Nina Vyatkina

College of Liberal Arts and Sciences - School of Languages, Literatures & Cultures - Department of Germanic Languages & Literatures
Associate Professor
Chair, Department of Germanic Languages and Literatures
Primary office:
785-864-4813
Wescoe Hall
Room 2079
University of Kansas
1445 Jayhawk Boulevard
Lawrence, KS 66045-7590


Office Hours:

M, W, 2:00-3:00 

Teaching interests: Applied linguistics, usage-based grammar, German 

Research interests: Second language acquisition, longitudinal learner language development, learner corpus analysis, data-driven learning

Education

M.A.+ B.A. equivalent , German Linguistics, with Honors, Moscow State University

Ph.D., German (Applied Linguistics Option), The Pennsylvania State University

Selected Publications

Vyatkina, N. & Boulton, A. (2017). Corpora in language learning and teaching. Language Learning and Technology, 21(3), 1-8. http://llt.msu.edu/issues/october2017/commentary.pdf

Vyatkina, N. & Boulton, A. (Eds.). (2017). Corpora in Language Learning and Teaching [Special Issue]. Language Learning and Technology, 21(3). http://llt.msu.edu/issues/october2017/index.html

Heift, T. & Vyatkina, N. (2017). Technologies for teaching and learning L2 grammar. In C. A. Chapelle & S. Sauro (Eds.), The Handbook of Technology in Second Language Teaching and Learning (pp. 26-44). Hoboken, NJ: Wiley-Blackwell.

Vyatkina, N. (2016). Data-driven learning for beginners: The case of German verb-preposition collocations. ReCALL, 28(2), 207-226. DOI:10.1017/S0958344015000269

Vyatkina, N. (2016). KANDEL: A developmental corpus of learner German. International Journal of Learner Corpus Research, 2(1), 102-120.

Vyatkina, N. (2016). Data-driven learning of collocations: Learner performance, proficiency, and perceptions. Language Learning & Technology, 20(3), 159-179. http://llt.msu.edu/issues/october2016/vyatkina.pdf

Vyatkina, N. & Cunningham, D. J. (2015). Learner corpora and pragmatics. In S. Granger, F. Meunier, & G. Gilquin (Eds.), The Cambridge Handbook of Learner Corpus Research (pp. 281-305). Cambridge: Cambridge University Press.

Vyatkina, N. (2015). New developments in the study of L2 writing complexity: An editorial . Journal of Second Language Writing, 29, 1-2.

Vyatkina, N. Hirschmann, H. & Golcher, F. (2015). Syntactic modification at early stages of L2 German writing development: A longitudinal learner corpus study. Journal of Second Language Writing, 29, 28-50.

Vyatkina, N. (2015). New developments in the study of L2 writing complexity [Special issue]. Journal of Second Language Writing, 29, 1-94.

Vyatkina, N. (2015). KanDeL: Kansas Developmental Learner corpus. https://www.linguistik.hu-berlin.de/en/institut-en/professuren-en/korpuslinguistik/research/kandel

Vyatkina, N. (2015). Corpus Activity: German Verb-Preposition Collocations. University of Oregon: Center for Applied Second Language Studies (CASLS). http://caslsintercom.uoregon.edu/content/18927

Vyatkina, N. (2015). Corpus-Driven Instruction. University of Oregon: Center for Applied Second Language Studies (CASLS). http://caslsintercom.uoregon.edu/content/18926

Vyatkina, N. (2013). Analyzing part-of-speech variability in a longitudinal learner corpus and a pedagogic corpus. In Twenty years of learner corpus research: Looking back, moving ahead. Corpora and Language in Use - Proceedings 1 (pp. 479-491). Louvain-la-Neuve, Belgium: Presses universitaires de Louvain. http://hdl.handle.net/1808/11215

Vyatkina, N. (2013). Pragmatics in learner corpora. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Oxford, UK: Wiley-Blackwell.

Vyatkina, N. (2013). Discovery learning and teaching with electronic corpora in an advanced German grammar course. Unterrichtspraxis/Teaching German, 46(1), 44-61.

