Judit Kormos

Q: What Schools Are Affiliated With Judit Kormos

Judit Kormos is affiliated with the following schools: Lancaster University, Eötvös Loránd University

Judit Kormos's AcademicInfluence.com Rankings

Judit Kormos

Communications

#4024

World Rank

#5647

Historical Rank

Linguistics

#910

World Rank

#1166

Historical Rank

communications Degrees

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Communications

Judit Kormos's Degrees

PhD Applied Linguistics Eötvös Loránd University
Masters English Language and Literature Eötvös Loránd University
Bachelors English Language and Literature Eötvös Loránd University

Why Is Judit Kormos Influential?

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According to Wikipedia, Judit Kormos is a Hungarian-born British linguist. She is a professor and the Director of Studies for the MA TESOL Distance programme at the Department of Linguistics and English Language at Lancaster University, United Kingdom. She is renowned for her work on motivation in second language learning, and self-regulation in second language writing. Her current interest is in dyslexia in second language learning.

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Judit Kormos's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Exploring measures and perceptions of fluency in the speech of second language learners. (2004) (541)
Speech production and second language acquisition (2006) (397)
The role of individual and social variables in oral task performance (2000) (394)
Age-Related Differences in the Motivation of Learning English as a Foreign Language: Attitudes, Selves, and Motivated Learning Behavior (2008) (367)
Learning experiences, selves and motivated learning behaviour : a comparative analysis of structural models for Hungarian secondary and university learners of English. (2009) (323)
Systems of Goals, Attitudes, and Self-related Beliefs in Second-Language- Learning Motivation (2011) (293)
Phonological short-term memory, working memory and foreign language performance in intensive language learning * (2008) (261)
The role of individual differences in L2 writing (2012) (248)
Task complexity and linguistic and discourse features of narrative writing performance (2011) (194)
The interaction of motivation, self-regulatory strategies, and autonomous learning behavior in different learner groups (2014) (188)
Monitoring and Self‐Repair in L2 (1999) (185)
PROBLEM-SOLVING MECHANISMS IN L2 COMMUNICATION (1998) (175)
The Role of Task Complexity, Modality, and Aptitude in Narrative Task Performance (2012) (127)
Syntactic and lexical development in an intensive English for Academic Purposes programme (2015) (116)
The interaction of linguistic and motivational variables in second language task performance (2004) (113)
The Role of Attention in Monitoring Second Language Speech Production (2000) (104)
TASK REPETITION AND SECOND LANGUAGE SPEECH PROCESSING (2016) (104)
The role of socio-economic factors in motivation to learn English as a foreign language:the case of Chile (2013) (103)
Revisiting problems with foreign language aptitude (2008) (95)
Complexity, Accuracy, and Fluency in Task-based L2 Research: Toward More Developmentally Based Measures of Second Language Acquisition (2014) (89)
Teaching Languages to Students with Specific Learning Differences (2012) (87)
The Dynamics of Language Learning Attitudes and Motivation: Lessons From an Interview Study of Dyslexic Language Learners (2010) (77)
Creativity and Narrative Task Performance: An Exploratory Study: Language Learning (2004) (75)
Simulating conversations in oral-proficiency assessment: a conversation analysis of role plays and non-scripted interviews in language exams (1999) (72)
Modelling the role of inter-cultural contact in the motivation of learning English as a foreign language. (2009) (70)
The Relationship of Intercultural Contact and Language Learning Motivation among Hungarian Students of English and German (2008) (68)
Creativity and Narrative Task Performance: An Exploratory Study (2011) (65)
How do utterance measures predict raters’ perceptions of fluency in French as a second language? (2016) (63)
THE TIMING OF SELF-REPAIRS IN SECOND LANGUAGE SPEECH PRODUCTION (2000) (62)
An interview study of inter-cultural contact and its role in language learning in a foreign language environment (2007) (56)
Pragmatic aspects of task-performance: the case of argumentation (2001) (55)
Inclusive practices in teaching students with dyslexia:Second language teachers’ concerns, attitudes and self-efficacy beliefs on a massive open online learning course (2017) (48)
The effect of speaker variables on the self-correction behaviour of L2 learners (1999) (46)
