Judit Kormos

The native form of this personal name is Kormos Judit. This article uses Western name order when mentioning individuals.

Judit Kormos
Born	(1970-05-11) 11 May 1970 Budapest, Hungary
Alma mater	Eötvös Loránd University
Known for	Second Language Acquisition Motivation in second-language learning Second language writing Dyslexia research
Spouse
Children
Awards	Solidarity Award (2006) Pilkington Teaching Award (2012) Duke of Edinburgh Book Prize Shortlist (2012) National Teaching Fellowship (2013)
Scientific career
Fields	Second Language Acquisition Motivation in second-language learning Second language learning Second language writing Dyslexia research
Institutions	Eötvös Loránd University Lancaster University
Doctoral advisor	Zoltán Dörnyei
Website	Kormos on the website of Lancaster University

Judit Kormos (Hungarian pronunciation: [ˈjudit ˈkormoʃ]) (born 1970) is a Hungarian-born British linguist. She is a professor and the Director of Studies for the MA TESOL Distance programme at the Department of Linguistics and English Language at Lancaster University, United Kingdom. She is renowned for her work on motivation in second language learning, and self-regulation in second language writing. Her current interest is in dyslexia in second language learning.

Along with Rosa Manchón she has been noted for her work on the cognitive dimension of the acquisition and use of second languages, with emphasis on the psycholinguistic dimension of textual production and along with Cumming, Hyland, Manchón, Matsuda, Ortega, Polio, Storch and Verspoor she has been considered as one of the most influential researchers on second language writing.

Career

Kormos graduated at the Eötvös Loránd University in Budapest, Hungary in 1994. Kormos gained her PhD at the Eötvös Loránd University in 1999. Her PhD was supervised by Zoltán Dörnyei. Kormos took up a lecturer position at the Lancaster University in 2008. and was promoted to a Readership in 2012. She chose to be called Reader in Second Language Acquisition. On 8 January 2015, Kormos was awarded a personal chair. Her title became "Professor of Second Language Acquisition".

She is the coordinator of the Dyslexia For Teachers Of English Foreign Language Project, funded by the European Commission. Since 2011, she has been a member of the editorial board of the Journal of Second Language Writing. She has been an Editor of Special Thematic Issues and Associate Journal Editor of the Language Learning.

In 2012, Kormos was interviewed by the Hungarian television channel ATV on recent changes in foreign language teaching policies in Hungary. She emphasised the important role of teaching students to learn foreign languages independently and autonomously with the help of modern technological tools. On 21 May 2014, Pearson Education released a new video lecture series on dyslexia and foreign language learning on YouTube. Kormos features in the first video of the series and discusses the psychological effects of dyslexia on the processes of foreign language learning.

In 2014, Kormos together with a European team from five partner countries won the ELTons award of the British Council in the Excellence in Course Innovation category.

Research

On 20 June 2014, she was cited in the Education webpage of the Guardian in a recent article on teaching languages to students with disabilities. She said that teaching methods and materials need to be adapted for dyslexic students, instead of taking them out of second language classes. Dyslexic students are able to acquire another language successfully and they have to be provided a chance. The teacher should be aware of the dyslexia and teach a bit differently. For example, teachers should include more visual materials, act things out and explain things slightly more explicitly than they would to other students. Some learners are more receptive to audio channels of learning, others to visual. Therefore using a combination of the two may be really effective.

