Karen Roehr-Brackin

List of John Benjamins publications for which Karen Roehr-Brackin plays a role.


This qualitatively oriented study investigated the role of second language (L2) metalinguistic knowledge in languaging during performance on two pedagogic tasks – a gap-fill and a dictogloss. It involved 14 L1 English university-level learners of L2 Spanish (N = 8) and L2 German (N = 6). Drawing on… read more | Chapter
Previous work has examined the potential of Esperanto as a pedagogical tool in classroom foreign language learning in England, where limited language input of sometimes as little as one hour per week is the norm. The work reviewed here focuses on child learners aged 6 to 12 and was carried out… read more | Article
This chapter discusses explicit knowledge about language in second language (L2) learning from a usage-based perspective, which is here defined broadly to include theoretical approaches such as complexity theory, emergentism, cognitive linguistics and related constructionist theories of language. A… read more | Article
Tellier, Angela and Karen Roehr-Brackin. 2013. Metalinguistic awareness in children with differing language learning experience. EUROSLA Yearbook: Volume 13 (2013), Roberts, Leah, Anna Ewert, Miroslaw Pawlak and Magdalena Wrembel (eds.), pp. 81–108
Theoretical research concerned with the notion of second language (L2) learning difficulty has resulted in specific criteria that can be used to predict the learning difficulty of different languages in terms of both explicit and implicit knowledge. The characteristics of the constructed language… read more | Article
Roehr-Brackin, Karen. 2010. Explicit knowledge and learning in SLA: A cognitive linguistics perspective. Applied Cognitive Linguistics in Second Language Learning and Teaching, Littlemore, Jeannette and Constanze Juchem-Grundmann (eds.), pp. 7–29
SLA researchers agree that explicit knowledge and learning play an important role in adult L2 development. In the field of cognitive linguistics, it has been proposed that implicit and explicit knowledge differ in terms of their internal category structure and the processing mechanisms that operate… read more | Article