B255 Wells Hall, 619 Red Cedar Road
East Lansing, MI 48824-1027
I am an Associate Professor in the Second Language Studies program. I received an MA in Linguistics from Temple University in Philadelphia and a PhD from the University of Auckland, New Zealand in 2002.
My primary area of research is interactionist approaches to instructed Second Language Acquisition. My previous research has investigated the characteristics and effectiveness of incidental focus on form in L2 English classrooms. Currently, I am building on that work by examining interaction in L2 Spanish classes. I am particularly interested in the role of gesture in corrective feedback, and I am supervising several students in that area. Finally, in an addition to my corrective feedback work, I am currently designing an investigation into the effectiveness of input enhancement.
Loewen, S. & Gass, S. 2009. Research Timeline: The use of statistics in L2 acquisition research. Language Teaching, 42(2), 181-196.
Loewen, S., Li, S., Fei, F., Thompson, A., Nakatsukasa, K., Ahn, S. & Chen, X. 2009. L2 learners’ beliefs about grammar instruction and error correction. Modern Language Journal, 93(1), 91- 104.
Ellis, R., Loewen, S., Erlam, R., Philp, J., Elder, C. & Reinders, H. (Editors). 2009. Implicit and explicit knowledge in second language learning and teaching. Clevedon, UK: Multilingual Matters.
Loewen, S. 2009. Recasts in Multi-move Focus on Form Episodes in A. Mackey and C. Polio (eds.) Multiple perspectives on interaction. New York: Routledge, 176-196.
Loewen, S. & Reissner, S. 2009. A comparison of incidental focus on form in the second language classroom and chatroom. Computer Assisted Language Learning, 22(2), 101-114.
Basturkmen, H., Loewen, S. & Ellis, R. 2002. Metalanguage in focus on form in the communicative classroom. Language Awareness 11, 1-13.
Basturkmen, H., Loewen, S. & Ellis, R. 2004. Teachers’ stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics 25, 243 – 272.
Ellis, R., Basturkmen, H. & Loewen, S. 2001a. Learner uptake in communicative ESL lessons. Language Learning 51, 281-318.
Ellis, R., Basturkmen, H. & Loewen, S. 2001b. Pre-emptive focus on form in the ESL classroom. TESOL Quarterly 35, 407-432.
Ellis, R., Basturkmen, H. & Loewen, S. 2002. Doing focus on form. System 30, 419 -432.
Ellis, R., Loewen, S. & Erlam, R. 2006. Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28(2), 339-368.
Loewen, S. 2003. Variation in the frequency and characteristics of incidental focus on form. Language Teaching Research 7, 315 – 345.
Loewen, S. 2004. Uptake in incidental focus on form in meaning-focused ESL lessons. Language Learning 54(1), 153-187.
Loewen, S. 2005. Incidental focus on form and second language learning. Studies in Second Language Acquisition, 27(3), 361-386.
Loewen, S. 2006. Autonomy and language learning behaviour: The role of student initiation in meaning-focused L2 lessons. In Lamb, T. & Reinders, H. (eds) Supporting Independent Language Learning: Issues and Options. Peter Lang, 37-53.
Loewen , S. 2007. The prior and subsequent use of forms targeted in incidental focus on form. In Nassaji, H & Fotos, S. (eds.) Form Focused Instruction and Teacher Education: Studies in Honour of Rod Ellis. Oxford: Oxford University Press, 101-116.
Loewen, S. & Erlam, R. 2006. Corrective feedback in the chatroom: An experimental study. Computer Assisted Language Learning 19(1), 1-14.
Loewen, S. & Nabei, T. 2007. The effect of oral corrective feedback on implicit and explicit L2 knowledge. In Mackey, A. (ed.) Conversational interaction and second language acquisition: A series of empirical studies. Oxford: Oxford University Press, 361-378.
Loewen, S. & Philp, J. 2006. Recasts in the adult L2 classroom: characteristics, explicitness and effectiveness. Modern Language Journal, 90(4), 536-556.
Morimoto, S. & Loewen, S. 2007. A comparison of the effects of image-schema-based instruction and translation-based instruction on the acquisition of L2 polysemous words. Language Teaching Research 11(3), 347- 372.
Loewen, S. Invited Colloquium Organizer, Measuring the effectiveness of focus on form. Second Language Research Forum, East Lansing, MI, 30 October 2009.
Loewen, S. & Plonsky, L. Intentional and incidental vocabulary learning in the Spanish L2 classroom. Hispanic Linguistics Symposium, San Juan, Puerto Rico, 23 October 2009.
Loewen, S. Multiple recasts in the L2 classroom. The 15th World Congress of Applied Linguistics/ AILA 2008, Essen, Germany, 28 August 2008.
Loewen, S. Focus on form in the L2 classroom. 42nd Annual TESOL Convention, New York, 4 April 2008.
Loewen, S. Interactive approaches to learning grammar in the L2 classroom. Invited speaker at the Institute of Foreign Languages Department of English, Royal University of Phnom Penh, Cambodia, 25 February 2008.
Loewen, S. Innovative approaches to teaching grammar in the L2 classroom. Invited Featured Speaker, 4th Annual CamTESOL Conference on English Language Teaching, Phnom Penh, Cambodia, 23 February 2008.