Academic Awards

• 2012: Duke of Edinburgh Book Prize Shortlist
• 2012: Pilkington Teaching Award
• 2013: National Teaching Fellowship

Bibliography

Books

• Kontráné Hegybíró, E., & Kormos, J. (2006). Testing for language teachers. Budapest: Okker Kiadó.
• Kormos, J. (2006). Speech production and second language acquisition. (Cognitive sciences and second language acquisition). Mahwah, N.J.: Lawrence Erlbaum Associates.
• Kormos, J., & Kontra, E. H. (2008). Language learners with special needs: an international perspective. Bristol: Multilingual Matters.
• Kormos, J., & Smith, A. M. (2012). Teaching foreign languages to learners with specific learning differences. Bristol: Multilingual Mattters.
• Kormos, J. (Editor) (2014). Speech production and second language acquisition. Routledge. ISBN 978-0805856583
• Dóczi, B., & Kormos, J. (2016). Longitudinal developments in vocabulary knowledge and lexical organization. New York: Oxford University Press.
• Kormos, J. (2017). The Second Language Learning Processes of Students with Specific Learning Difficulties. (Second Language Acquisition Research Series). New York: Routledge

Articles

• Kormos, J. (1999). Simulating conversations in oral proficiency assessment: A conversation analysis of role-plays and non-scripted interviews in language exams. Language Testing, 16(2), 163-188. doi:Simulating conversations in oral-proficiency assessment: a conversation analysis of role plays and non-scripted interviews in language exams
• Kormos, J. (1999). Monitoring and self-repair in L2. Language Learning, 49(2), 303-342. doi:Monitoring and Self-Repair in L2
• Dörnyei, Z., & Kormos, J. (2000). The role of individual and social variables in task performance. Language Teaching Research, 4(3), 275-300. doi:The role of individual and social variables in oral task performance
• Kormos, J. (2000). The timing of self-repairs in second language speech production. Studies in Second Language Acquisition, 22(2), 145-169. doi:THE TIMING OF SELF-REPAIRS IN SECOND LANGUAGE SPEECH PRODUCTION
• Kormos, J. (2000). The role of attention in monitoring second language speech production. Language Learning, 50(2), 343-384. doi:The Role of Attention in Monitoring Second Language Speech Production
• Németh, N., & Kormos, J. (2001). Pragmatic aspects of task performance: The case of argumentation. Language Teaching Research, 5(3), 213-240. doi:Pragmatic aspects of task-performance: the case of argumentation
• Kormos, J., Kontra, E. H., & Csölle, A. (2002). Language wants of English majors in a non-native context. System, 30(4), 517-542. doi:Language wants of English majors in a non-native context
• Albert, Á., & Kormos, J. (2004). Creativity and narrative task performance: An exploratory study. Language Learning, 54(2), 277-310. doi:Creativity and Narrative Task Performance: An Exploratory Study
• Kormos, J. & Dénes M. (2004). Exploring measures and perceptions of fluency in the speech of second language learners. System, 32(2), 145-164.Exploring measures and perceptions of fluency in the speech of second language learners
• Kormos, J., & Csizér, K. (2007). An interview study of inter-ethnic contact and its role in language learning in a foreign language environment. System, 35(2), 241-258. doi:An interview study of inter-cultural contact and its role in language learning in a foreign language environment
• Kormos J. & Csizér K. (2008). Age‐related differences in the motivation of learning English as a foreign language: Attitudes, selves, and motivated learning behavior. Language Learning, 58(2), 327-355. doi:Age-Related Differences in the Motivation of Learning English as a Foreign Language: Attitudes, Selves, and Motivated Learning Behavior
• Kormos, J., & Sáfár, A. (2008). Phonological short term-memory, working memory and foreign language performance in intensive language learning. Bilingualism: Language and Cognition, 11(2), 261-271. doi:Phonological short-term memory, working memory and foreign language performance in intensive language learning*
• Kormos, J., Csizér, K., & Sarkadi, Á. (2009). The language learning experiences of students with dyslexia: lessons from an interview study. Innovation in Language Learning and Teaching, 3(2), 115-130. doi:The language learning experiences of students with dyslexia: lessons from an interview study
