Vance Schaefer
I am an associate professor of Applied Linguistics & TESOL (PhD, Second Language Studies, Indiana University - Bloomington) in the Department of Modern Languages at The University of Mississippi. I am an applied linguist who works on pronunciation pedagogy and the teaching of language variation. My training is in second language (L2) phonology, second language acquisition, World Englishes, TESOL (Teaching English to Speakers of Other Languages), and foreign language pedagogy (i.e., LOTE=Languages Other Than English).
I research the influence of the first language (L1) phonology on the naïve (=non-learner) and L2 (=learned) perception of a non-native phonology. I extend this research to the teaching of pronunciation (pedagogical phonology) to English as a Second/Foreign/Additional Language (ESL/EFL/EAL) and Japanese as a Foreign or Additional Language (JFL/JAL) learners by focusing on the influence of their L1 on their perception and production of suprasegmentals such as English stress or Japanese pitch accent at the level of the word, phrase, and rhetoric. I am also interested in the variety of accents in English and Japanese examined within the framework of L2 phonology theory (cf., "second dialect"). The scope of my interest in L2 phonology includes the role of accent exposure in boosting learners' awareness and perception of L2 pronunciation.
By extension, my work also examines how language variation [e.g., regional dialects; (im)politeness registers; sociolects of gender, generation, socioeconomic status, LGBTQIA+S sexuality (S = straight), genre (e.g., academia, religion), etc.; codeswitching/codemixing/styleshifting/translanguaging] as part of a learner's communicative repertoire can be taught/learned in TESOL and LOTE courses, in particular Japanese as an additional language, (e.g., methods, techniques, activities) to enhance L2 communicative competence and promote the development of an L2 identity. Additionally, my work investigates language variation in translation and using translation as a means to teach language variation in an L2.
My research is informed by my work as an English language instructor, Japanese language instructor, and English-language editor/Japanese-English translator in a marketing company or as a freelance translator (technical manuals and sales materials for electronics, medical equipment, automobiles).and as a learner of languages (cf., discepolo dell'esperienza or "student of experience" through direct, hands-on experience; curiosity, practical learning, observation; and experimentation through a scientific method and further informed by Theorie ohne Praxis ist leer, Praxis ohne Theorie ist blind "Experience without theory is blind, but theory without experience is mere intellectual play").
I research the influence of the first language (L1) phonology on the naïve (=non-learner) and L2 (=learned) perception of a non-native phonology. I extend this research to the teaching of pronunciation (pedagogical phonology) to English as a Second/Foreign/Additional Language (ESL/EFL/EAL) and Japanese as a Foreign or Additional Language (JFL/JAL) learners by focusing on the influence of their L1 on their perception and production of suprasegmentals such as English stress or Japanese pitch accent at the level of the word, phrase, and rhetoric. I am also interested in the variety of accents in English and Japanese examined within the framework of L2 phonology theory (cf., "second dialect"). The scope of my interest in L2 phonology includes the role of accent exposure in boosting learners' awareness and perception of L2 pronunciation.
By extension, my work also examines how language variation [e.g., regional dialects; (im)politeness registers; sociolects of gender, generation, socioeconomic status, LGBTQIA+S sexuality (S = straight), genre (e.g., academia, religion), etc.; codeswitching/codemixing/styleshifting/translanguaging] as part of a learner's communicative repertoire can be taught/learned in TESOL and LOTE courses, in particular Japanese as an additional language, (e.g., methods, techniques, activities) to enhance L2 communicative competence and promote the development of an L2 identity. Additionally, my work investigates language variation in translation and using translation as a means to teach language variation in an L2.
My research is informed by my work as an English language instructor, Japanese language instructor, and English-language editor/Japanese-English translator in a marketing company or as a freelance translator (technical manuals and sales materials for electronics, medical equipment, automobiles).and as a learner of languages (cf., discepolo dell'esperienza or "student of experience" through direct, hands-on experience; curiosity, practical learning, observation; and experimentation through a scientific method and further informed by Theorie ohne Praxis ist leer, Praxis ohne Theorie ist blind "Experience without theory is blind, but theory without experience is mere intellectual play").
Research Interests
Foreign/second/additional language pedagogy (LOTE/TESOL), Japanese as an additional language (JAL), pronunciation pedagogy, teaching language variation, World Englishes (accent), language teacher education, teaching less commonly taught languages (LCTLs), second language phonology, second language acquisition, translation (language variation, translation training)
ORCID ID:
Vance Schaefer (0000-0002-4801-7114) - ORCID
Contact
[email protected]
Profile
University of Mississippi [link]
Foreign/second/additional language pedagogy (LOTE/TESOL), Japanese as an additional language (JAL), pronunciation pedagogy, teaching language variation, World Englishes (accent), language teacher education, teaching less commonly taught languages (LCTLs), second language phonology, second language acquisition, translation (language variation, translation training)
ORCID ID:
Vance Schaefer (0000-0002-4801-7114) - ORCID
Contact
[email protected]
Profile
University of Mississippi [link]