Vyatkina, N. (2013). Specific syntactic complexity: Developmental profiling of individuals based on an annotated learner corpus. Modern Language Journal, 97(s1), 11-30.

Vyatkina, N. (2012). Applying the methodology of learner corpus analysis to telecollaborative discourse. In M. Dooly & R. O'Dowd (Eds.), Researching online foreign language interaction and exchange: Theories, methods and challenges (pp. 267-303). Bern, Switzerland: Peter Lang.

Cunningham, D. J., & Vyatkina, N. (2012). Telecollaboration for professional purposes: Towards developing a formal register in the German classroom. Canadian Modern Language Review, 68(4), 422-450.

Vyatkina, N. (2012). The development of second language writing complexity in groups and individuals: A longitudinal learner corpus study. Modern Language Journal, 96(4), 572-594.

Vyatkina, N. (2011). Writing instruction and policies for written corrective feedback in the basic language sequence. L2 Journal, 3, 63-92. http://hdl.handle.net/1808/8688

Vyatkina, N. (2010). The effectiveness of written corrective feedback in teaching beginning German. Foreign Language Annals, 43(4), 671-689. http://hdl.handle.net/1808/10485

Belz, J. A., & Vyatkina, N. (2008). The pedagogical mediation of a developmental learner corpus for classroom-based language instruction. Language Learning and Technology, 12(3), 33-52. http://hdl.handle.net/1808/8687

Vyatkina, N. & Johnson, K. E. (2007). Teaching German modal particles: A corpus-based approach. University Park, PA: CALPER Publications. http://calper.la.psu.edu/content/teaching-german-modal-particles-corpus-based-approach

Vyatkina, N. & Belz, J. A. (2006). A learner corpus-driven intervention for the development of L2 pragmatic competence. In K. Bardovi-Harlig, J. C. Félix-Brasdefer, & A. Omar (Eds.), Pragmatics and Language Learning (Vol. 11, pp. 315-357). Honolulu: National Foreign Language Resource Center, University of Hawai'i. http://hdl.handle.net/1808/8686

Belz, J. A., & Vyatkina, N. (2005). Learner corpus analysis and the development of L2 pragmatic competence in networked intercultural language study: The case of German modal particles. Canadian Modern Language Review, 62(1), 17-48.

Selected Presentations

Vyatkina, N. . (10/04/2017). The interfaces between learner corpus research and second language acquisition. Invited workshop 'Learner corpus research at the interfaces’, Learner Corpus Research (LCR) Conference. Bolzano, Italy

Vyatkina, N. . (07/27/2017). Data-driven language learning across the curriculum: Learning outcomes and learner perceptions. 18th World Congress of Applied Linguistics, International Association of Applied Linguistics (AILA). Rio de Janeiro, Brazil

Vyatkina, N. Hirschmann, H. & Golcher, F. . (07/25/2017). Instructed second language acquisition and the emergence of L2 writing complexity. Invited workshop 'Linguistic Complexity and Instruction', 18th World Congress of Applied Linguistics, International Association of Applied Linguistics (AILA). Rio de Janeiro, Brazil

Vyatkina, N. . (05/18/2017). Bridging the gap between Data-Driven Learning and Instructed Second Language Acquisition: The case of L2 vocabulary. Computer Assisted Language Instruction Consortium (CALICO). Flagstaff, AZ

Vyatkina, N. Hirschmann, H. &, F. . (03/31/2017). Syntactic and lexical complexity in L2 German writing at early stages of instructed SLA. Learner corpus based approaches to second language acquisition. Utrecht, the Netherlands

Vyatkina, N. . (03/18/2017). Corpora in Language Learning and Teaching. American Association of Applied Linguistics (AAAL). Portland, OR

Vyatkina, N. . (11/19/2016). Learners as corpus research apprentices: Data-driven learning across a German Studies curriculum. American Council on the Teaching of Foreign Languages (ACTFL). Boston, MA

