Prof. McManus is available to take on new advisees in Fall 2027.
Education & Training
- PhD, Newcastle University, UK
- MA, Aston University, UK
- BSc (Hons), Aston University, UK
Representative Publications
Books
McManus, K. (Ed.). (2024). Usage in second language acquisition. Critical reflections and future directions. Routledge. https://doi.org/10.4324/9781032668475
McManus, K. (2022). Crosslinguistic influence and second language learning. Routledge. https://doi.org/10.4324/9780429341663
Porte, G. & McManus, K. (2019). Doing replication research in applied linguistics. Routledge. https://doi.org/10.4324/9781315621395
Journal articles
McManus, K., Kerschen, K., Khoruzhaya, Y., & Zhuang, J. (2025). Comparing lab-based and remote data collection methods in second language acquisition research. A close replication. Research Methods in Applied Linguistics. https://doi.org/10.1016/j.rmal.2025.100249
McManus, K., Bayas, K., Kerschen, K., Khoruzhaya, Y., Zhuang, J., & Magnuson, A. (2025). Revisiting blocking effects in second language learning: A close replication of Ellis and Sagarra (2010b). Language Learning. https://doi.org/10.1111/lang.70005
McManus, K. (2025). The future of replication studies in applied linguistics: Toward a standard for replication studies. Annual Review of Applied Linguistics. https://doi.org/10.1017/S0267190524000011
McManus, K. (2024). Replication studies in second language acquisition research: Definitions, issues, resources, and future directions. Introduction to the special issue. Studies in Second Language Acquisition, 46(5), 1299-1319. https://doi.org/10.1017/S0272263124000652
Liu, Y. & McManus, K. (2023). Investigating the psychological reality of argument structure constructions and N1 of N2 constructions: A comparison between L1 and L2 speakers of English. Cognitive Linguistics, 34, 503-531. https://doi.org/10.1515/cog-2023-0029
McManus, K. (2023). How and why can explicit instruction about L1 reduce the negative effects of crosslinguistic influence? Evidence from accuracy and reaction time signatures in L1 comprehension. Studies in Second Language Learning and Teaching, 13(3), 507-539. https://doi.org/10.14746/ssllt.31456
McManus, K. (2022). Are replication studies infrequent because of negative attitudes? Insights from a survey of attitudes and practices in second language research. Studies in Second Language Acquisition,44(5), 1410-1423. https://doi.org/10.1017/S0272263121000838
McManus, K. & Liu, Y. (2022). Using elicited imitation to measure global oral proficiency in SLA research: A close replication. Language Teaching, 55(1), 116-165. https://doi.org/10.1017/S026144482000021X
McManus, K. (2021). Examining the effectiveness of language-switching practice for reducing cross-language competition in L2 grammatical processing. Bilingualism: Language and Cognition, 24(1), 167-184. https://doi.org/10.1017/S1366728920000218
McManus, K., Mitchell, R., & Tracy-Ventura, N. (2021). A longitudinal study of advanced learners’ linguistic development before, during, and after study abroad. Applied Linguistics, 42(1), 136-163. https://doi.org/10.1093/applin/amaa003
McManus, K. (2019). Awareness of L1 form-meaning mappings can reduce crosslinguistic effects in L2 grammatical learning. Language Awareness, 28(2), 114-138. https://doi.org/10.1080/09658416.2019.1620756
McManus, K. & Marsden E. (2019). Signatures of automaticity during practice. Explicit instruction about L1 processing routines can improve L2 grammatical processing. Applied Psycholinguistics, 40(1), 205-234. https://doi.org/10.1017/S0142716418000553
McManus, K. & Marsden, E. (2019). Using explicit instruction about L1 to reduce crosslinguistic effects in L2 grammar learning. Evidence from oral production in L2 French. The Modern Language Journal, 103(2), 459-480. https://doi.org/10.1111/modl.12567
McManus, K. & Marsden, E. (2018). Online and offline effects of L1 practice in L2 grammar learning. A partial replication. Studies in Second Language Acquisition, 40(2), 459-475. https://doi.org/10.1017/S0272263117000171
McManus, K. & Marsden, E. (2017). L1 explicit instruction can improve L2 online and offline performance. Studies in Second Language Acquisition, 39(3), 459-492. https://doi.org/10.1017/S027226311600022X
McManus, K. (2015). L1-L2 differences in the acquisition of form-meaning pairings: A comparison of English and German learners of French. Canadian Modern Language Review, 71(2), 51-77. https://doi.org/10.3138/cmlr.2070.51
Research Interest Summary
Research Interests
My primary area of research investigates the ways in which cognitive factors, learning conditions, instruction, and interactions among them, shape and support linguistic development, especially of morphosyntax (e.g., tense, aspect, mood). I am particularly interested in crosslinguistic influence in language learning. In addition to my work in second language acquisition, I have major interests in replication research and research methods, shaped by my interests in research design and the use/quality of evidence in theory development.