Presentations

Below are talks I have given since 2011. For a complete list, see my CV. Please feel free to email me If you would like to see slides from any of these talks.

(* indicates student co-author)

2019-2020

McManus, K. (2019). Invited workshop. Doing replication research in second language acquisition. State-of-the-Art Bootcamp on Quantitative Methods and Meta-Analysis in L2 and Bilingualism Research, Institute of Applied Linguistics, University of Warsaw, Poland.

2017-2018

Lantolf, J.P. & McManus, K. (2018). Concept-based teaching for effective learning of complex language features. North East Conference on the Teaching of Foreign Languages (NECTFL), New York, NY, USA

*Liu, Y. & McManus, K.(2018). An investigation of constructions in L2 grammatical development: Focusing in on the Noun Phrase. Second Language Research Forum, Université du Québec à Montréal, Canada

McManus, K.(2018). Invited discussant for the colloquium Social Network Analysis and Language Teaching: Insights and Future Directions. American Association for Applied Linguistics, Chicago, IL, USA

McManus, K. (2018). Invited talk. Accessible summaries and their potential in teacher education through a Title VI Language Resource Center. Extending the Reach of Second Language Research: The Accessible Summaries Initiative, Chicago, IL, USA.

McManus, K. (2018). L2 learners’ longitudinal morphosyntactic development. A usage-based approach. Paper presented, American Association for Applied Linguistics, Chicago, IL, USA

Lantolf, J.P. & McManus, K.(2017). The relevance of explicit instruction for successful language development. American Council on the Teaching of Foreign Languages annual conference, Nashville, TN, USA

McManus, K. (2017). Awareness about L1 form-meaning mappings can benefit L2 grammatical development, online and offline. Paper presented, American Association for Applied Linguistics, Portland, OR, USA

McManus, K. (2017). L1 use in the foreign language classroom. A Two-day professional development summer workshop for language teachers, Center for Advanced Language Proficiency Education and Research, Pennsylvania State University, PA, USA.

McManus, K. (2017). Investigating the benefits of L1 explicit instruction in L2 input processing, Distinguished Language Science Colloquium, Center for Language Science, Pennsylvania State University, PA, USA.

McManus, K. (2017). Invited panelist, Making a transition: From graduate student to faculty member, American Association for Applied Linguistics, Portland, OR, USA

McManus, K. & Mitchell, R.F. (2017). A longitudinal study of L2 French learners’ grammatical development. Paper presented, Association for French Language Studies annual conference,York University, Canada

McManus, K.& Mitchell, R.F. (2017). L2 French learners’ longitudinal morphosyntactic development: A conceptual replication. Paper presented, 4thLearner Corpus Research Conference, Bolzano, Italy

2015-2016

McManus, K.(2016). Examining the effectiveness of explicit instruction about the L1 in L2 grammar learning: Evidence from offline and online measures. Paper presented, American Association for Applied Linguistics, Orlando, USA

McManus, K. (2016). Explicit instruction about the L1 significantly benefits L2 learning, offline and online. Invited talk, The University of Memphis, USA.

McManus, K.& Marsden, E. (2016). Examining the advantages of teaching about the L1 for L2 grammar learning, with on- and offline measures. Invited colloquium contribution, Reconciling methodological demands and pedagogical applicability in SLA research, American Association for Applied Linguistics, Orlando, USA.

McManus, K.& Marsden, E. (2016). Explicit instruction about the L1 significantly benefits L2 learning, online and offline. Evidence from French aspectual morphology. Paper presented, Tense, Aspect, and Modality in L2, University of York, UK

McManus, K.,Tracy-Ventura, N. & Mitchell, R. (2016). L2 linguistic development before, during, and after a nine-month sojourn: Evidence from L2 French and Spanish. Paper presented, Second Language Research Forum, Teachers College, Columbia University, New York, USA

Mitchell, R. & McManus, K.(2016). French as a shared language: The identity of Anglophone students sojourning in France. Paper presented, Association for French Language Studies, Queen’s University Belfast, Northern Ireland

McManus, K.(2015). Language learning during study abroad: Linguistic development, social networking and language use. Invited talk, School of Modern Languages, Newcastle University, UK

McManus, K.(2015). Linguistic development, language use and social networks during the Year Abroad. Opening keynote address, Second Colloquium on Innovation in Modern Languages Education, University of Exeter, UK

McManus, K.(2015). The role of explicit instruction about the L1 for the learning and teaching of complex meanings: The case of the French Imparfait. Invited talk, Engaging with Meaning in Language Learning, University of York, UK

McManus, K.& Marsden, E. (2015). L1 language awareness significantly advantages L2 grammar learning, on- and offline. Paper presented, British Association for Applied Linguistics’ Language Learning and Teaching Special Interest Group, University of Edinburgh, UK

McManus, K.& Marsden E. (2015). When L1 use in the classroom significantly advantages L2 grammar learning. Paper presented, Second Language Research Forum, Georgia State University, USA

Mitchell, R., Tracy-Ventura, N., McManus, K., Romero, P. & Huensch, A. (2015). Social reinsertion, L2 identities, and second language maintenance following residence abroad. Paper presented, Culture of Study Abroad for Second Languages, Saint Mary’s University, Halifax, Canada

2013-2014

McManus, K.(2014). Examining L1-L2 similarities and differences for L2 grammar learning in the classroom. Invited talk, Department of World Languages, University of South Florida, USA

McManus, K.(2014). L’acquisition du français lors du séjour linguistique : Questions d’enquête et d’analyse des données en langue seconde. Invited talk, Au-dela du séjour linguistique – Le cas des Britanniques implantés dans les Pyrénées-Orientales : Aspects culturels et linguistiques, Université de Perpignan via Domitia, France

