Another component of my research is related to psycholinguistic and corpus investigations of L2 English lexical development and representation. Getting the data is definitely the hardest part - I would be really interested in supervising a PhD interested in collecting a rich longitudinal corpus.
Skalicky, S., Crossley, S.A., & Berger, C.M. (2019). Predictors of second language English lexical recognition: Further insights from a large database of second language lexical decision times. The Mental Lexicon, 14(3), 333-356. doi:10.1075/ml.19028.ska
Crossley, S. A., & Skalicky, S. (2019). Making sense of polysemy relations in first and second language speakers of English. International Journal of Bilingualism, 23(2), 400-416. doi:10.1177/1367006917728396
Crossley, S. A., Skalicky, S., Kyle, K., & Montiero, K. (2019). Absolute frequency effects in second language lexical acquisition. Studies in Second Language Acquisition, 41(1), 721-744, doi:10.1017/S0272263118000268.
Crossley, S. A., & Skalicky, S. (2019). Examining lexical development in second language learners: An approximate replication of Salsbury, Crossley, and McNamara (2011). Language Teaching, 52(3), 385-405. doi:10.1017/S0261444817000362
Berger, C. M., Crossley, S., & Skalicky, S. (2019). Using lexical features to investigate second language lexical decision performance. Studies in Second Language Acquisition, 41(5), 911-935. doi:10.1017/S0272263119000019
Römer, U., Skalicky, S., & Ellis, N. (2018). Verb-argument constructions in L2 English learner production: Insights from corpora and psycholinguistic experiments. Corpus Linguistics and Linguistic Theory. Advance online publication. doi:10.1515/cllt-2016-0055
Kim, M., Crossley, S.A., & Skalicky, S. (2018). Effects of lexical features, textual properties, and individual differences on word processing times during second language reading comprehension. Reading and Writing, 31(5), 1155–1180.
I also work on psycholinguistic and corpus studies investigating second language lexical development and representation. Recently my colleagues at VUW and I have begun a series of collaborative projects to investigate syntactic transfer between English, Mandarin, and Japanese
From a more practical orientation, I worked with former GSU colleagues to analyse linguistic alignment (syntactic priming) behaviour among Korean learners of English. We also have investigated how synchronous computer mediated communication (SCMC) can be used in a task-based instructed SLA format.
Kim, Y., Skalicky, S., & Jung, Y. (2020). The role of linguistic alignment on question development in Face-to-Face and Synchronous Computer-Mediated Communication contexts: A conceptual replication study. Language Learning, 70(3), 643-684.
Kim, Y., Jung, Y., & Skalicky, S. (2019). Linguistic alignment, individual differences, and the production of stranded prepositions in relative clauses: Comparing FTF and SCMC contexts. Studies in Second Language Acquisition, 41(5), 937-969. doi:10.1017/S0272263119000093
Jung, Y., Kim, Y., Lee, H., Cathey, R., Carver, J., & Skalicky, S. (2019). Learners’ perception of multimodal synchronous computer-mediated communication in foreign language classrooms. Language Teaching Research, 23(3), 287-309. doi.org/10.1177/1362168817731910
There appears to be a strong role for humour and play in theories of L2 learning and development, and the research in this area has increased quite a lot since I started with it at WSU with Nancy! I have not done as much work in this area as I would have liked, but am keen to keep doing more (and have a few ideas in the pipeline ;)
Bell, N. D. & Skalicky, S. (2018). Humor and multi-word expressions in second language learning. In A. Siyanova-Chanturia & A. Pellicer-Sanchez (eds.), Understanding formulaic language: A second language acquisition perspective, (pp. 115-131). New York, NY: Routledge.
Bell, N. D., Skalicky, S., & Salsbury, T. (2014). Multicompetence in L2 language play: A longitudinal case study. Language Learning, 64(1), 72-102.