Vyatkina, N. Hirschmann, H. & Golcher, F. . (07/21/2016). Instructed second language acquisition and longitudinal learner corpus research: The case of lexical and syntactic complexity. Teaching and Language Corpora (TaLC). Giessen, Germany

Vyatkina, N. . (04/12/2016). What can multilingual discourse-annotated corpora do for language learning and teaching? TextLink: Structuring Discourse in Multilingual Europe (Second Action Conference) . Budapest, Hungary. Available Here

Vyatkina, N. . (11/20/2015). The development of German proficiency and Digital Humanities literacy through corpus-based language learning. American Council on the Teaching of Foreign Languages (ACTFL). San Diego, CA

Vyatkina, N. . (09/22/2015). How to use German language corpora for German language learning. Emory University, Atlanta, GA

Vyatkina, N. . (09/21/2015). Data-driven learning: Can and should language learners become corpus linguists? Emory University, Atlanta, GA

Vyatkina, N. . (05/29/2015). Data-driven language learning: Learner proficiency, performance, and perceptions. Computer Assisted Language Instruction Consortium (CALICO). Boulder, CO

Vyatkina, N. . (03/23/2015). Data-driven learning at lower proficiency levels: The case of verb-preposition collocations. American Association of Applied Linguistics (AAAL). Toronto, ON, Canada

Vyatkina, N. . (12/03/2014). Data-driven learning: Using German corpora in teaching German as a foreign language. Colloquium for Corpus Linguistics, Department of German Language and Linguistics. Humboldt University Berlin, Germany. Available Here

Vyatkina, N. Hirschmann, H. & Golcher, F. . (11/07/2014). Syntactic modification at early stages of L2 German writing development: A longitudinal learner corpus study. Colloquium for Language and Literacy Development across the Life Span (LANSPAN). University of Groningen, the Netherlands. Available Here

Vyatkina, N. . (11/05/2014). Data-driven language learning: Learner proficiency, performance, and perception. Second Language Learning and Teaching research group meeting. Lancaster University, UK. Available Here

Vyatkina, N. Hirschmann, H. & Golcher, F. . (10/29/2014). The acquisition of modifiers in German as a foreign language: A longitudinal corpus study. Colloquium for Corpus Linguistics, Department of German Language and Linguistics. Humboldt University Berlin, Germany. Available Here

Vyatkina, N. . (07/31/2014). Hands-on and hands-off data-driven learning of verb-preposition collocations in L2 German. Teaching and Language Corpora (TaLC). Lancaster, UK

Cunningham, D. J. & Vyatkina, N. . (03/31/2014). Learning to ask: The development of requesting behavior in telecollaborative exchange. American Association of Applied Linguistics (AAAL). Portland, OR

Vyatkina, N. . (11/30/2013). Student teachers’ learning about corpora and with corpora: The case of a German corpus literacy course. American Council on the Teaching of Foreign Languages (ACTFL). Orlando, FL

Vyatkina, N. . (05/31/2013). Integrating text-based and corpus-based teaching in an advanced grammatical analysis course. Computer Assisted Language Instruction Consortium (CALICO). Honolulu, HI

Vyatkina, N. & Reznicek, M. . (03/31/2013). L2 complexity as syntactic modification: Prepositional phrases in a developmental L2 German corpus. American Association of Applied Linguistics (AAAL). Dallas, TX

Vyatkina, N. . (03/31/2013). New developments in the study of L2 complexity. American Association of Applied Linguistics (AAAL). Dallas, TX

Vyatkina, N. . (06/30/2012). Digital resources for L2 research and teaching: An annotated longitudinal corpus of learner German. CALICO. Notre Dame, IN

Vyatkina, N. . (11/30/2011). Ich habe eigentlich ja denn keine Idee: Interpersonal and cohesive markers in computer-mediated exchanges between learners and native speakers of German. Department of German lecture series, Georgetown University. Washington, DC

