Ohio University

Linguistics Faculty Publications

Names of current faculty members appear in bold.

Biber, D., Reppen, R., Schnur, E., & Ghanem, R. (2016). On the (non)utility of Juilland's D to measure lexical dispersion in large corpora. International Journal of Corpus Linguistics.

Bikowski, D., & Gui, M. (2018). The influence of culture and educational context on Chinese students' understandings of source use practices and plagiarism. System, 74, 194-205.

Bikowski, D., & Phillips, T. (under contract). Teaching with a global perspective: Practical strategies from course design to assessment. New York, NY: Routledge.

Bikowski, D., & Schulze, M. (2015). Replication and evaluation in CALL. CALICO Journal 32(2), i-v.

Du, Q. (2014). Bridging the gap between ESL composition programs and disciplinary writing: The teaching and learning of summarization skill. In T. M. Zawacki and M. Cox (Eds.), WAC and Second Language Writers: Research towards Linguistically and Culturally Inclusive Programs and Practices (pp. 113-128). WAC Clearinghouse and Parlor Press.

Friginal, E., Lee, J. J., Polat, B., & Roberson, A. (2017). Exploring spoken English learner language using corpora: Learner talk. London: Palgrave MacMillan.

Ghanem, R., & Kang, O. (accepted and under revision). Nonnative Students' Expectations and Linguistic Stereotyping of English Teachers in an ESL Context. TESOL Journal.

Ghanem, R., & Kang, O. (2017). Pronunciation Features in Rating Criteria. In O. Kang & A. Ginther (Eds.). Assessment in Second Language Pronunciation. England: Routledge.

Ghanem, R. (2016). Review: Gilquin and De Cock (2014). Errors and Disfluencies in Spoken Corpora. Amsterdam: John Benjamins. Corpora 11(2), 295-297.

Jarvis, S., Konstantinova, I., Mitchell, A., & O'Malley, M. (2015). Working memory and L2 proficiency. In Wen, Z., Borges, M. & McNeill, A. (Eds.), Working Memory and Second Language Acquisition and Processing (pp. 270-284). Bristol: Multilingual Matters.

Jarvis, S., O?Malley, M., Jing, L., Zhang, J., Hill, J., Chan, C., & Sevostyanova, N. (2013). Cognitive foundations of crosslinguistic influence. In Schwieter, J. (Ed.), Innovative Research and Practices in Second Language Acquisition and Bilingualism (pp. 287-307). Philadelphia, PA: John Benjamins Publishing Co.

Johnson, D., Kang, O., & Ghanem, R. (2016). Improved Automatic English Proficiency Rating of Unconstrained Speech with Multiple Corpora. International Journal of Speech Technology, 1-14.

Johnson, D., Kang, O., & Ghanem, R. (2016). Language proficiency rating: Human versus Machine. Proceedings from Pronunciation in Second Language Learning and Teaching (PSLLT) 2015.

Kang, O. & Ghanem, R. (2016). Self-Assessments on the Best Point in Target Language Study for Overseas Immersion. Journal of Language Teaching and Research, 7(5), 819-828.

Lee, S. (In Press). Patterns of the "mainstream" sound change in a liminal region: Low back merger in Washington, D.C. Journal of English Linguistics.

Lee, S. (2018). Discourse on Southeast?s bad reputation: positioning of African Americans in Washington, D.C. Discourse & Society 29(4)

Lee, S. (2016). High and mid back vowel fronting in Washington, D.C. American Speech 91(4): 425- 471.

Lee, S. (2015). Creaky voice as a phonational device marking parenthetical segments in talk. Journal of Sociolinguistics 19(3): 275-302.

Oshita, Hiroyuki. 2014. U-shaped Development: Definition, Exploration and Falsifiable Hypotheses. Jeffrey Connor-Linton and Luke Wander Amoroso, eds., Measured Language: Quantitative Approaches to Acquisition, Assessment, and Variation, pp. 155-170. Washington, D.C.: Georgetown University Press.

Saunders, Pamela, Erin E. Wilhelm, Sinae Lee, Elizabeth Merkhofer, and Ira Shoulson. (2014). Data sharing for public health research: A qualitative study of industry and academia. Communication & Medicine 11(2): 179-187.

Tao, Liang, 2017. Self-repair in Mandarin Chinese: The multimodality of conversation. In: Li, Xiaoting and Ono, Tsuyoshi (eds.). Multimodality in Chinese Interaction. Berlin: De Gruyter Mouton (ebook in 2017).

Tao, Liang, 2016. Metalinguistic awareness and self-repair in Chinese language learning. In:Tao, Hongyin (ed.). Integrating Chinese Linguistics Research and Language Learning and Teaching. 98-120. Amsterdam: John Benjamins.

Tao, Liang & Healy, Alice F., 2016. Chinese Psycholinguistics: Reading Chinese. In: Chan, Sin-Wai (ed.). The Routledge Encyclopedia of the Chinese Language. 685-705. London & New York: Routledge (Taylor & Francis).

