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Second language acquisition

Working within a range of different theoretical frameworks, (e.g. formal and functional grammar, Conversation Analysis) research focuses on adult L2 learning of morphosyntax, vocabulary, phonology and discourse, in a wide range of languages including Czech, Chinese, English, French, German, Hungarian, Spanish, Slovak, Thai, as well as artificial and semi-artificial languages. Researchers examine the language learning process in learners at the earliest stages of exposure to a new language, as well as those with high levels of proficiency.

  • A long-term investigation into the effects of bi-modal input on L2 learners’ listening comprehension (Danijela Trenkic, with Tendai Charles)
  • 'Actions speak louder than words': Challenges in the learning of conversational skills (Beatrice Szczepek Reed with Rebecca Hughes, School of English, University of Sheffield).
  • Cross-linguistic influences and cognitive individual differences in the processing of English wh-movement constructions by near-native speakers of English (PhD student: Li Yin)
  • Crosslinguistic parallels in developing temporal information organisation strategies by Czech learners of English and German learners of Japanese (Norbert Vanek with Naoko Tomita, University of Heidelberg)
  • Cross-orthographic influences on the acquisition of Chinese hanzi in learners of Chinese as a second language (PhD student: Haiwei Zhang)
  • Effects of individual differences in declarative and procedural memory on the acquisition of English articles (PhD student: Jelena Horvatic)
  • English language communication apprehension and employability amongst final-year undergraduates in Malaysia (PhD student: Farihah Mazmi)
  • English language learning strategies and strategy instruction in Bangladesh (PhD student: Tasnima Aktar)
  • Errorless vocabulary learning (Danijela Trenkic, with Meesha Warmington, Psychology, University of York)
  • Investigating the impact of test preparation course on Chinese’s students’ IELTS results and their language proficiency (PhD student: Rowling Hu)
  • L1 interference in Indonesian EFL students’ L2 writing (PhD student: Dewi Rosmala)
  • Learning novel morphology: A cross-modal priming study (Emma Marsden with John Williams, University of Cambridge).
  • Native and non-native processing of English articles (Danijela Trenkic, with Jelena Mirkovic and Gerry Altmann, Psychology, University of York)
  • The role of explicit information in remapping meaning in a second language: An experimental intervention study (Kevin McManus, with Emma Marsden, ongoing until October 2016)
  • Success of Second Language Acquisition in Divergent Academic Environments (PhD student: Jayme Scally)
  • The effectiveness of error correction during oral interaction: experimental studies with English L2 learners in the United Kingdom and Saudi Arabia (PhD student: Haifaa Faqeih)
  • Using e-collaboration in the teaching and learning of English writing in Indonesian schools (PhD student: Herri Mulyono)
  • Variability in the production of grammar by Thai learners of English (Danijela Trenkic, with Gavin Austin, The University of Southern Queensland, Australia and Nattama Pongpairoj, Chulalongkorn University, Thailand) 

CReLLU staff


Bimali Indrarathne, Department of Education
Emma Marsden, Department of Education
Leah Roberts, Department of Education
Danijela Trenkic, Department of Education
Norbert Vanek, Department of Education

CReLLU students

Tasnima Aktar, PhD student, University of York

Tendai Charles, PhD student, University of York
Haifaa Faqeih, PhD student, University of York
Jelena Horvatic, PhD student, University of York
Rowling Hu, PhD student, University of York
Farihah Mazmi, PhD student, University of York
Herri Mulyono, PhD student, University of York
Dewi Rosmala, PhD student, University of York
Jayme Scally, PhD student, University of York
Haiwei Zhang, PhD student, University of York
Li Yin, PhD student, University of York

Associated members

Beatrice Szczepek Reed, Department of Education
Marianna Kaimaki, Centre for Advanced Studies in Language and Communication, University of York
Meesha Warmington, Department of Psychology, University of York
Jelena Mirkovic, Department of Psychology, University of York
Gerry Altmann, Department of Psychology, University of York
Rebecca Hughes, School of English, University of Sheffield
John Williams, University of Cambridge
Gavin Austin, The University of Southern Queensland, Australia
Nattama Pongpairoj, Chulalongkorn University, Thailand