Dr Karen Roehr-Brackin
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Email
kroehr@essex.ac.uk -
Telephone
+44 (0) 1206 872189
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Location
4.334, Colchester Campus
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Academic support hours
Autumn Term: On research leave
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
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MA Hamburg
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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
Current teaching responsibilities
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Research methods for language and linguistics (LG213)
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Multilingualism (LG219)
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Language and the Mind (LG358)
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Individual Differences in L2 Learning (LG513)
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Language Learning and Teaching (LG522)
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Language Learning Across the Lifespan (LG541)
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Professional Development for Research Students (LG595)
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Second language learning (LG216)
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Graduate Research Assignment (LG699)
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Understanding Data in Linguistics (LG113)
Previous supervision
Degree subject: English Language Teaching
Degree type: Doctor of Philosophy
Awarded date: 25/1/2023
Degree type: Occasional Postgraduate Study
Awarded date: 6/10/2021
Degree subject: Applied Linguistics
Degree type: Doctor of Philosophy
Awarded date: 12/3/2019
Degree subject: Applied Linguistics
Degree type: Doctor of Philosophy
Awarded date: 15/11/2017
Degree subject: Psychology
Degree type: Doctor of Philosophy
Awarded date: 29/6/2015
Degree subject: Applied Linguistics
Degree type: Doctor of Philosophy
Awarded date: 12/3/2015
Degree subject: Linguistics
Degree type: Doctor of Philosophy
Awarded date: 27/8/2014
Degree subject: English Language Teaching
Degree type: Doctor of Philosophy
Awarded date: 3/7/2014
Degree subject: English Language Teaching
Degree type: Doctor of Philosophy
Awarded date: 20/5/2014
Degree type: Master of Research
Awarded date: 7/10/2009
Publications
Journal articles (23)
Roehr-Brackin, K., (2023). Language learning in older adults: Interdisciplinary perspectives. Language Teaching. 56 (2), 292-295
Roehr-Brackin, K., Loaiza, V. and Pavlekovic, R., (2023). Language learning aptitude in older adults. Journal of the European Second Language Association. 7 (1), 1-15
Roehr-Brackin, K., (2022). Investigating explicit and implicit L2 knowledge and learning: Replications of Erlam (2005) and Roehr-Brackin & Tellier (2019). Language Teaching. 55 (2), 271-283
Roehr-Brackin, K., (2022). Explicit and implicit knowledge and learning of an additional language – a research agenda. Language Teaching, 1-19
Roehr-Brackin, K., Ganem Gutierrez, GA., Olivera-Smith, L. and Torres Marin, MT., (2021). Are individual differences in cognitive abilities and stylistic preferences related to multilingual adults’ performance in explicit learning conditions?. Language Awareness. 30 (4), 391-412
Costley, T., Gkonou, C., Myles, F., Roehr-Brackin, K. and Tellier, A., (2020). Multilingual and monolingual children in the primary-level language classroom: individual differences and perceptions of foreign language learning. The Language Learning Journal. 48 (5), 643-655
Samuel, S., Roehr-Brackin, K., Jelbert, S. and Clayton, NS., (2019). Flexible egocentricity: Asymmetric switch costs on a perspective-taking task. Journal of Experimental Psychology: Learning, Memory, and Cognition. 45 (2), 213-218
Roehr-Brackin, K. and Tellier, A., (2019). The Role of Language-Analytic Ability in Children’s Instructed Second Language Learning. Studies in Second Language Acquisition. 41 (5), 1111-1131
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., 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
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
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
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
Ziętek, AA. and Roehr, K., (2011). Metalinguistic knowledge and cognitive style in Polish classroom learners of English. System. 39 (4), 417-426
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
Roehr, K., (2010). Explicit knowledge and learning in SLA. 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). Linguistic and metalinguistic categories in second language learning. Cognitive Linguistics. 19 (1), 67-106
Roehr, K., (2008). Metalinguistic Knowledge and Language Ability in University-Level L2 Learners. Applied Linguistics. 29 (2), 173-199
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 (2)
Roehr-Brackin, K., (2018). Metalinguistic awareness and second language acquisition. Routledge. 9781138958876
Roehr-Brackin, K., (2018). Metalinguistic Awareness and Second Language Acquisition. Routledge. 9781138958876
Book chapters (12)
Kasprowicz, R., Roehr-Brackin, K. and Macrory, G., (2022). Metalinguistic awareness in early foreign language learning. In: How special are early birds? Foreign language teaching and learning. Editors: McManus, K. and Schmid, M., . Language Science Press. 87- 111
Gánem-Gutiérrez, GA. and Roehr-Brackin, K., (2020). Chapter 8. Talking about language. In: Language Learning & Language Teaching. John Benjamins Publishing Company. 176- 195. 9789027207432
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 Publishing. 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. 175- 175. 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
Reports and Papers (5)
Tellier, A. and Roehr-Brackin, K., (2013). The Development of Language Learning Aptitude and Metalinguistic Awareness in Primary-School Children: A Classroom Study
Roehr, K. and Gánem-Gutiérrez, GA., (2008). Metalinguistic knowledge in instructed L2 learning: An individual difference variable?
Roehr, K., (2007). Linguistic Metalinguistic Categories in Second Language Learning
Roehr, K., (2006). Metalinguistic Knowledge and Language-analytic Ability in University-level L2 Learners
Roehr, K., (2006). Theorizing L2 metalinguistic knowledge
Other (1)
(2013).The Metalinguistic Dimension in Instructed Second Language Learning,Bloomsbury Publishing
Grants and funding
2023
Explicit and implicit language learning aptitude in older adults
British Academy
2014
EAB Consultancty Agreement
Esperanto UK
2010
Karen Roehr - Esperanto Association - Consultancy
Esperanto UK
Contact
Academic support hours:
Autumn Term: On research leave
