Kim McDonough, PhD
Kim McDonough is 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, collaborative writing, 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 oral and written 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
Professor, Applied Linguistics, Concordia University, 2015-present
Associate Professor, Applied Linguistics, Concordia University, 2010-2015
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
Research interests and current projects
Dr. McDonough’s current research projects are exploring the role of social factors in English L2 speakers' ability to benefit from the learning opportunities that occur during task-based interaction. This work explores how an interlocutor's verbal and non-verbal cues affect whether learners attend to the accuracy of their speech. She is also carrying out a series of writing studies in both ESL and 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)
Quantitative Research Methods (Concordia, EDUC 806)
Doctoral Seminar in Education
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)
Modern English grammar (Concordia, TESL 232)
Language in the US
English grammar and usage
Introduction to linguistics
Introduction to English grammar
Senior seminar: Language acquisition
García Fuentes, C., & McDonough,K. (2016). The effect of explicit instruction and task repetition on Colombian EFL students' use of politeness strategies during disagreements. The Language Learning Journal. Advance online publication. doi: 10.1080/09571736.2016.1167232
McDonough, K., & Trofimovich,P. (2016). The role of statistical learning and working memory in L2 speakers’ pattern learning. Modern Language Journal,100, 428-445.
Fulga, A., & McDonough, K. (2016). The impact of L1 background and visual information on the effectiveness of low variability input. Applied Psycholinguistics, 37, 265-283.
McNaughton, S., & McDonough, K. (2015). Switches to English during French service encounters: Relationships with L2 French speakers’ willingness to communicate and motivation. TESL Canada Journal, 33(1), 22-40.
Hernández González, T. & McDonough, K. (2015). The effect of stance on ESL speakers’ responses to teacher-initiated exchanges in a conversation group setting. System, 55, 21-29.
McDonough, K., & Foote, J. (2015). The impact of individual and shared clicker use on students’ collaborative learning. Computers and Education, 86, 236-249.
McDonough, K., Crowther, D.,Kielstra, P., & Trofimovich, P. (2015). Exploring the potential role of eye gaze in eliciting English L2 speakers’ responses to recasts. Second Language Research, 31, 563-575.
Lavallee, M., & McDonough, K. (2015). Comparing the lexical features of EAP students’ essays by prompt and rating. TESL Canada Journal, 32(2), 30-44.
McDonough, K., & Fulga, A. (2015). The detection and primed production of novel constructions. Language Learning, 65, 353-384.
McDonough, K., Crawford, B., &Mackey, A. (2015). Creativity and EFL learners’ language use during a group decision-making task. TESOL Quarterly, 49, 188-198.
McDonough, K., & García Fuentes,C. (2015). Writing to learn language: The effect of writing task on Colombian EFL learners’ language use. TESL Canada Journal, 32(2), 67-79.
McDonough, K., Neumann, H., &Trofimovich, P. (2015). Eliciting production of L2 target structures through collaborative priming activities. Canadian Modern Language Review, 71, 75-95.
Neumann, H., & McDonough, K.(2015). Exploring student interaction during collaborative prewriting discussions and its relationship to L2 writing. Journal of Second Language Writing, 27, 84-104.