW and his children Anaïs, Xio, Nick, Emery, and Guillermo. Social and Behavioral Sciences Dr. Patricia Richards Sociology, Franklin College of Arts and Sciences Dr. Patricia Richards is Director of the Institute for Women’s Studies and Professor of Sociology and Women’s Studies. She is an affiliate faculty member with the Latin American and Caribbean Studies Institute and the Institute of Native American Studies. She received her Ph.D. from the University of Texas at Austin in 2002. In her time at UGA, Richards has consistently emphasized the importance of mentoring in graduate education. She has supervised or is supervising ten doctoral dissertations and seven MA theses and has served on an additional thirty-four dissertation and seven MA thesis committees. Reflecting Richards’ commitment to interdisciplinarity, students from a variety of disciplines seek her expertise, including those in geography, anthropology, journalism, communications, performance studies, international affairs, and education, in addition to her home discipline of sociology. Richards has published extensively with students and former students, including one book and at least thirteen peer-reviewed articles and essays. She has co-presented with students at numerous conferences, and mentored students on many solo-authored publications and presentations. Richards also currently funds two UGA Sociology doctoral students in her role as co-editor of Gender & Society . In her former role as graduate coordinator for the Institute for Women’s Studies, Richards advised over forty graduate certificate students, supervised IWS’s GTAs, and successfully nominated Women’s Studies GTAs for the CTL’s highly competitive Excellence in Teaching Award three years in a row (2021-2023). Under her directorship, the IWS continues to prioritize mentoring graduate learning and professionalization. Tags: #College of Agricultural & Environmental Sciences , #CollegeofEngineering , #CollegeofFamilyandConsumerSciences , #Committo , #FranklinCollegeofArtsandSciences , #GradStudies , #Mary Frances Early College of Education , #OdumSchoolofEcology , #UGA , #UGAgraduateschool « Older Entries Newer Entries » Announcements Policy Updates Spotlight – Faculty Spotlight – Research Spotlight – Staff Spotlight – Student Unlocking potential. Building futures. Apply Today The Graduate School Brooks Hall 310 Herty Drive Athens, GA 30602 706.542.1739 Administration Graduate Bulletin Strategic Plan Virtual Tour Submit a Complaint Request Information Requirements Application Fee Check Status UGA Main Campus UGA Gwinnett UGA Griffin UGA Atlanta-Buckhead 290 IMAGES Writing an Applied Linguistics Thesis or Dissertation: A Guide to (PDF) Applied Linguistics Annual Review of Applied Linguistics: Volume 38 (PDF) Commenting on Findings in Qualitative and Quantitative Research Dissertation In In Linguistics Outstanding Structure Study Tier (PDF) The Routledge Handbook of Research Methods in Applied Linguistics VIDEO General Linguistics What is Thesis & Dissertation and Protocol & Synopsis ? Mastering Academic Writing: Paragraphs PhD Conversation with Dr.Qasim Bughio, PhD in Linguistics, poet, and journalist (Part-2) Jason Zentz COMMENTS Recent PhD Dissertations Recent PhD Dissertations. DeLoge, Alana Nicole (2022) Quechua Ethnolinguistic Vitality: A Perspective on and from Health . Advisor: Shelome Gooden. Naismith, Benjamin S (2022) Examiner judgments of collocational proficiency in L2 English learners' writing . Neumann, Farrah (2021) When Phonological Systems Collide: The Role of the Lexicon in ... Applied Linguistics Dissertations and Theses Theses/Dissertations from 2015. Empowering All Who Teach: A Portrait of Two Non-Native English Speaking Teachers in a Globalized 21st Century, Rosa Dene David. A Corpus Based Analysis of Noun Modification in Empirical Research Articles in Applied Linguistics, Jo-Anne Hutter. Recent Dissertations Dissertations written by doctoral candidates in Applied Linguistics and TESOL are listed in reverse chronological order. Dissertations can be obtained from ProQuest by purchase or with a subscription. Columbia affiliates can access ProQuest here. Diversity in the adult ESL classroom by Nadja Tadic ... Linguistics Department Dissertations Collection Dissertations from 2021. Shifting the Perspectival Landscape: Methods for Encoding, Identifying, and Selecting Perspectives, Carolyn