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The Language Learning Research Center (LLRC), supports research projects on the learning and teaching of languages, literatures and cultures. We have supported several doctoral dissertations, Master's research projects, as well as a number of experiments in a variety of disciplines, from Linguistics to Pedagogy and Literature and Culture.

Computer Assisted Language Learning (CALL)

Wei, J., Chen, J. C., & Adawu, A. (2014, October).  Teaching ESL beginners metacognitive writing strategies through multimedia software. CATESOL Journal, 26(1), 60-75.

Chen, J. C. (2012, September).  Designing a computer-mediated, task-based syllabus: A case study in a Taiwanese EFL tertiary class . Asian EFL Journal, 14(3), 62-97.

Chen, J. C., & Brown, K. (2012, December).  The effects of authentic audience on ESL writers: A task-based, computer-mediated approach . Computer Assisted Language Learning, 25(5), 435-454.

Lavine, R., Greenberg, J., Chen, J. C., Kao, K., & Lin, Y. T. (2012, January).  East meets west: A virtual international teacher education initiative between the U.S. and Taiwan . Journal of the International Society for Teacher Education, 16(1), 35-45.

Ledgerwood, Mikle. 1996. The IALLT (International Association of Learning Laboratories) Laboratory Management Manual. IALL Publications.

Ledgerwood, Mikle. 1999. A Student's Guide to Using Technology for Effective Language Learning. Boston: Houghton-Mifflin.

Ledgerwood, Mikle. A Teacher's Guide to Using Technology for Effective Language Learning.

Foreign Language Pedagogy

Chen, J. C., & Jourdain, S. (2015, January).  Implementing STARTALK-endorsed principles in an intensive summer LCTL program: Challenges and implications . Journal of the National Council of Less Commonly Taught Languages, 17, 103-132.

Chen, J. C., & Cheng, J. (2012, June).  Voices within nonnative English teachers: Their self-perceptions, cultural identity and teaching . TESOL Journal, 6(1), 63-82.

Gascoigne, C., Jourdain, S. & Wong, W. 2010. Reflections on Grammar Instruction in the Preparation of TAs and Part-time Instructors. NECTFL Review, 65: 8-21.

Jourdain, S. 2009. Action Research in the Constructivist Model for Language Teacher Education. In. M. Anderson & A. Lazaraton (Eds.), Bridging Contexts, Making Connections, Selected Papers from the Fifth International Conference on Language Teacher Education (pp. 43-59). Minneapolis, MN: Center for Advanced Research on Language Acquisition (CARLA), CARLA Working Papers Series.

Jourdain, S. & Sanou, P. 2009. Integrating Action Research into Pre-Service Coursework. The NCLRC Language Resource Newsletter, March13(2): 2, and on-line at:

Jourdain, S. 2006. Developing Pen pal / Key pal Partnerships. New York State Association of Foreign Language Teachers (NYSAFLT) Language Association Journal, 57(3): 15-18.

Jourdain, S. 2006. La Route de la Soie. Le Français dans le Monde, No 345 : 80-81.

Jourdain, S. & Scullen, M.E. 2002. A Pedagogical Norm for Circumlocution in French. In S. Gass, K. Bardovi-Harlig, S. Magnan & J. Walz (Eds.), Pedagogical Norms for Second and Foreign Language Learning and Teaching (pp. 221-239). Amsterdam: John Benjamins.

Jourdain, Sarah. 2000.  A Native-Like Ability to Circumlocute. The Modern Language Journal, 84(ii): 185-195.

Scullen, Mary Ellen & Jourdain, Sarah. 2000. The Effect of Explicit Training on Successful Circumlocution: A Classroom Study. In James Lee and Albert Valdman (Eds.), Form and Meaning: Multiple Perspectives (pp. 231-53). Boston, MA: Heinle & Heinle.

Jourdain, Sarah. 1998.  Building Connections to Culture: A Student-Centered Approach. Foreign Language Annals, 31(3): 439-450.

Jourdain, Sarah & Schuler, Marilyn. 1998.  Morte la bête noire: Two techniques for teaching the French /R/. The French Review, 72(2): 216-228.

