We asked Ellen to provide Cambridge Extra with a summary of her prize winning work.
I am humbled to be recognized by Language Teaching and Cambridge University Press as the recipient of the 2013 Christopher Brumfit award and sincerely thank all those involved for this great honor. In the apt words of my mentor, Dr. Cristina Sanz, my thesis research attempts to look at the forest rather than the trees in its comprehensive approach to understanding the complexities of second language (L2) learning in adults.
My principal motivation was to explain variability in L2 development between adult L2 learners of Spanish by considering the role of learner individual differences (IDs) at varying levels of proficiency and at different points in time. While previous research has tended to look only at the cognitive or the affective side of the learner equation cross-sectionally, rather than longitudinally, I examined both cognitive IDs, like working memory capacity, and psychosocial IDs, like L2 motivation, in order to ascertain their relative and joint explanatory capacity over time. A secondary goal of this research was to contribute to what we know about the development and measurement of knowledge of (implicit) and about (explicit) L2 grammar at increasing proficiency.
I am currently preparing a report of the results of this study in a series of articles, four of which are currently in preparation and under review at peer-reviewed journals. The first addresses the reliable and valid assessment of implicit and explicit linguistic knowledge and considers proficiency as a key variable in our interpretation of such measurement. In the second and third papers, I report on the changing role of cognitive and psychosocial resources as learners gain further input, exposure to, and practice in the target language. These results provide much needed empirical evidence for theoretical claims made by Peter Robinson, Peter Skehan, and others that learning additional languages as an adult involves different abilities at different stages of development. In the final paper, I discuss the relationships found between different learner ID constructs and consider their dynamic influence on L2 development and implications for future research.
I believe these findings offer valuable insight to both theory and pedagogy in the field of second language acquisition. In the future, I aim to extend this study to heritage language populations who are key to understanding the complex phenomena of language learning and language maintenance. If you have any questions or comments about my research, please feel free to contact me at firstname.lastname@example.org.
Many congratulations Ellen on winning this coveted international award which perpetuates the name of such a distinguished linguist.