People

Dr Karen Roehr-Brackin

Reader
Department of Language and Linguistics
Dr Karen Roehr-Brackin
  • Email

  • Telephone

    +44 (0) 1206 872189

  • Location

    3.306, Colchester Campus

Profile

Biography

My research and teaching are in the area of second language (L2) learning. In particular, I am interested in how implicit and explicit knowledge interact in language learning. My current work takes a usage-based perspective and focuses on the role of explicit knowledge and processes in instructed L2 learning in adults and children. I am also interested in the role of cognitively-based individual learner differences, especially language learning aptitude, working memory capacity, cognitive/learning style and metacognition. I joined the Department of Language and Linguistics at Essex in January 2005 after completing my PhD in applied linguistics at Lancaster University. My first degree is from the University of Hamburg in Germany, where I studied English philology. After moving to the UK in 1997, I worked as a German language tutor at various universities and colleges in Lancashire and the Manchester area. While studying for my PhD from 2000 to 2004, I additionally taught applied linguistics at Lancaster University. Second Language Research Group

Qualifications

  • MA Hamburg

  • PhD Lancaster.

Research and professional activities

Research interests

Second language (L2) learning from a usage-based (emergentist, cognitive-functional) perspective

Explicit and implicit knowledge and learning

Individual learner differences in L2 learning, especially language learning aptitude, working memory and cognitive/learning style

Teaching and supervision

  • Research methods for language and linguistics (LG213)

  • Teaching and Learning Grammar (LG636)

Publications

Journal articles (17)

Costley, T., Gkonou, C., Myles, F., Roehr-Brackin, K. and Tellier, A., (2018). Multilingual and monolingual children in the primary-level language classroom: individual differences and perceptions of foreign language learning. The Language Learning Journal, 1-13

Roehr-Brackin, K. and Tellier, A., (2018). Esperanto as a tool in classroom foreign language learning in England. Language Problems and Language Planning. 42 (1), 89-111

Samuel, S., Roehr-Brackin, K., Jelbert, S. and Clayton, NS., (2018). Flexible egocentricity: Asymmetric switch costs on a perspective-taking task. Journal of Experimental Psychology: Learning, Memory, and Cognition

Samuel, S., Roehr-Brackin, K., Pak, H. and Kim, H., (2018). Cultural effects rather than a bilingual advantage in cognition: A review and an empirical study. Cognitive Science. 42 (7), 2313-2341

Georgiadou, E. and Roehr-Brackin, K., (2017). Investigating Executive Working Memory and Phonological Short-Term Memory in Relation to Fluency and Self-Repair Behavior in L2 Speech. Journal of Psycholinguistic Research. 46 (4), 877-895

Rodríguez Silva, LH. and Roehr-Brackin, K., (2016). Perceived learning difficulty and actual performance: Explicit and Implicit Knowledge of L2 English Grammar Points among Instructed Adult Learners. Studies in Second Language Acquisition. 38 (2), 317-340

Samuel, S., Roehr-Brackin, K. and Roberson, D., (2016). ‘She says, he says’: Does the sex of an instructor interact with the grammatical gender of targets in a perspective-taking task?. International Journal of Bilingualism. 20 (1), 40-61

Roehr-Brackin, K., (2014). Explicit Knowledge and Processes From a Usage-Based Perspective: The Developmental Trajectory of an Instructed L2 Learner. Language Learning. 64 (4), 771-808

Tellier, A. and Roehr-Brackin, K., (2013). Metalinguistic awareness in children with differing language learning experience. EUROSLA Yearbook. 13 (1), 81-108

Gánem-Gutiérrez, GA. and Roehr, K., (2011). Use of L1, metalanguage, and discourse markers: L2 learners' regulation during individual task performance. International Journal of Applied Linguistics. 21 (3), 297-318

Ziętek, AA. and Roehr, K., (2011). Metalinguistic knowledge and cognitive style in Polish classroom learners of English. System. 39 (4), 417-426