• Csizér, K., & Kormos, J. (2009). Modelling the role of inter-cultural contact in the motivation of learning English as a foreign language. Applied Linguistics, 30(2), 166-185. doi:Modelling the Role of Inter-Cultural Contact in the Motivation of Learning English as a Foreign Language
• Csizér, K., Kormos, J., & Sarkadi, Á. (2010). The dynamics of language learning attitudes and motivation : lessons from an interview study of dyslexic language learners. The Modern Language Journal, 94(3), 470-487. doi:The Dynamics of Language Learning Attitudes and Motivation: Lessons From an Interview Study of Dyslexic Language Learners
• Csizér, K., & Kormos, J. (2010). A comparison of the foreign language learning motivation of Hungarian dyslexic and non-dyslexic students. International Journal of Applied Linguistics, 20(2), 232-250. doi:A comparison of the foreign language learning motivation of Hungarian dyslexic and non-dyslexic students
• Kiddle, T., & Kormos, J. (2011). The effect of mode of response on a semi-direct test of oral proficiency. Language Assessment Quarterly, 8(4), 342-360. doi:The Effect of Mode of Response on a Semidirect Test of Oral Proficiency
• Kormos, J. (2011). Task complexity and linguistic and discourse features of narrative writing performance. Journal of Second Language Writing, 20(2), 148-161. doi:Task complexity and linguistic and discourse features of narrative writing performance
• Kormos, J., Kiddle, T., & Csizér, K. (2011). Goals, attitudes and self-related beliefs in second language learning motivation : an interactive model of language learning motivation. Applied Linguistics, 32(5), 495.
• Kormos, J., & Trebits, A. (2012). The role of task complexity, modality and aptitude in narrative task performance. Language Learning, 62(2), 439-472. doi:The Role of Task Complexity, Modality, and Aptitude in Narrative Task Performance
• Declerck, M., & Kormos, J. (2012). The effect of dual task demands and proficiency on second language speech production. Bilingualism: Language and Cognition, 15(4), 782-796. doi:The effect of dual task demands and proficiency on second language speech production*
• Kormos, J. (2012). The role of individual differences in L2 writing. Journal of Second Language Writing, 21(4), 390-403. doi:The role of individual differences in L2 writing
• Kormos, J., & Kiddle, T. (2013). The role of socio-economic factors in motivation to learn English as a foreign language: the case of Chile. System, 41(2), 399-412. doi:The role of socio-economic factors in motivation to learn English as a foreign language: The case of Chile
• Kormos, J., Csizér, K., & Iwaniec, J. (2014). A mixed method study of language learning motivation and inter-cultural contact of international students. Journal of Multilingual and Multicultural Development, 35(2), 151-166. doi:A mixed-method study of language-learning motivation and intercultural contact of international students
• Kormos, J., & Csizer, K. (2014). The interaction of motivation, self-regulatory strategies, and autonomous learning behavior in different learner groups. TESOL Quarterly, 48(2), 275-299. doi:The Interaction of Motivation, Self-Regulatory Strategies, and Autonomous Learning Behavior in Different Learner Groups
• Lambert, C., & Kormos, J. (2014). Complexity, accuracy and fluency in task-based second language research: toward more developmentally-based measures of second language acquisition. Applied Linguistics, 35(5), 607-614. doi:Complexity, Accuracy, and Fluency in Task-based L2 Research: Toward More Developmentally Based Measures of Second Language Acquisition
• Jahan, A., & Kormos, J. (2015). The impact of textual enhancement on EFL learners’ grammatical awareness. International Journal of Applied Linguistics, 25(1), 46-66. doi:The impact of textual enhancement on EFL learners' grammatical awareness of future plans and intentions
• Préfontaine, Y., & Kormos, J. (2015). The relationship between task difficulty and second language fluency in French: a mixed-methods approach. The Modern Language Journal, 99(1), 96-112. doi:The Relationship Between Task Difficulty and Second Language Fluency in French: A Mixed Methods Approach
