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Judit Kormos

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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 (age 54)
Budapest, Hungary
Alma mater
Known for
Spouse
Children
Awards
Scientific career
Fields
Institutions


Doctoral advisorZoltán Dörnyei
WebsiteKormos 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.[1] 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.[by whom?]

Career

Kormos graduated at the Eötvös Loránd University in Budapest, Hungary in 1994. Kormos gained her PhD at the Eötvös Loránd University in 1999.[2] Her PhD was supervised by Zoltán Dörnyei. Kormos took up a lecturer position at the Lancaster University in 2008.[3] and was promoted to a Readership in 2012. She chose to be called Reader in Second Language Acquisition.[4] On 8 January 2015, Kormos was awarded a personal chair. Her title became "Professor of Second Language Acquisition".[5]

She is the coordinator of the Dyslexia For Teachers Of English Foreign Language Project, funded by the European Commission.[6] Since 2011, she has been a member of the editorial board of the Journal of Second Language Writing.[7] She has been an Editor of Special Thematic Issues and Associate Journal Editor of the Language Learning.[8]

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.[9] 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.[10][11]

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.[12][13]

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.[14]

Academic Awards

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:[1]
  • Kormos, J. (1999). Monitoring and self-repair in L2. Language Learning, 49(2), 303-342. doi:[2]
  • Dörnyei, Z., & Kormos, J. (2000). The role of individual and social variables in task performance. Language Teaching Research, 4(3), 275-300. doi:[3]
  • Kormos, J. (2000). The timing of self-repairs in second language speech production. Studies in Second Language Acquisition, 22(2), 145-169. doi:[4]
  • Kormos, J. (2000). The role of attention in monitoring second language speech production. Language Learning, 50(2), 343-384. doi:[5]
  • Németh, N., & Kormos, J. (2001). Pragmatic aspects of task performance: The case of argumentation. Language Teaching Research, 5(3), 213-240. doi:[6]
  • Kormos, J., Kontra, E. H., & Csölle, A. (2002). Language wants of English majors in a non-native context. System, 30(4), 517-542. doi:[7]
  • Albert, Á., & Kormos, J. (2004). Creativity and narrative task performance: An exploratory study. Language Learning, 54(2), 277-310. doi:[8]
  • Kormos, J. & Dénes M. (2004). Exploring measures and perceptions of fluency in the speech of second language learners. System, 32(2), 145-164.[9]
  • 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:[10]
  • 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:[11]
  • 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:[12]
  • 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:[13]
  • 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:[14]
  • 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:[15]
  • 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:[16]
  • 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:[17]
  • Kormos, J. (2011). Task complexity and linguistic and discourse features of narrative writing performance. Journal of Second Language Writing, 20(2), 148-161. doi:[18]
  • 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:[19]
  • 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:[20]
  • Kormos, J. (2012). The role of individual differences in L2 writing. Journal of Second Language Writing, 21(4), 390-403. doi:[21]
  • 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:[22]
  • 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:[23]
  • 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:[24]
  • 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:[25]
  • 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:[26]
  • 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:[27]
  • 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:[28]
  • 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:[29]
  • 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:[30]
  • Lambert, C., Kormos, J., & Minn, D. (2017). Task repetition and second language speech processing. Studies in Second Language Acquisition, 39(1), 167-196. doi:[31]
  • Kormos, J. (2017). The effects of specific learning difficulties on processes of multilingual language development. Annual Review of Applied Linguistics, 37, 30-44. doi:[32]
  • 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:[33]
  • 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:[34]
  • 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:[35]
  • 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:[36]
  • 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:[37]
  • 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:[38]
  • 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:[39]
  • 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:[40]

References

  1. ^ "Dr. Judit Kormos - Department of Linguistics and English Language". Lancaster University. 5 July 2014.
  2. ^ "Személyi adatlap". ELTE BTK Doktori Iskola. 5 July 2014.
  3. ^ "DR Judit Kormos". The Higher Education Academy. 5 July 2014.
  4. ^ "Judit Kormos promoted to a Readership". Lancaster University. 1 October 2012.
  5. ^ "Judit Kormos awarded a personal chair". Lancaster University. 8 January 2015.
  6. ^ "DysTEFL". DYSTEFL. 5 July 2014.
  7. ^ https://www.journals.elsevier.com/journal-of-second-language-writing/editorial-board
  8. ^ "Language Learning". Onlinelibrary.wiley.com. 2018.
  9. ^ "Interview on Hungarian television about language learning policy". DYSTEFL. 28 December 2012.
  10. ^ "Judit Kormos features in lecture series on the effects of dyslexia on foreign language learning". Lancaster University. 21 May 2014.
  11. ^ "Dyslexic Learners in the EFL Classroom: Part 1". YouTube. 2 April 2014.
  12. ^ "Judit Kormos and the Dystefl team win British Council ELTon award". Lancaster University. 23 May 2014.
  13. ^ "The ELTons Awards 2014". British Council. 23 May 2014.
  14. ^ "Inspiring students with learning disabilities to take up a language". Guardian. 20 June 2014.
  15. ^ "Duke of Edinburgh Book Prize Shortlist". Lancaster University. 30 November 2012.
  16. ^ "Pilkington Teaching Award". Lancaster University. 5 June 2012.
  17. ^ "National Teaching Fellow 2013". Higher Education Academy. 2 July 2013.
  18. ^ "Judit Kormos wins National Teaching Fellowship Award". Lancaster University. 2 July 2013.

External links

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