Jane Anderson, Linguistics. There and Gone Again: Syntactic Structure In Memory, Caroline Andrews, Linguistics. The Event Structure of Attitudes, Deniz Özyıldız, Linguistics. Applied Linguistics PhD UMass Boston's PhD program in Applied Linguistics is a critically-oriented community of scholars, researchers, and activists dedicated to understanding linguistic diversity in everyday life. Our unique program emphasizes learning-by-doing through mentorship, coursework, and community-engagement. The Applied Linguistics PhD prepares candidates ... Browse by PhD thesis by University of Warwick Department PhD thesis, University of Warwick. Dixon, David (Researcher in Applied linguistics) (2011) Measuring language learner autonomy in tertiary-level learners of English. PhD thesis, University of Warwick. E. Efthymiadou, Christina (2018) 'It's all about trust after all': doing trust in cross-border collaboration. PhD thesis, University of ... Recent theses Recent projects, theses, and dissertations. The following are recently completed PhD dissertations and MA Linguistics/MA Applied Linguistics theses, as well as MILR projects and theses. You can access any of these UVic's Research and Learning repository (UVicSpace). PhD Dissertations. Yu, Chen. 2023. Applied Linguistics and English as a Second Language Dissertations ScholarWorks at Georgia State University includes Doctoral Dissertations contributed by students of the Department of Applied Linguistics and English as a Second Language at Georgia State University. The institutional repository is administered by the Georgia State University Library in cooperation with individual departments and academic units of the University. Three Article Dissertation A three-article dissertation will consist of an introduction, a methodology chapter, three published/publishable articles, and a conclusion chapter. The introduction chapter should be substantially more detailed than one that is typically expected in a traditional dissertation and should demonstrate that the three articles each makes a distinct ... Writing an Applied Linguistics Thesis or Dissertation: A Guide to In Writing an Applied Linguistics Thesis or Dissertation: A Guide to Presenting Empirical Research, Bitchener, adopting an ESP approach, investigates the process of writing the genre of thesis providing practical suggestions for Applied Linguistics graduate students.As dissertation writing can be considered as one of the relatively under-researched areas in second language writing, this step ... Linguistics Theses and Dissertations Theses/Dissertations from 2021. PDF. Trademarks and Genericide: A Corpus and Experimental Approach to Understanding the Semantic Status of Trademarks, Richard B. Bevan. PDF. First and Second Language Use of Case, Aspect, and Tense in Finnish and English, Torin Kelley. PDF. Lexical Aspect in-sha Verb Chains in Pastaza Kichwa, Azya Dawn Ladd. PhD in Theoretical and Applied Linguistics The completion of a PhD dissertation is typically expected to take three to four years full-time, or five to seven years part-time. PhD Topics and Supervisors. Students registered for the PhD in the Section of Theoretical and Applied Linguistics will normally have one of the staff of the Section as Supervisor, though sometimes specialists ... Dissertation List Explore the dissertations of MIT Linguistics graduates, covering topics in syntax, semantics, phonology, and more. Find out their current positions and research projects. Dissertations PhD thesis, University of Washington. Graduate, Dissertations: American Indian/Native American, Computational Linguistics, Morphology, Syntax: Chak-Lam Colum Yip. "Evidence for DP in Chinese from Reduplicative Classifiers and DP-Internal Structural Phenomena." Diss. U of Washington, 2018. Graduate, Dissertations: Sarala Puthuval. Dissertations and Publications Ph.D. Dissertations. A comprehensive list of the Ph.D. dissertations written at UCLA Linguistics over the last 50+ years. Publications. A list of the Working and Occasional Papers published by UCLA Linguistics. M.A. Recipients & Theses. A comprehensive list of the M.A. papers and theses written at UCLA Linguistics over the last 30+ years. Linguistics and English Language PhD thesis collection Linguistics and English Language PhD thesis collection. Browse By. By Issue Date Authors Titles Subjects Publication Type Sponsor Supervisors. Search