I received my PhD in Marketing from University of Wisconsin-Madison with minors in Sociology and Cultural Anthropology. I also hold a MBA degree from Middle East Technical University and a BSc in Management from Bilkent University. My current research explores two separate streams: 1) Taste and its shaping of markets, products, everyday practices, and social boundaries; 2) The intersection of technology and markets and its implications for society.
I am an Associate Editor at the Journal of Consumer Research and serve in the editorial Board of Journal of Marketing, Journal of Marketing Management, and Recherche et Applications en Marketing.
I was the 2011 recipient of Petro Canada Young Innovator Award in the Strategic Research Cluster “The Person and Society,” 2012 Sidney J. Levy Award, and Outstanding Reviewer Award for Journal of Consumer Research, in 2014 and then 2017.
My work has been funded by Social Sciences and Humanities Research Council of Canada, Fonds Québécois de la Recherche sur la Société et la Culture, Association for Consumer Research, Marketing Science Institute, and was featured in Wall Street Journal, Globe and Mail, WIRED, Psychology Today, Vice, Harper’s Magazine, Montreal Gazette, L’Actualite, Vancouver Sun, Ottawa Citizen, Calgary Herald, The Star Phoenix, Canada.com, Le Devoir, La Presse, Miller Mc-Cune, Wisconsin Public Radio, CBC Radio, Profit Magazine, Flavorwire, Isthmus Magazine, Yahoo News, LiveScience and numerous blogs.
Education
PhD (University of Wisconsin-Madison)
MBA (Middle East Technical University)
BSc (Bilkent University)
Areas of Expertise
Taste
Platforms
Markets
Graduate student supervision
I am interested in supervising MSc and PhD students on topics of branding, social media, aesthetic and taste, and platforms.
Letters of Recommendation
Former and current students: If you would like to ask for a letter of recommendation, I strongly suggest you to check this website before sending me a request.
Ruivivir, J., & Collins, L. (in press). The effects of foreign accent on perceptions of standard grammar: A pilot study. TESOL Quarterly.
Dault,C., & Collins, L. (2016). L’utilisationdes langues connues des apprenants en classe de français langue seconde. The Canadian Modern Language Review, 72(4),504-529.
Collins, L., & Marsden, E. (2016). Cognitive perspectives onclassroom language learning. In G. Hall(Ed.) The Routledge Handbook of English Language Teaching (pp. 281-284).London: Routledge.
Collins, L., & Muñoz, C. (2016). The foreign language classroom:Current perspectives and future considerations. The Modern Language Journal, 100(1), 133-147.
Foote,J., Trofimovich, P., Collins, L.,& Soler Urzúa, F. (2016). Pronunciation teaching practices incommunicative second language classes. TheLanguage Learning Journal, 44, 181-196.
Bell, P.,Trofimovich, P., & Collins, L. (2015). Kick the ball or kicked the ball? Perception of the past morpheme –ed by second language learners. The Canadian Modern Language Review, 71, 26-51.
Collins, L., & White, J.(2014, December). The quantity and quality of language practice in typical interactive pair/group tasks. TESL Canada Journal, 31 (Special Issue 8), 37-67.
Edwards, R., & Collins, L. (2013). Modelling second language vocabulary learning. In S. Jarvis and M. Daller (eds). Vocabulary knowledge: Human ratings and automated measures (pp. 157-184). Amsterdam: John Benjamins.
Dytynyshyn, N., & Collins, L. (2012). Culture and interculturality in the adult ESL context in urban Quebec: A case study. TESL Canada, 30(1), 45-68.
Collins, L. (2012).Form-focused instruction. The Encyclopedia of Applied Linguistics. Carol Chapelle (Ed). (pp. 2187-2190),Wiley Blackwell.
Tromfimovich, P., Collins, L.,Cardoso, W., White, J., & Horst, M. (2012). A frequency-based approach toL2 phonological learning: Teacher input and student output in an intensive ESL context. TESOL Quarterly, 46(1),176-186.
Collins, L., & White, J. (2012). Closing the gap: Intensity andproficiency. In C. Muñoz (ed). Intensiveexposure in second language learning.(pp. 45-65). Bristol, UK; MultilingualMatters.