Tao, Liang, (In Press). Usage based language change and exemplar representations in Chinese. To appear in: Xiao, Yun, and Linda Tsung (eds.). Current Studies in Chinese Language and Discourse. Amsterdam: John Benjamins.

Tao, Liang, (In Press). Self-repair in Mandarin Chinese: Grammar in conversation. To appear in 方梅 (Fang, Mei) (ed.). 互动语言学与汉语研究 (Interactional Linguistics and Chinese Language Studies). 北京Beijing: 世界图书出版公司 (World Books Publishing Corp.).

Tao, Liang "Syntactic tone and discourse processing in Beijing Mandarin: a case study" (Translation of LT's (2009) article in Chinese, Shuxiang You (translator). To appear in, FengShi and Hongming Zhang (eds.), Linguistics Abroad 《语言学译林》Issue 3. Beijing: 世界图书出版公司 World Books Publishing Corp.

Thompson, C. 2015. Memoirs of [Tsunami] Revitalization In Coastal Iwate Prefecture (Iwate-ken Engan ni Okeru Fukkoshien Katsudō no Taiken Shuki), Translated from English to Japanese by Harumi Ogawa. In, Kumamoto, Sanae and Asako Nobuoka edts. Saigai to Bungaku: Nichibei no ōtō to Shōgen (Calamity and Literature: Responses and Testimonies From America and Japan) Eihosha, Hiroshima, Japan. pp. 143-170.

Thompson, C. 2014. Are You Coming to the Matsuri?: Tsunami Recovery and Folk Performance Culture on Iwate's Rikuchū Coast. The Asia-Pacific Journal. Vol. 12, Issue 5, No. 2, February 3.

Thompson, C. 2013. Forgotten Visions of the Afterlife: Nineteenth Century Posthumous Votive Portraiture in Iwate (translated into Spanish). In, Revista Sans Soleil ? Estudios de la imagen.Vol. 5, No. 2, pp. 164-175.

Thompson, C. and Dawn Grimes-MacLellan, Edts. 2012. One-Year After The Great East Japan Earthquake: Reports From The Field ? a Series of five articles which include, The Great East Japan Earthquake One Year On: Reports From the Field, by Christopher S. Thompson, Tōhoku’s Futures: Predicting Outcomes or Imagining Possibilities, by William W. Kelly, A Report From One Miyagi Fishing Community, by Alyne E. Delaney, Students in the Field at the Site of the Great East Japan Earthquake, by Dawn MacLelland, and Local Perspectives On the Tsunami Disaster: Untold Stories From the Sanriku Coast, by Christopher S. Thompson, The Asia Pacific Journal: Japan Focus On-line. Vol. 10, Issue 10, No. 1, March 5.

Xiao, Y., Tao, L. & Soh, H. (eds.). 2012. Current Issues in Chinese Linguistics. Cambridge, UK: Cambridge Scholars Publishing Ltd. In Press.

Publications with an OHIO Graduate Student

Bikowski, D., & Casal, J. E. (2018). Interactive digital textbooks and engagement: A learning strategies framework. Language Learning & Technology, 22(1), 119-136.

Bikowski, D., & Vithanage, R. (2016). Effects of web-based collaborative writing on individual L2 writing development. Language Learning & Technology, 20(1), 79-99.

Bychkovska, T., & Lee, J. J. (2017). At the same time: Lexical bundles in L1 and L2 undergraduate student argumentative writing. Journal of English for Academic Purposes, 30, 38-52.

Casal, J. E., & Lee, J. J. (2018). Discourse practices of an online writing tutor: A reflective exploration. In G. Kessler (Ed.), TESOL Voices: Online and hybrid classes. Alexandria, VA: TESOL Press.

Casta?eda-Jimenez, G. & Jarvis, S. (2013). Exploring lexical diversity in second language Spanish. In K. Geeslin (Ed.), The handbook of Spanish second language acquisition (pp. ) Boston: Wiley Blackwell.

Jarvis, S., Casta?eda-Jimenez, G., & Nielsen, R. (2012). Detecting L2 writers' L1s on the basis of their lexical styles. In S. Jarvis & S.A. Crossley (Eds.), Approaching language transfer through text classification: Explorations in the detection-based approach (pp. 34-70). Bristol, UK: Multilingual Matters.

Haupt, J., & Bikowski, D. (2014). English language learners' perceptions of the usefulness of types of form-focused written feedback. Writing & Pedagogy, 6(2), 283-305.

Lee, J. J., & Casal, J. E. (2014). Metadiscourse in results and discussion chapters: A cross-linguistic analysis of English and Spanish thesis writers in engineering. System, 46, 39-54.

Lee, J. J., & Deakin, L. (2016). Interactions in L1 and L2 undergraduate student writing: Interactional metadiscourse in successful and less-successful argumentative essays. Journal of Second Language Writing, 33, 21-34.

Lee, J. J., Hitchcock, C., & Casal, J. E. (2018). Citation practices of L2 university students in first-year writing: Form, function, and stance. Journal of English for Academic Purposes.

Lee, J. J., Vahabi, F., & Bikowski, D. (2018). Second language teachers' written response practices: An in-house inquiry and response. Journal of Response to Writing, 4(1), 34-69.