Background    Publication  

Dr. John Truscott


Educational Background:
  • 1976, May Bachelor of Arts in Fine Arts;
    Majors in Psychology and Philosophy
    Ripon College, Ripon, Wisconsin
  • 1984, December Doctor of Philosophy in Psychology
    Dissertation: On Boundedness in Government-Binding
    Theory University of California at Irvine

Specialization:
  • Second language learning and teaching
    (effects of form-focused instruction and correction, applications of research and theory in linguistics and cognitive psychology)
  • Cognitive psychology (learning, consciousness, attention); linguistic theory (syntax, morphology, Principles and Parameters theory).
  • Syntax

Courses Taught:
  • Syntax
  • Pedagogical Grammar
  • Teaching Vocabulary
  • Theories in Foreign Language Teaching and Learning

Publication (2001-2003):

 

(A) Refereed journal papers

  • (2006). Full Transfer Full Access: A processing-oriented interpretation. In S. Unsworth, T. Parodi, A. Sorace, and M. Young-Scholten (Eds.), Paths of development in L1 and L2 acquisition: In honor of Bonnie D. Schwartz (pp. 201-216) . Amsterdam: Benjamins. [first author: Mike Sharwood Smith]

  • (2005). The continuing problems of oral grammar correction. International Journal of Foreign Language Teaching, 1 (2), 17-22. Available at http://www.tprstories.com/ijflt/IJFLTSpring05.pdf

  • (2005). Stages or continua in second language acquisition: A MOGUL solution. Applied Linguistics, 26, 219-240. [first author: Mike Sharwood Smith]

  • (2004). Acquisition by processing: A modular approach to language development. Bilingualism: Language and Cognition, 7 , 1-20. [co-author: Mike Sharwood Smith]

  • (2004). The effectiveness of grammar instruction: Analysis of a meta-analysis. English Teaching & Learning, 28 (3), 17-29 .

  • (2004). Evidence and conjecture on the effects of error correction: A response to Chandler. Journal of Second Language Writing, 13, 337-343 .

  • (2004). How APT is your theory? Bilingualism: Language and Cognition, 7, 43-47 .[co-author: Mike Sharwood Smith]

  • (2004). Occult linking in English. Taiwan Journal of Linguistics, 2, 69-101 .

  • (2003). Students in the correction-free writing class. In H.-C. Liou, J. Katchen, and H. Wang (Eds.), Lingua Tsing Hua: A 20 th anniversary commemorative anthology (pp. 265-276). Taipei : Crane.

  • (2003). Linking and nominal omission. Taiwan Journal of Linguistics, 1, 69-96.

  • (2001). Selecting errors for selective error correction. Concentric: Studies in English Literature and Linguistics, 27, 225-240 .

  • (2000). Unconscious second language acquisition: Alive and well. Studies in English Literature and Linguistics, 25 , 115-131 .

  • (2000). The unity of nominal linking devices. Proceedings of the National Science Council, ROC. Part C: Humanities and Social Sciences, 10, 142-155 .

  • (1999). The case for "The case against grammar correction in L2 writing classes" A response to Ferris. Journal of Second Language Writing, 8, 111-122.

  • (1999). What's wrong with oral grammar correction. Canadian Modern Language Review, 55, 437-456.

  • (1998). Instance theory and universal grammar in second language research. Second Language Research, 14, 257-291.

  • (1998). Noticing in second language acquisition: A critical review. Second Language Research,14, 103-135.

  • (1998). Universal Grammar and specific knowledge: The case of null subjects. Proceedings of the National Science Council, ROC. Part C: Humanities and Social Sciences, 8, 564-575.

  • (1997). A problem and a non-problem for English learners. English Teaching and Learning, 22 (5), 59-67.

  • (1996). The case against grammar correction in L2 writing classes. Language Learning, 46, 327-369.

  • (1996). Thinking in English. English Teaching and Learning, 21 (1), 21-30.

  • (1996). Tree experts lost in the forest: English comprehension in Taiwan. English Teaching and Learning, 20 (3), 5-13.