Vyatkina, N. . (11/30/2011). Discovery learning and teaching with electronic corpora as a rich pedagogical resource in graduate student teacher education. Annual German section meeting of the American Association of University Supervisors and Coordinators (AAUSC), The Pennsylvania State University. University Park, PA

Vyatkina, N. . (10/31/2011). Corpora and Second Language Acquisition. Workshop organizer, with David J. Oakey. Second Language Research Forum (SLRF), Iowa State University. Ames, IA

Vyatkina, N. . (09/30/2011). Analyzing part-of-speech variability in a longitudinal learner corpus and a pedagogic corpus. Learner Corpus Research (LCR) Conference, Université Catholique de Louvain. Louvain-la-Neuve, Belgium

Vyatkina, N. . (05/31/2011). Corpus-based discovery learning in an advanced L2 grammar course. CALICO. Victoria, BC, Canada

Vyatkina, N. . (03/31/2011). The variability and developmental dynamics of second language writing complexity. AAAL. Chicago, IL

Vyatkina, N. . (06/30/2010). Longitudinal development of language learners: A corpus-based approach. CALICO. Amherst, MA

Vyatkina, N. . (05/31/2010). Longitudinal learner development in instructed settings. Colloquium for Corpus Linguistics, Department of German Language and Linguistics, Humboldt University of Berlin. Berlin, Germany

Vyatkina, N. . (04/30/2010). What changes over time? A quest for indicators of second language development in longitudinal learner corpus research. Colloquium for Intelligent Computer-Assisted Language Learning, Department of Linguistics, University of Tübingen. Germany

Vyatkina, N. & Cunningham, J. . (03/31/2009). Bringing together error correction and learner corpus analysis: A new look at written corrective feedback in teaching beginning German. CALICO. Tempe, AZ

Belz, J. & Vyatkina, N. . (10/31/2008). The pedagogical mediation of a developmental learner corpus for classroom-based language instruction. Second Language Research Forum (SLRF). Honolulu, HI

Vyatkina, N. . (04/30/2008). Collocations of indexicals as markers of social semiotic in computer-mediated communication between learners and native speakers of German. AAAL. Washington, DC

Vyatkina, N. . (03/31/2008). Teaching L2 pragmatic competence with materials based on a CMC corpus. CALICO. San Francisco, CA

Vyatkina, N. . (09/30/2007). Development of second language pragmatic competence: The data-driven teaching of German modal particles based on a learner corpus. Summer School "Learner Corpus Research: From Corpus Design to Data Interpretation", Universite Catholique de Louvain. Louvain-la-Neuve, Belgium

Vyatkina, N. . (04/30/2007). German modal particles as 'lexical emoticons' in intercultural CMC: The development of L2 pragmatic competence and contrastive learner corpus analysis. AAAL. Costa Mesa, CA

Vyatkina, N. . (03/31/2007). Lexical ambiguity and corpus annotation: The temporal 'mal' and the temporary 'mal' in German. Germanic Linguistics Annual Conference (GLAC 13) The Pennsylvania State University. State College, PA

Vyatkina, N. . (03/31/2007). What company does the modal practice 'ja' keep? Collocational patterns and the development of pragmatic competence in L2 German. International Conference on Pragmatics and Language Learning (PLL 17). Honolulu, HI

Vyatkina, N. . (12/31/2006). Corpus applications for awareness-raising activities in telecollaborative foreign language teaching: The case of German modal particles. Interfaces of Intelligent Computer-Assisted Language Learning (IICALL), Ohio State University. Columbus, OH

Brua, C. & Vyatkina, N. . (06/30/2006). Is it just between you and me? Schemata and agency in three-party medical communication. AAAL. Montreal, Canada

Vyatkina, N. . (04/30/2005). German modal particles: Tracking development of metapragmatic awareness and pragmatic performance in telecollaboration. PLL 16. Bloomington, IN

Driagina, V. & Vyatkina, N. . (12/31/2004). Elicited narrative as a mediated task. American Association of Teachers of Slavic and Eastern European Languages (AATSEEL). Philadelphia, PA