Martin, S. & Sato. E. (2012)  Basic Japanese: Introduction of the Structure of Japanese.Boston: Tuttle Publishing.

Sato, E. (2014).  Basic Japanese. New York: McGraw-Hill Education. 

Sato, E. (2014).  Complete Japanese Grammar. New York: McGraw-Hill.

Sato, E. (2007).  Contemporary Japanese Workbook (vol.1 and vol. 2). Boston: Tuttle.

Sato, E. (2005).  Contemporary Japanese: An Introductory Textbook for College Students (vol. 1, vol. 2, and teacher's guide) . Boston: Tuttle. 

Sato, E. (2008).  Japanese Demystified. New York: McGraw-Hill.

Sato, E. (2002).  Japanese for Dummies. New Jersey: John Wily & Sons, Inc. 

Sato, E. (2008).  My First 100 Japanese Kanji Book. Boston: Tuttle 

Sato, E. (2008).  The First/Second 100 Japanese Kanji. Boston: Tuttle

Tanimori, M. & Sato, E. (2012)  Essential Japanese Grammar. Boston: Tuttle.

Heritage Language Research

Chen, Y. & He, A. W. (2001). Dui bu dui as a pragmatic marker: evidence from Chinese classroom discourse. Journal of Pragmatics 33:1441-1465.

He, Agnes & Xiao, Yun. (Eds.) (2008).  Chinese as a Heritage Language: Fostering Rooted World Citizenry. Honolulu: University of Hawaii Press.

He, Agnes. (1998).  Reconstructing Institutions: Language Use in Academic Counseling Encounters. Greenwich, CT and London, UK: Greenwood.

He, A. W. (2013). The world is a collage: multi-performance by Chinese heritage language speakers.  The Modern Language Journal 97(2): 304-317.

He, A. W. (2011). The role of repair in modulating modal stances in Chinese discourse. Chinese Language and Discourse2(1): 1-22.

He, A. W. (2010). Socio-cultural dimensions of heritage language learning. Annual Review of Applied Linguistics 30: 66-82.

He, A. W. (2006). Toward an identity-based model for the development of Chinese as a heritage language. The Heritage Language Journal 4(1): 1-28.

He, A. W. (2004). CA for SLA: Arguments from Chinese language classes. The Modern Language Journal, 88(4):568-582.  

He, A. W. (2004). Identity construction in Chinese heritage language classes. Pragmatics, 14(2/3): 199-216.

He, A. W. (2001). The language of ambiguity: practices in Chinese heritage language classes. Discourse Studies, 3(1): 75-96.

He, A. W. (2000). Grammatical and sequential organization of teachers' directives. Linguistics and Education 11(2):119-140.

He, A. W. & Lindsey, B. (1998). “You know” as an information status enhancing device: arguments from grammar and interaction. Functions of Language, 5(2): 133-155.

He, A. W. & Tsoneva, S. (1998). The symbiosis of choices and control: a discourse-based account of CAN. Journal of Pragmatics, 29(5): 615-637.

He, A. W. (1996). Narrative processes and institutional activities: recipient guided storytelling in academic counseling encounters. Pragmatics, 6(2), 205-216.

He, A. W. (1996). Stories as academic counseling resources. Journal of Narrative and Life History, 6(2), 107-121.

He, A. W. (1995). Co-constructing institutional identities: the case of student counselees. Research on Language and Social Interaction, 28(3), 213-231.

He, A. W. (1994). Withholding academic advice: institutional context and discourse practice. Discourse Processes, 18(3), 297-316.

He, A. W. (1993). Exploring modality in institutional interactions: cases from academic counseling encounters. TEXT, 13(4), 503-528.

He, A. W. (1993). Language use in peer review texts. Language in Society, 22(3), 403-420.

Young, Richard & He, Agnes. (Eds.) (1998).  Talking and Testing: Discourse Approaches to the Assessment of Oral Language Proficiency. Philadelphia: Benjamins.

Hispanic Languages and Literature

Ruiz-Debbe, Lilia. (2005) “Grammatical Development of Past Tense in Learners Spanish as L2: Oral and Written Productions”. In Mac Swan, J. (ed). Proceedings of the 4th International Symposium on Bilingualism. Cascadilla, Press.pp. 2005-2019.

