Associate Professor of Second Language Studies
Ballantine Hall 869
- Second language instruction
- Negative feedback
- Computer-mediated communication and instruction
- Task-based language teaching
- Individual differences in second language acquisition
- Explicit and implicit learning processes
- Ph.D. in Multilingual/Multicultural Education, Florida State University, Tallahassee, FL, 2008
- Ms. Ed. in TESOL, University of Pennsylvania, Philadelphia, PA, 2004
- B.A. in American Culture and Literature, Istanbul University, Istanbul, Turkey, 2000
My work aims to find the optimal instructional conditions for L2 learning to take place. This involves the investigation of the relative effects of different types of instruction on second language development, as well as the investigation of various factors that may moderate such effects. The research methodology I have most frequently followed involves isolating at least one independent variable from other potential factors and studying its effect on learners' performance on a predetermined target language feature under controlled laboratory settings. Two broad questions that have guided my research program so far are the following: 1) What type of instruction is most effective? 2) Which a) contextual, b) psycholinguistic, and c) cognitive individual difference factors moderate the effectiveness of instruction?
More specifically, I have investigated whether the effectiveness of negative feedback depends on factors such as feedback characteristics (implicit versus delayed feedback), communication mode (computer-mediated communication versus face to face communication), target form salience, and feedback timing (immediate versus delayed). I have also been interested in the relationship between learners' cognitive abilities (e.g., language analytic ability, working memory) and the effectiveness of negative feedback. Currently, in a project funded by the Spencer Foundation, I am examining the relative effectiveness of two instructional interventions (explicit and implicit oral corrective feedback) as a function of different language aptitude profiles that combine cognitive aptitudes for implicit and explicit learning.
- Granena, G., Jackson, D. & Yilmaz, Y. (Eds.). (forthcoming). Cognitive individual differences in L2 processing and acquisition.Amsterdam: John Benjamins.
Journal Articles and Chapters
- Yilmaz Y., & Granena, G., Meyer, Z. (forthcoming). The role of explicit language aptitude on the relative effects of explicit, implicit and mixed feedback. In G. Granena, D. Jackson, & Y. Yilmaz (Eds.), Cognitive individual differences in L2 processing and acquisition. Amsterdam: John Benjamins.
- Yilmaz, Y. & Koylu, Y. (forthcoming). The interaction between phonetic coding ability and feedback exposure condition. In G. Granena, D. Jackson, & Y. Yilmaz (Eds.), Cognitive individual differences in L2 processing and acquisition. Amsterdam: John Benjamins.
- Yilmaz, Y., & Granena, G. (2015). The role of cognitive aptitudes for explicit language learning in the relative effects of explicit and implicit feedback. Bilingualism: Language and Cognition. Advance online publication, doi:10.1017/S136672891400090X.
- Yilmaz, Y. (2015). The effectiveness of explicit correction under two different feedback exposure conditions. Studies in Second Language Acquisition. Advance online publication, doi:10.1017/S0272263115000212.
- Goo, J., Granena, G., Yilmaz, Y., & Novella, M. (2015). Implicit and explicit instruction in L2 learning: Norris & Ortega (2000) revisited and updated. In P. Rebuschat (Ed.), Implicit and explicit learning of languages (pp. 443-483). Amsterdam: John Benjamins.
- Yilmaz, Y. (2013a). Relative effects of explicit and implicit feedback: The role of working memory capacity and language analytic ability. Applied Linguistics, 34(3), 344-368.
- Yilmaz, Y. (2013b). The relative effectiveness of mixed, explicit and implicit feedback. System, 41(3), 691-705.
- Yilmaz, Y. (2012). The relative effects of explicit correction and recasts on two target structures via two communication modes. Language Learning, 62(4) 1134–1169.
- Yilmaz, Y. (2011). Task effects on focus on form in synchronous computer-mediated communication. The Modern Language Journal, 95 (1), 115-132.
- Yilmaz, Y., & Yuksel, D. (2011). Effects of communication mode and salience on recasts: A first exposure study. Language Teaching Research, 15, 457-477.
- Yilmaz, Y., & Granena, G. (2010). The effects of task type in synchronous computer-mediated communication. ReCALL Journal, 22 (1), 20-38.
- Second Language Research in Pedagogical Contexts
- Topics in Second Language Studies: Corrective Feedback
- Language Learning Technology
- TESOL Practicum
- The Successful Language Learner (Undergraduate)
- Methods in Teaching ESL/EFL to Adults
- SLA & Language Instruction (Undergraduate)