Vyatkina, N. . (12/31/2004). Intercultural communication at the intersection of context, genre and agency: The grammatical choice of mood and modality in an Internet Relay Chat. Modern Language Association (MLA). Philadelphia, PA

Vyatkina, N. & Driagina, V. . (10/31/2004). Off-task, but on-activity. SLRF. State College, PA

Vyatkina, N. . (12/31/2003). The development of pragmatic competence in telecollaboration: The case of German modal particles. MLA. San Diego, CA

Selected Grants

Vyatkina, Nina, (Principal), Longitudinal learner development in German as a second language; Introduction to second language acquisition research, Fulbright Scholar Program, $14,450, (10/01/2014 - 12/31/2014) . Foundation. Status: Funded.

Vyatkina, Nina, (Principal), Data-driven language learning: Learner proficiency, performance, and perception, Fulbright EU Inter-Country Lecturing Program, UK-US Fulbright Commission, - 11/30/2014) . Foundation. Status: Funded.

Vyatkina, Nina, (Principal), Digital resources for second language acquisition research: An annotated longitudinal corpus of learner German, The Revise & Resubmit Incentive Fund, Hall Center for the Humanities, University of Kansas, $4,000, (01/01/2012 - 12/31/2013) . University (KU or KUMC). Status: Funded.

Vyatkina, Nina, (Co-Principal), Meurers, Detmar, (Principal), Comparing meaning in context: Components of a shallow semantic analysis, German Research Foundation (DFG), $24,223, (01/01/2010 - 12/31/2013) . Foreign (company, govt, agencies, etc.). Status: Funded.

Vyatkina, Nina, (Principal), Digital resources for second language acquisition research: An annotated longitudinal corpus of learner German, Institute for Digital Research in the Humanities, Digital Humanities Seed Grant, University of Kansas, $15,000, (01/01/2011 - 12/31/2012) . University (KU or KUMC). Status: Funded.

Vyatkina, Nina, (Principal), The dynamics of second language writing development: Measuring complexity and variability, Language Learning Small Grants Research Program, $10,000, (01/01/2011 - 12/31/2012) . Not-for-Profit (not Foundation). Status: Funded.

Vyatkina, Nina, (Principal), Longitudinal development of language learners: a corpus-based approach, University of Kansas, $4,170, (01/01/2010 - 12/31/2011) . University (KU or KUMC). Status: Funded.

Vyatkina, Nina, (Principal), Effects of teacher corrective feedback on writing accuracy in elementary German, University of Kansas, $5,888, (01/01/2009 - 12/31/2010) . University (KU or KUMC). Status: Funded.

Vyatkina, Nina, (Principal), Linguistic annotation of a longitudinal learner corpus of German, German Academic Exchange Service (DAAD), Faculty Research Visit Grants, (03/01/2010 - 05/31/2010) . Not-for-Profit (not Foundation). Status: Funded.

Vyatkina, Nina, (Principal), Collection and analysis of a longitudinal corpus of learner German, University of Kansas, $8,000, (01/01/2008 - 12/31/2009) . University (KU or KUMC). Status: Funded.

Vyatkina, Nina, Pavlenko, Aneta , (Principal), Object and color naming in Ukrainian, Russian, and English as a first and second language, Temple University research fund, $2,500, (01/01/2008 - 12/31/2009) . Other University. Status: Funded.

Vyatkina, Nina, (Principal), Continuous improvement of second language pragmatic competence: Data-driven teaching based on a learner corpus, Joseph M. Juran Center for Leadership in Quality, University of Minnesota, $10,000, (01/01/2006 - 12/31/2007) . Other University. Status: Funded.

Nina Vyatkina is an Associate Professor of German and Applied Linguistics. Currently, she is an investigator on a learner corpus research project that involves international collaboration with Humboldt University in Berlin, Germany. She is a co-recipient of the 2009 Paul Pimsleur Award for Research in Foreign Language Education (American Council on the Teaching of Foreign Languages / The Modern Language Journal). Read an  interview with Dr. Vyatkina on digital humanities research.


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