Collins, L., White, J., Trofimovich, P., Cardoso, W., & Horst, M.(2012). When comprehensible input isn’t comprehensive input: An analysis of instructional input inintensive EFL. In C. Muñoz (ed). Intensiveexposure in second language learning. (pp. 65-87). Bristol, UK; Multilingual Matters.
Collins,L., & White, J. (2011). An intensive look at intensity and language learning. TESOL Quarterly, 45(1), 106-133
Edwards,R., & Collins, L. (2011). Lexical frequency profiles and Zipf's Law. Language Learning. 61(1), 1-30.
Collins,L., & Dagenais, D. (2010). The changing scene for publishing in applied linguistics journals: perspective from The Canadian Modern Language Review. The Modern Language Journal, 94(4), 638-640.
Llama, R.,Cardoso, W., & Collins, L. (2010). The influence of language distance and language status on the acquisition of L3 phonology. International Journal of Multilingualism, 7(1), 39-57.
Collins, L., & Ellis, N. (Eds.) (2009). Input and second language construction learning: Frequency, form, and function. Special Issue of
The Modern Language Journal, 93.
Collins, L., Trofimovich, P., White, J., Cardoso, W., & Horst, M. (2009). Some input on the easy/difficult grammar question.
The Modern Language Journal, 93, 336-353.
Ellis, N., & Collins, L. (2009). Input and second language acquisition: The roles of frequency, form, and function.
The Modern Language Journal, 93, 329-355.
Bell, P., & Collins, L. (2009). "It's vocabulary"/It's gender": Learner awareness and incidental learning.
Language Awareness, 18, 277-293
Lyster, R., Collins, L., & Ballinger, S. (2009). Learning each other’s language: A bilingual reading project.
Language Awareness, 18, 366-383.
Izquierdo, J., & Collins, L. (2008). The facilitative role of L1 influence in L2 tense-aspect marking: A comparison of Hispanophone and Anglophone learners of French.
The Modern Language Journal,
92(3), 349-367.
Springer, S., & Collins, L. (2008). Interacting inside and outside of the language classroom.
Language Teaching Research, (1), 39-60.
Collins, L. (2007). L1 differences and L2 similarities: Teaching verb tenses in English.
English Language Teaching Journal , 61(4), 295-303.
White, J., Munoz, C., & Collins, L. (2007). The
His/
Her Challenge: Making progress in a “regular” second language program.
Language Awareness, 16(4), 278-299.
Horst, M., & Collins, L. (2006). From ‘faible’ to strong: How does their vocabulary grow?
The Canadian Modern Language Review, 63(1), 83-106.
Collins, L. (2005). Accessing second language learners' understanding of temporal morphology.
Language Awareness, 14, 207-220.
Collins,L. (2004). The particulars on universals: A comparison of the acquisition oftense-aspect morphology among Japanese- and French-speaking learners ofEnglish. The Canadian Modern LanguageReview, 61(2), 251-274.
Collins, L. (2002). Theroles of L1 influence and lexical aspect in the acquisition of temporalmorphology. Language Learning, 52,43-94.
Collins, L., Halter, R.H.,Lightbown, P.M., Spada, N. (1999). Time and the distribution of time in secondlanguage instruction. TESOL Quarterly, 33(4),655-680.
Ruivivir, J., & Collins, L. (in press). The effects of foreign accent on perceptions of standard grammar: A pilot study. TESOL Quarterly.
Dault,C., & Collins, L. (2016). L’utilisationdes langues connues des apprenants en classe de français langue seconde. The Canadian Modern Language Review, 72(4),504-529.
Collins, L., & Marsden, E. (2016). Cognitive perspectives onclassroom language learning. In G. Hall(Ed.) The Routledge Handbook of English Language Teaching (pp. 281-284).London: Routledge.
Collins, L., & Muñoz, C. (2016). The foreign language classroom:Current perspectives and future considerations. The Modern Language Journal, 100(1), 133-147.
Foote,J., Trofimovich, P., Collins, L.,& Soler Urzúa, F. (2016). Pronunciation teaching practices incommunicative second language classes. TheLanguage Learning Journal, 44, 181-196.
Bell, P.,Trofimovich, P., & Collins, L. (2015). Kick the ball or kicked the ball? Perception of the past morpheme –ed by second language learners. The Canadian Modern Language Review, 71, 26-51.
Collins, L., & White, J.(2014, December). The quantity and quality of language practice in typical interactive pair/group tasks. TESL Canada Journal, 31 (Special Issue 8), 37-67.