• Mazgutova, D., & Kormos, J. (2015). Syntactic and lexical development in an intensive English for Academic Purposes programme. Journal of Second Language Writing, 29, 3-15. doi:Syntactic and lexical development in an intensive English for Academic Purposes programme
• Préfontaine, Y., Kormos, J., & Johnson, D. E. (2016). How do utterance measures predict raters’ perceptions of fluency in French as a second language? Language Testing, 33(1), 53-73. doi:How do utterance measures predict raters’ perceptions of fluency in French as a second language?
• Préfontaine, Y., & Kormos, J. (2016). A qualitative analysis of perceptions of fluency in second language French. International Review of Applied Linguistics in Language Teaching, 54(2), 151-169. doi:A qualitative analysis of perceptions of fluency in second language French
• Lambert, C., Kormos, J., & Minn, D. (2017). Task repetition and second language speech processing. Studies in Second Language Acquisition, 39(1), 167-196. doi:TASK REPETITION AND SECOND LANGUAGE SPEECH PROCESSING
• Kormos, J. (2017). The effects of specific learning difficulties on processes of multilingual language development. Annual Review of Applied Linguistics, 37, 30-44. doi:The Effects of Specific Learning Difficulties on Processes of Multilingual Language Development
• Indrarathne, B., & Kormos, J. (2017). Attentional processing of input in explicit and implicit learning conditions: an eye-tracking study. Studies in Second Language Acquisition, 39(3), 401-430. doi:ATTENTIONAL PROCESSING OF INPUT IN EXPLICIT AND IMPLICIT CONDITIONS: An Eye-Tracking Study
• Kormos, J., & Nijakowska, J. (2017). Inclusive practices in teaching students with dyslexia: Second language teachers’ concerns, attitudes and self-efficacy beliefs on a massive open online learning course. Teaching and Teacher Education, 68, 30-41. doi:Inclusive practices in teaching students with dyslexia: Second language teachers’ concerns, attitudes and self-efficacy beliefs on a massive open online learning course
• Kormos, J., & Prefontaine, Y. (2017). Affective factors influencing fluent performance: French learners’ appraisals of second language speech tasks. Language Teaching Research, 21(6), 699-716. doi:Affective factors influencing fluent performance: French learners’ appraisals of second language speech tasks
• Indrarathne, B., & Kormos, J. (2018). The role of working memory in processing L2 input: insights from eye-tracking. Bilingualism: Language and Cognition, 21(2), 355-374. doi:The role of working memory in processing L2 input: Insights from eye-tracking
• Kormos, J., Kosak-Babuder, M., & Pizorn, K. (2018). The role of low-level first language skills in second language reading, reading-while-listening and listening performance: a study of young dyslexic and non-dyslexic language learners. Applied Linguistics. doi:The Role of Low-level First Language Skills in Second Language Reading, Reading-While-Listening and Listening Performance: A Study of Young Dyslexic and Non-dyslexic Language Learners
• Indrarathne, H. D. B. N., Ratajczak, M. P., & Kormos, J. (2018). Modelling Changes in the Cognitive Processing of Grammar in Implicit and Explicit Learning Conditions: Insights from an Eye-Tracking Study. Language Learning, 68(3), 669-708. doi:Modelling Changes in the Cognitive Processing of Grammar in Implicit and Explicit Learning Conditions: Insights From an Eye-Tracking Study
• Kosak-Babuder, M., Kormos, J., Ratajczak, M., & Pizorn, K. (2019). The effect of read-aloud assistance on the text comprehension of dyslexic and non-dyslexic English language learners. Language Testing, 36(1), 51-75. doi:The effect of read-aloud assistance on the text comprehension of dyslexic and non-dyslexic English language learners
• Michel, M., Kormos, J., Brunfaut, T., & Ratajczak, M. (2019). The role of working memory in young second language learners’ written performances. Journal of Second Language Writing, 45, 31-45. doi:The role of working memory in young second language learners’ written performances

External links

• Professor Kormos on Lancaster University's website: Judit Kormos