Ruiz-Debbe, Lilia (2002). “Aproximaciones Teórico-Metodológicas sobre la Adquisición y el Aprendizaje: Tiempo y Aspecto por hablantes de español como L2”. In Proceedings of the XIII International Congress of the Latin American Association of Linguistics and Philology. Actas de Filología. Victor M. Sanchez Corrales (ed.). San José, Costa Rica: Universidad de Costa Rica, SIEDIN pp. 923-932. 


Bailyn, J.F. " Kinds of Derivational Binding"  (2011) in Gerhild Zybatow et al (eds)  Formal Studies in Slavic Linguistics: Linguistik International, vol. 25. Frankfurt/Main: Peter Lang, 11-30

Bailyn, J.F. “ To what degree are Croatian and Serbian the same language?  Evidence from a translation  Study” (2010) Journal of Slavic Linguistics, 18(2): 181-2 

Bailyn, J.F. “ Against the Scrambling anti-movement Movement” (2006). In Formal Approaches to Slavic Linguistics 14:  J. Lavine et al (eds.), Michigan Slavic Publications, Ann Arbor, MI, 35-49

Bailyn, J.F. " Generalized Inversion" (2004). Natural Language & Linguistic Theory 22: 1-49

Bailyn, J.F. " What's Inside VP? New (and old) Evidence from Russian" (2010) Formal Approaches to Slavic Linguistics 18, Michigan Slavic Publications, Ann Arbor, MI, 21-37

Bailyn, J.F. " On Scrambling:  A Reply to Bošković and Takahashi" (2001) Linguistic Inquiry 32/4: 635-658.

Bailyn, J.F. “ A Derivational Approach to Micro-Variation in Slavic Binding” (2007) In Formal Approaches to Slavic Linguistics 15: A. Savchenko et al (eds.), Michigan Slavic Publications, Ann Arbor,        MI, 25-41.

Bailyn, J.F. " The Case of Q" (2004). In Formal Approaches to Slavic Linguistics 12: O. Arnaudova et. al. (eds.), Michigan Slavic Publications, Ann Arbor, MI, 1-36.

Bailyn, J.F. " A (purely) Derivational Account of Russian Scrambling"  (2003). In Formal Approaches to Slavic Linguistics 11: B. Partee et. al. (eds.), Michigan Slavic Publications, Ann Arbor, MI, 41-       62.

Bailyn, J.F. " Slavic Generative Syntax" (2007) In Slavic Linguistics 2000, S. Franks, (ed.) Glossos 8, 1-54.

Bailyn, J.F. " Overt Predicators" (2003). Journal of Slavic Linguistics 10/1-2 (Festschrift for Leonard H. Babby),  23-52.

Bailyn, J.F. " Review of Alternatives to Cartography," (J. van Cranenbroeck, ed), (2011) Language. 665-671

Cardinaletti, Anna and Lori Repetti (2010) “ Preverbal Vowels in Wh-Questions and Declarative Sentences in Northern Italian Piacentine Dialects ” Romance Linguistics 2009: Selected Papers from the 39th Linguistic Symposium on Romance Languages (LSRL 39), Sonia Colina, Antxon Olarrea and Ana Maria Carvalho

Cardinaletti, Anna and Lori Repetti (2010) “ Proclitic vs Enclitic Pronouns in Northern Italian Dialects and the Null-Subject Parameter” Syntactic Variation: The Dialects of Italy, Roberta D’Alessandro, Adam Ledgeway, and Ian Roberts, eds. Cambridge: CUP, 119-134.

Cardinaletti, Anna and Lori Repetti (2009) “ Phrase-level and word-level syllables: Resyllabification and prosodization of clitics” Phonological Domains: Universals and Deviations, Janet Grijzenhout and Baris Kabak, eds. Berlin: Mouton de Gruyter, 79-104.

Cardinaletti, Anna and Lori Repetti (2008) “ The Phonology and Syntax of Preverbal and Postverbal Subject Clitics in Northern Italian Dialects ” Linguistic Inquiry 39: 523-563.