Edwards, R., & Collins, L. (2013). Modelling second language vocabulary learning. In S. Jarvis and M. Daller (eds). Vocabulary knowledge: Human ratings and automated measures (pp. 157-184). Amsterdam: John Benjamins.
Dytynyshyn, N., & Collins, L. (2012). Culture and interculturality in the adult ESL context in urban Quebec: A case study. TESL Canada, 30(1), 45-68.
Collins, L. (2012).Form-focused instruction. The Encyclopedia of Applied Linguistics. Carol Chapelle (Ed). (pp. 2187-2190),Wiley Blackwell.
Tromfimovich, P., Collins, L.,Cardoso, W., White, J., & Horst, M. (2012). A frequency-based approach toL2 phonological learning: Teacher input and student output in an intensive ESL context. TESOL Quarterly, 46(1),176-186.
Collins, L., & White, J. (2012). Closing the gap: Intensity andproficiency. In C. Muñoz (ed). Intensiveexposure in second language learning.(pp. 45-65). Bristol, UK; MultilingualMatters.
Collins, L., White, J., Trofimovich, P., Cardoso, W., & Horst, M.(2012). When comprehensible input isn’t comprehensive input: An analysis of instructional input inintensive EFL. In C. Muñoz (ed). Intensiveexposure in second language learning. (pp. 65-87). Bristol, UK; Multilingual Matters.
Collins,L., & White, J. (2011). An intensive look at intensity and language learning. TESOL Quarterly, 45(1), 106-133
Edwards,R., & Collins, L. (2011). Lexical frequency profiles and Zipf's Law. Language Learning. 61(1), 1-30.
Collins,L., & Dagenais, D. (2010). The changing scene for publishing in applied linguistics journals: perspective from The Canadian Modern Language Review. The Modern Language Journal, 94(4), 638-640.
Llama, R.,Cardoso, W., & Collins, L. (2010). The influence of language distance and language status on the acquisition of L3 phonology. International Journal of Multilingualism, 7(1), 39-57.
Collins, L., & Ellis, N. (Eds.) (2009). Input and second language construction learning: Frequency, form, and function. Special Issue of
The Modern Language Journal, 93.
Collins, L., Trofimovich, P., White, J., Cardoso, W., & Horst, M. (2009). Some input on the easy/difficult grammar question.
The Modern Language Journal, 93, 336-353.
Ellis, N., & Collins, L. (2009). Input and second language acquisition: The roles of frequency, form, and function.
The Modern Language Journal, 93, 329-355.
Bell, P., & Collins, L. (2009). "It's vocabulary"/It's gender": Learner awareness and incidental learning.
Language Awareness, 18, 277-293
Lyster, R., Collins, L., & Ballinger, S. (2009). Learning each other’s language: A bilingual reading project.
Language Awareness, 18, 366-383.
Izquierdo, J., & Collins, L. (2008). The facilitative role of L1 influence in L2 tense-aspect marking: A comparison of Hispanophone and Anglophone learners of French.
The Modern Language Journal,
92(3), 349-367.
Springer, S., & Collins, L. (2008). Interacting inside and outside of the language classroom.
Language Teaching Research, (1), 39-60.
Collins, L. (2007). L1 differences and L2 similarities: Teaching verb tenses in English.
English Language Teaching Journal , 61(4), 295-303.
White, J., Munoz, C., & Collins, L. (2007). The
His/
Her Challenge: Making progress in a “regular” second language program.
Language Awareness, 16(4), 278-299.
Horst, M., & Collins, L. (2006). From ‘faible’ to strong: How does their vocabulary grow?
The Canadian Modern Language Review, 63(1), 83-106.
Collins, L. (2005). Accessing second language learners' understanding of temporal morphology.
Language Awareness, 14, 207-220.
Collins,L. (2004). The particulars on universals: A comparison of the acquisition oftense-aspect morphology among Japanese- and French-speaking learners ofEnglish. The Canadian Modern LanguageReview, 61(2), 251-274.
Collins, L. (2002). Theroles of L1 influence and lexical aspect in the acquisition of temporalmorphology. Language Learning, 52,43-94.
Collins, L., Halter, R.H.,Lightbown, P.M., Spada, N. (1999). Time and the distribution of time in secondlanguage instruction. TESOL Quarterly, 33(4),655-680.