McManus, K.(2014). The role of explicit information in remapping meaning in a second language. Paper presented, Association for French Language Studies, University of Kent, UK

McManus, K.& Marsden, E. (2014). SLA research in the classroom: L1-L2 contrastive instruction for remapping meaning in a second language. Paper presented, Second Language Research Forum, University of South Carolina, USA

McManus, K.& Marsden, E. (2014). The effectiveness of L1-L2 differences/similarities for learning complex form-meaning mappings in a second language. Paper presented, British Association for Applied Linguistics’ Language Learning and Teaching Special Interest Group, University of Leeds, UK

McManus, K.& Marsden, E. (2014). The effectiveness of L1-L2 differences/similarities for remapping meaning in a second language. Paper presented, European Second Language Association, University of York, UK

McManus, K.& Mitchell, R.F. (2014). The development of the Subjunctive in French L2: A longitudinal study. Paper presented, The Expression of Temporality by L2 learners of English and French, Université de Montpellier 3, France

Domínguez, L. & McManus, K.(2014). Benefits of a multimethod approach for SLA theory: evidence from the SPLLOC and LANGSNAP projects. Invited talk, Language Learning and Teaching In and Out of the Classroom: A One Day Symposium Celebrating the Work of Professor Rosamond Mitchell, University of Southampton, UK

Mitchell, R.F., McManus, K.& Tracy-Ventura, N. (2014). “It’s just a matter of time”: The development of grammatical accuracy during residence abroad. Paper presented, European Second Language Association, University of York, UK

Mitchell, R.F., Tracy-Ventura, N. & McManus, K.(2014). Real and virtual social networking and language learning during study abroad. Paper presented, World Congress of the International Association of Applied Linguistics. Brisbane, Australia

Tracy-Ventura, N., McManus, K.& Mitchell, R.F. (2014). The development of lexical diversity during study abroad: Introducing the new LANGSNAP longitudinal learner corpus. Paper presented, American Association for Corpus Linguistics, Northern Arizona University, USA

McManus, K.(2013). Language learning during the Year Abroad: A comparative longitudinal study of the impact of social networking and social integration on language development. Invited talk, Centre for Language Learning Research, University of York, UK

McManus, K.(2013). Le développement lexical au cours d’une année en France. Invited talk, Séjour linguistique et socialisation: questions d’input et d’accès aux langues, Université de Perpignan via Domitia, France

McManus, K., Tracy-Ventura, N. & Mitchell, R.F. (2013). Réseaux sociaux, interaction et développement lexical au cours de l’année à l’étranger. Paper presented, Association for French Language Studies, Université de Perpignan Via Domitia, France

Mitchell, R.F., McManus, K.& Tracy-Ventura, N. (2013). Impact of social networking and social integration on development of L2 accuracy and fluency during residence abroad: a comparative longitudinal study. Paper presented, European Second Language Association, University of Amsterdam, Holland

Tracy-Ventura, N., McManus, K.& Mitchell, R.F. (2013). A longitudinal learner corpus investigation of vocabulary learning before, during, and after residence abroad. Paper presented, Biannual Conference on Learner Corpus Research, Bergen, Norway

2011-2012

McManus, K.& Richard, L. (2012). Social network analysis as a means to investigate input and interaction during the year abroad. Invited talk, University of Southampton, UK

McManus, K.& Tracy-Ventura, N. (2012). A longitudinal investigation of L1 and L2 use during residence/study abroad. Paper presented, Second Language Research Forum, Carnegie Mellon University, Pittsburgh, USA

McManus, K., Tracy-Ventura, N. & Mitchell, R.F. (2012). Social network analysis as a means to investigate input, interaction and acquisition during the year abroad. Paper presented, European Second Language Association, Adam Mickiewicz University, Poznań, Poland

McManus, K., Tracy-Ventura, N., Mitchell, R.F., Richard, L. & Romero de Mills, P. (2012). Assessing modality in a second language. Paper presented, L2 Proficiency Assessment Workshop, University of Montpellier III, France

Mitchell, R.F., Tracy-Ventura, N., McManus, K., Richard, L. & Romero de Mills, P. (2012). A comparative study of the social networks of British undergraduates during residence abroad in France, Spain and Mexico. Paper presented, British Association for Applied Linguistics, University of Southampton, UK

Richard, L., McManus, K.& Mitchell, R.F. (2012). Réseaux sociaux, interaction et acquisition d’une langue seconde au cours de l’année à l’étranger. Paper presented, Association for French Language Studies, Newcastle University, UK

Tracy-Ventura, N., McManus, K., Mitchell, R.F., Richard, L. & Romero de Mills, P. (2012). Social networks, target language interaction and second language acquisition during residence abroad: A longitudinal study. Paper presented, American Association for Applied Linguistics, Boston, USA

Tracy-Ventura, N., McManus, K., Ortega, L. & Norris, J.M.  (2012). “Repeat as much as you can”: Elicited imitation as a measure of global proficiency in L2 French. Paper presented, L2 Proficiency Assessment Workshop, University of Montpellier III, France

McManus, K.(2011). The development of aspect in a second language. Paper presented, Chronos 10: 10th International Conference on Tense, Aspect, Modality and Evidentiality, Aston University, UK

Myles, F. & McManus, K.(2011). Age differences in attitudes, motivation and learning strategies. Paper presented, Younger = Better? Comparing 5, 7 and 11 Year Olds Learning French in the Classroom, Newcastle University, UK

Tracy-Ventura, N., McManus, K., Mitchell, R.F., Richard, L. & Romero de Mills, P. (2011). LANGSNAP: Investigating the influence of social and individual factors on language learning abroad. Invited talk, University of Southampton, UK