Kim, Miran and Lori Repetti (2013) " Bitonal Pitch Accent and Phonological Alignment in Sardinian" Probus 25: 267-300.

Ordóñez, Francisco. “ Scrambling” (2012)  invited chapter book edited by Luraghi, S and C.Parodi. The companion to syntax and syntactic theory. Continuum Press, London

Ordóñez, Francisco. “ Clitics in Spanish" (2012) Handbook of Hispanic linguistics edited by J. Hualde, A. Olarrea, E. O´rourke,  Cambridge, Blackwell. 423-453 

Ordóñez, Francisco. " Cartography of Postverbal Subjects in Spanish and Catalan" (2007) in  Romance Languages and Linguistic Theory 2005 Editors: Sergio Baauw, Frank Drijkoningen and Manuela Pinto. 25 p.  Benjamins, Amsterdam. 259-280 

Ordóñez, Francisco. “ Observacions sobre la posició dels subjectes postverbals en català i castellà" (2007) in Caplletra 42, Revista Internacional de Filologia, Abadia de Montserrat. 251-272.  "Remark  on the position of postverbal subjects in Catalan and Spanish¨"

Ordóñez, Francisco. “ Microvariaton in Caribbean-non Caribbean Spanish Interrogatives” (2006) Probus, Mouton de Gruyter, Berlin. Volume 18.3.  59-97 

Ordóñez, Francisco. " Stressed Enclitics" (2006) Linguistics Symposium on Romance Languages selected proceedings.  Benjamins, Amsterdam, with Lori Repetti. Montreuil, Jean-Pierre in New Perspectives on Romance Linguistics Vol. II Phonetics, Phonology And Dialectology.  167-181

Ordóñez, Francisco. “ Left Dislocated Subjects and the Pro-drop parameter: a Case Study of Spanish” (1999). Lingua. 108, 1: 39-68  

Ordóñez, Francisco. “ Post-verbal Asymmetries in Spanish” (1998) in Natural Language and Linguistic Theory, 16: 313-346

Ordóñez, Francisco. " The Clausal Structure of Spanish: a comparative perspective" (2000), Outstanding Dissertations in Linguistics Series.  Garland Publishing Company, New York.  

Ordóñez, Francisco and Lori Repetti (2006) “ Stressed Enclitics?” New Analyses on Romance Linguistics: Volume II: Phonetics, Phonology and Dialectology (Selected Papers from the 35th LSRL 35) Jean-Pierre Montreuil, ed. Amsterdam & Philadelphia: John Benjamins, 167-181.

Repetti, Lori (2012) “ Consonant-Final Loanwords and Epenthetic Vowels in Italian” Catalan Journal of Linguistics 11: 167-188.

Repetti, Lori (2009) “ Gemination in English Loans in American Varieties of Italian” Loan Phonology, Andrea Calabrese and W. Leo Wetzels, eds. Amsterdam and Philadelphia: John Benjamins, 225-239.

Repetti, Lori (2006) “ The Emergence of Marked Structures in the Integration of Loans in Italian” Historical Romance Linguistics: Retrospective and Perspectives, Randall S. Gess and Debora Arteaga, eds. Amsterdam and Philadelphia: John Benjamins, 209-239.

Sato, E., & Cloper, L. (2007). Constraint-Based Approach to Translation Studies. Lingua et Linguistica 1 (2): 184-200.

Sato, E. (2007). On the Implementation of the Discovery Method in Communicative Language Teaching. Lingua et Linguistica 1 (1): 58-67.

Sato, E. (2004). Scope Asymmetries between English and Japanese. Journal of Language and Linguistics. 3 (1):1-37.

Sato, E. (2003). Minimality and Scope Rigidity in English, Journal of Language and Linguistics. 2 (2): 283-322.

Sato, E. (1999). Graphic Representation of the Functions of Japanese Particles. Journal CAJLE (Canadian Association for Japanese Language Education): Japanese Linguistics and Pedagogy. 3: 144-163.

Sato, E. (1999). Pitch-Accent in Tokyo Japanese. The Journal of the Association of Teachers of Japanese. 33: 1-35.