The Relationship Between Task Difficulty and Second Language Fluency in French: A Mixed Methods Approach (2015) (45)
New conceptualizations of language aptitude in second language attainment (2013) (44)
A mixed-method study of language-learning motivation and intercultural contact of international students (2014) (41)
Language wants of English majors in a non-native context (2002) (41)
Speech production and the cognition hypothesis (2011) (40)
The Use of Verbal Reports in L2 Research; Verbal Reports in L2 Speech Production Research (1998) (34)
Differences across modalities of performance: An investigation of linguistic and discourse complexity in narrative tasks (2014) (33)
Chapter 2. Speech production and the Cognition Hypothesis (2011) (33)
The language learning experiences of students with dyslexia: lessons from an interview study (2009) (33)
The Second Language Learning Processes of Students with Specific Learning Difficulties (2016) (33)
A comparison of the foreign language learning motivation of Hungarian dyslexic and non‐dyslexic students (2010) (32)
The role of working memory in processing L2 input: Insights from eye-tracking (2017) (32)
LINGUISTIC DIMENSIONS OF COMPREHENSIBILITY AND PERCEIVED FLUENCY: AN INVESTIGATION OF COMPLEXITY, ACCURACY, AND FLUENCY IN SECOND LANGUAGE ARGUMENTATIVE SPEECH (2020) (32)
The role of working memory in young second language learners’ written performances (2019) (31)
Affective factors influencing fluent performance: French learners’ appraisals of second language speech tasks (2017) (29)
The Effect of Dual Task Demands and Proficiency on Second Language Speech Production. (2012) (29)
Working memory capacity and narrative task performance (2011) (29)
The impact of textual enhancement on EFL learners’ grammatical awareness (2015) (28)
Language Learners with Special Needs: An International Perspective (2017) (26)
ATTENTIONAL PROCESSING OF INPUT IN EXPLICIT AND IMPLICIT CONDITIONS (2016) (26)
Longitudinal Developments in Vocabulary Knowledge and Lexical Organization (2015) (25)
A qualitative analysis of perceptions of fluency in second language French (2016) (22)
Goals, attitudes and self-related beliefs in second language learning motivation : an interactive model of language learning motivation. (2011) (22)
The effect of read-aloud assistance on the text comprehension of dyslexic and non-dyslexic English language learners (2019) (20)
'Great Expectations' (2008) (19)
The Effects of Specific Learning Difficulties on Processes of Multilingual Language Development (2017) (19)
The Relationship Between Utterance and Perceived Fluency: A Meta‐Analysis of Correlational Studies (2021) (17)
Chapter 10. Working memory capacity and narrative  task performance (2011) (16)
Chapter 8. Hungarian Teachers’ Perceptions of Dyslexic Language Learners (2008) (16)
The Effect of Mode of Response on a Semidirect Test of Oral Proficiency (2011) (13)
Modelling Changes in the Cognitive Processing of Grammar in Implicit and Explicit Learning Conditions:Insights from an Eye-Tracking Study (2018) (12)
The Role of Low-level First Language Skills in Second Language Reading, Reading-While-Listening and Listening Performance: A Study of Young Dyslexic and Non-dyslexic Language Learners (2018) (11)
Specific learning difficulties in second language learning and teaching (2020) (10)
Strategy use and the construct of C-tests. (2006) (9)
5 The Ideal L2 Self, Self- Regulatory Strategies and Autonomous Learning: A Comparison of Different Groups of English Language Learners (2014) (9)
An investigation into the relationship of L2 motivation and cross-cultural contact among elementary school students. (2009) (9)
The structure of self-repairs in the speech of Hungarian learners of English (2006) (7)
Motivational Factors in Computer-administered Integrated Skills Tasks: A Study of Young Learners (2020) (7)
Foreign Language Teacher Training on Dyslexia : DysTEFL resources (2016) (6)
Dyslexia for Teachers of English as a Foreign Language -Trainee´s Booklet (2013) (6)
The multidimensionality of second language oral fluency: Interfacing cognitive fluency and utterance fluency (2022) (5)
Topics in applied linguistics. (2004) (5)
The role of intercultural contact in learning German in Hungary: a structural equation modelling approach (2008) (4)
Inclusion of Research Materials When Submitting an Article to Language Learning (2019) (4)
Judit Kormos analysis of role plays and non-scripted interviews in language exams Simulating conversations in oral-proficiency assessment : a conversation (1999) (4)
The role of modality and awareness in language learning (2021) (3)
Sentence Production in a Second Language (2012) (3)
Testing young foreign language learners’ reading comprehension: Exploring the effects of working memory, grade level, and reading task (2021) (3)