(2010). Explicit knowledge and learning in SLA: A cognitive linguistics perspective. AILA Review. 23 (1), 7-29

Roehr, K. and Gánem-Gutiérrez, GA., (2009). The status of metalinguistic knowledge in instructed adult L2 learning. Language Awareness. 18 (2), 165-181

Roehr, K., (2008). Metalinguistic Knowledge and Language Ability in University-Level L2 Learners. Applied Linguistics. 29 (2), 173-199

Roehr, K., (2008). Linguistic and metalinguistic categories in second language learning. Cognitive Linguistics. 19 (1), 67-106

Roehr, K., (2007). AUCH AND NOCH IN CHILD AND ADULT GERMAN. Ulrike Nederstigt. Berlin: Mouton de Gruyter, 2003. Pp. xiii + 406. $106.00 cloth.. Studies in Second Language Acquisition. 29 (01), 137-139

Roehr, K., (2006). Metalinguistic Knowledge in L2 Task Performance: A Verbal Protocol Analysis. Language Awareness. 15 (3), 180-198

Books (1)

Roehr-Brackin, K., (2018). Metalinguistic awareness and second language acquisition. Routledge. 9781138958876

Book chapters (10)

Tellier, A. and Roehr-Brackin, K., (2017). Raising children’s metalinguistic awareness to enhance classroom second language learning. In: Learning foreign languages in primary school: Research insights. Editors: Garcia Mayo, MDP., . Multilingual Matters. 22- 48. 9781783098101

Roehr-Brackin, K., (2015). Explicit knowledge about language in L2 learning. In: Implicit and Explicit Learning of Languages. John Benjamins Publishing Company. 117- 138. 9789027241900

Roehr-Brackin, K., (2015). Long-term development in an instructed adult L2 learner: Usage-based and complexity theory applied. In: Usage-based perspectives on second language learning. Editors: Cadierno, T. and Eskildsen, SW., . Mouton de Gruyter. 181- 206. 978-3-11-037732-3

Thepseenu, B. and Roehr, K., (2013). University-level Learners' Beliefs about Metalinguistic Knowledge. In: The Metalinguistic Dimension in Instructed Second Language Learning. Bloomsbury. 95- 117. 9781441160898

Roehr, K. and Ganem Gutierrez, GA., (2013). Introduction. In: The Metalinguistic Dimension in Instructed Second Language Learning. Editors: Roehr, K. and Ganem Gutierrez, GA., . Bloomsbury Academic. 9781441160898

Roehr, K., (2012). Aptitude treatment interaction (ATI) research. In: The Routledge Encyclopedia of Second Language Acquisition. Editors: Robinson, P., . Routledge. 31- 35. 9780415877510

Roehr, K., (2012). Explicit learning. In: The Routledge Encyclopedia of Second Language Acquisition. Editors: Robinson, P., . Routledge. 229- 234. 9780415877510

Roehr, K., (2012). The Springboard to Languages evaluation project: a summary report. In: Esperanto as a starter language for child second-language learners in the primary school. Editors: Tellier, A., . Esperanto UK. 23- 34. 9780902756335

Roehr, K., (2012). Theoretical foundations. In: Esperanto as a starter language for child second-language learners in the primary school. Editors: Tellier, A., . Esperanto UK. 19- 22. 9780902756335

Roehr, K. and Gánem-Gutiérrez, GA., (2009). Metalinguistic knowledge: A stepping stone towards L2 proficiency?. In: Issues in Second Language Proficiency. Editors: Benati, AG., . Continuum. 79- 94. 9780826435156

Grants and funding

2014

EAB Consultancty Agreement

Esperanto UK

2010

Karen Roehr - Esperanto Association - Consultancy

Esperanto UK

Contact

kroehr@essex.ac.uk
+44 (0) 1206 872189

Location:

3.306, Colchester Campus