Kim McDonough is Associate Professor in Applied Linguistics who joined the Department of Education at Concordia in 2010. Her research interests include psycholinguistic approaches to second language acquisition, classroom-based acquisition research, usage-based approaches to acquisition, and task-based language teaching. She carries out research on the acquisition of second language grammar in laboratory and classroom contexts. Her interests also include the development of communicative tasks to promote peer interaction in foreign language classrooms.
- PhD Applied Linguistics, Georgetown University, 2001
- MA TESOL, Michigan State University, 1998
- BA Political Science and Studies in Religion, University of Michigan, 1992
- Associate Professor, Applied Linguistics, Concordia University, 2010-present
- Associate Professor, Applied Linguistics, Northern Arizona University, 2008-2010
- Assistant Professor, Applied Linguistics, Northern Arizona University, 2005-2008
- Assistant Professor, DEIL, University of Illinois at Urbana-Champaign, 2001-2005
- Di Loreto, S., & McDonough, K. (in press). The relationship between instructor feedback and ESL students’ anxiety. TESL Canada Journal.
- McDonough, K. (in press). Using structural priming tasks in an EAP context. Contact.
- McDonough, K., Neumann, H., & Trofimovich, P. (in press). Eliciting production of L2 target structures through collaborative priming activities. Canadian Modern Language Review.
- Neumann, H., & McDonough, K. (in press). Exploring the relationships among student preferences, prewriting tasks, and text quality in an EAP context. Journal of English for Academic Purposes.
- McDonough, K., Crawford, B., De Vleeschauwer, J. (2014). Summary writing in a Thai EFL university context. Journal of Second Language Writing, 24, 20-32.
- Trofimovich, P., McDonough, K., & Foote, J. (2014). Interactive alignment of multisyllabic stress patterns in a second language classroom. TESOL Quarterly. Published online first: 4 January 2014.
- McDonough, K., & Mackey, A. (Eds.) (2013). Second language interaction in diverse educational contexts. Amsterdam: John Benjamins.
- Trofimovich, P., McDonough, K., & Neumann, H. (2013). Using collaborative tasks to elicit auditory and structural priming. TESOL Quarterly, 47, 177-186.
- McDonough, K., & Trofimovich, P. (2013). Learning a novel pattern through balanced and skewed input. Bilingualism: Language and Cognition, 16, 654-662.
- McDonough, K., & De Vleeschauwer, J. (2012). Prompt type frequency, auditory pattern discrimination, and EFL learners’ production of wh-questions. Studies in Second Language Acquisition, 34, 355-377.
- McDonough, K., & Hernández González, T. (2012). Whole-group interaction during conversation groups: What language production opportunities do ESL conversation groups provide? Contact, 38(2), 90-109.
- Trofimovich, P., & McDonough, K. (Eds.) (2011). Applying priming methods to L2 learning, teaching, and research: Insights from psycholinguistics. Amsterdam: John Benjamins.
- Dr. McDonough’s current collaborative research projects are exploring the role of English L2 speakers’ cognitive abilities (statistical learning, working memory, auditory pattern detection) in the detection of novel constructions in aural input. The next phase of this research will explore how joint attention during collaborative task performance influences how L2 learners’ with different aptitude profiles benefit from interaction. She is also carrying out a series of writing studies in EFL settings to identify the benefits of collaboration for the learners’ writing and linguistic development.
- Research methods (Concordia, APLI 660)
- Second language acquisition (Concordia, APLI 621)
- Pragmatics (Concordia, APLI 641)
- Doctoral Seminar in Education (Concordia, EDUC 800/801)
- Fundamentals of second language learning and teaching
- Cross cultural aspects of language learning
- Topics in ESL: Task-based language teaching
- PhD seminar: Interaction in SLA
- Language acquisition (Concordia, TESL 341)
- Language in the US
- English grammar and usage
- Introduction to linguistics
- Introduction to English grammar
- Senior seminar: Language acquisition