The role of input modality and vocabulary knowledge in alignment in reading-to-speaking tasks (2022) (3)
Individual differences in second language speech production (2015) (2)
Second Language Learning and Vocabulary Development (2016) (2)
Attentional Processing of Input in Different Input Conditions: an Eye Tracking Study (2015) (2)
Assessing research on dyslexic language learners in contexts with English as a foreign language (2013) (2)
HANDBOOK OF BILINGUALISM: PSYCHOLINGUISTIC APPROACHES (2007) (2)
A mixed method study of language learning motivation and intercultural contact of international students in the United Kingdom. (2013) (1)
Teaching English as a Foreign Language to Students With Specific Learning Differences (2012) (1)
How Does Creativity Affect Second Language Speech Production? The Moderating Role of Speaking Task Type (2022) (1)
Classroom-based interventions for achieving 'dyslexia-friendly' classrooms in EFL education. The original aims and the actual study. (2013) (1)
Questionnaires in Second Language Research: Construction, Administration and Processing (2003) (1)
Time Extension and the Second Language Reading Performance of Children with Different First Language Literacy Profiles (2019) (1)
Relationship between attentional processing of input and working memory: an eye-tracking study (2016) (1)
Introduction of Methods Showcase Articles in Language Learning (2020) (1)
Syntactic and Phonological Encoding (2014) (0)
Language learning autonomy: An investigation of English majors (2019) (0)
Fluency and Automaticity in L2 Speech Production (2014) (0)
Investigating the impact of self-pacing on the L2 listening performance of young learner candidates with differing L1 literacy skills (2023) (0)
implementation of an intensive second language reading intervention program for Arabic L1 learners of English as a foreign language (2022) (0)
LINGUISTIC DIMENSIONS OF COMPREHENSIBILITY AND PERCEIVED FLUENCY: AN INVESTIGATION OF COMPLEXITY, ACCURACY, AND FLUENCY IN SECOND LANGUAGE ARGUMENTATIVE SPEECH – CORRIGENDUM (2020) (0)
Defining and Describing Key Constructs: Vocabulary and the Mental Lexicon (2016) (0)
Longitudinal Developments in the Organization of the Second Language Mental Lexicon (2016) (0)
Dyslexia for Teachers of English as a Foreign Language -Trainer´s Booklet. CD-Rom. (2013) (0)
THE ROLE OF WORKING MEMORY AND LANGUAGE APTITUDE IN INTENSIVE LANGUAGE LEARNING (2006) (0)
An Overview of Theories of First Language Speech Production (2014) (0)
CORPUS-BASED ANALYSIS OF ORAL TEST TRANSCRIPTS: A CASE STUDY OF CONDITIONAL CONSTRUCTIONS (2013) (0)
Attention and monitoring in a second language: A qualitative analysis : Mündliche Produktion in der Fremdsprache (2003) (0)
Longitudinal Developments in the Breadth of Vocabulary Knowledge (2016) (0)
The Effects of Read-aloud Assistance on Second Language Oral Fluency in Text Summary Speech (2019) (0)
Teaching foreign languages to learners with specific learning differences (2012) (0)
How much exposure is needed for learners to pay attention?:Lessons from an eye-tracking study (2017) (0)
Research Implications for Vocabulary Teaching (2016) (0)
Individual Differences in Vocabulary Development (2016) (0)
Issues in First Language Speech Production Research (2014) (0)
Nyelvtanulási motiváció az általános iskolások körében: kihívások az Európai Unióhoz való csatlakozás előtt és után = Hungarian school children's language learning motivation: challenges prior and after joining the European Union (2007) (0)
Testing the L2 of Learners with Specific Learning Difficulties (2020) (0)
How Does Vocabulary Fit Into Theories of Second Language Learning? (2019) (0)
L2 Fluency Assessment Grid (2017) (0)
Chapter 4 Learning with Learning Difficulties (2018) (0)
Dyslexia for Teachers as a Foreign Language - Trainee´s Booklet (2013) (0)
Idegennyelv-elsajátítás és részképességzavarok (Foreign language acquisition and specific learning difficulties). (2010) (0)
Language learning autonomy (2012) (0)
Testing for language teachers. (2006) (0)
Problem-Solving Mechanisms in L2 Speech (2014) (0)
The effects of read-aloud assistance, vocabulary and background knowledge on comprehension of health-related texts of Sri-Lankan English as second language speakers (2021) (0)
Equal Equal Rights Rights in in Foreign Foreign Language Language Education (2008) (0)
Corpus-based analysis of the use of the present progressive construction in oral language proficiency exams (2012) (0)
A demotivált nyelvtanuló, azaz a motiváció hiánya az angol nyelvtanulásban [The demotivated language learner: The lack of motivation in learning English]. (2004) (0)

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