within this Collection: Go This is a selection of some of the more recent theses from the department of Linguistics and English Language. The material in this collection must be cited in line with ... Browsing FAS Theses and Dissertations by FAS Department "Linguistics" The Semantics of Measurement . Scontras, Gregory Charles (2014-10-21) This thesis examines linguistic phenomena that implicate measurement in the nominal domain. The first is morphological number, as in one book vs. two books. Intuitively, the contrast between singular and plural forms of ... Ph.D. Degree in Applied Linguistics The Department of Applied Linguistics is an intellectually engaged community dedicated to the scholarly and professional development of its graduate students. The Ph.D. program in Applied Linguistics is shaped by the scholarship and teaching interests of the department's outstanding faculty. Faculty members have national and international reputations in their areas of specialization and ... Guidelines for the Dissertation Proposal Document The research proposal is a detailed presentation of the problem, a review of the literature, the presentation of preliminary data analyses, and the description of the proposed project. It should include the following sections, with headings. Page limits are suggestive. Introduction (one paragraph). A brief articulation of the research topic ... Recent dissertation topics The acquisition of geminates in Japanese; An assessment of standardised and spontaneous language measures in late talkers; The role of pre-linguistic phonetic knowledge in lexical and phonological advance Rhetorical structure of the introductions of applied linguistics PhD This paper examines the rhetorical structure of 20 introductions of applied linguistics PhD theses (AL introductions) produced in Australia, Canada, the UK, and the US. The results are compared with previous studies examining thesis introductions produced in other disciplines (OD introductions). The analysis shows that the AL introductions have ... 'The study has clear limitations': Presentation of limitations in To address this gap, this study explores the use of stance features in master's dissertations, doctoral theses, and published research articles in applied linguistics. Applied Linguistics Masters Theses Collection Click on the "Off-Campus UMass Boston Users" link on the record page to download Campus Access publications. Those not on campus and those without a UMass Boston campus username and password may gain access to this thesis through resources like Proquest Dissertations & Theses Global or through Interlibrary Loan. Program: Linguistics (PhD) The dissertation committee will meet with the student to examine the proposal and the qualifications of the student to carry out the proposed research. ... While there is no Doctoral degree in Cognitive Science, the PhD in Linguistics allows a secondary specialization in Cognitive Science, and advanced degrees in related disciplines (e.g ... Gil Watz Graduate Dissertation Fellowship in Languages and Linguistics Gil Watz Graduate Dissertation Fellowship in Languages and Linguistics Awarded to Ying Xiong and Minjin Kim June 14, 2024 This fellowship awards a year-long teaching release to doctoral students in Applied Linguistics who have demonstrated exceptional accomplishments in teaching, research, and service. Applied Linguistics MPhil Thesis :: University of Waikato Applied Linguistics MPhil Thesis. 2024. Change year. This paper is not offered for 2024. To see papers available, visit the Papers page. Points. 120. Level. 600. PhD in Applied Mathematics All candidates for the Ph.D. in applied mathematics are required to take five, three-credit-hour core courses; and complete each of these core courses with a final grade of B or better. The five core courses for the Ph.D. in Applied Mathematics are: 1. Numerical Analysis for Linear Algebra (Math 5553) 2. Real Analysis I (MATH 5143) Graduate School Honors Awards, Spring 2024 April 1, 2024. At the 2024 Graduate School Honors Luncheon* on Tuesday, April 2, in conjunction with UGA's Honors Week, we will celebrate and honor recipients for Excellence in Teaching and Research by Graduate Students, Outstanding Graduate Mentoring , and the Dean's Award for Outstanding Contributions to Graduate Education. assignment essay homework paper phd report resume review speech thesis