Nina Vyatkina

Humanities - German Studies, Germanic Languages/Literatures
Professor
Chair, Department of German Studies
Primary office:
Wescoe Hall
Room 2082
University of Kansas
1445 Jayhawk Boulevard
Lawrence, KS 66045-7590
Second office:



Summary
Spring Office Hours:

M, W: 2:00 – 3:00 pm

Research and teaching interests: Dr. Vyatkina’s research and teaching interests include German language, applied linguistics, instructed second language acquisition, and corpus-based language teaching. Her articles on these topics have appeared in leading Applied Linguistics journals. Her current project that intertwines community-engaged research and teaching is Incorporating Corpora. She serves as an Associate Editor of Language Learning & Technology, Executive Board member of CALICO (Computer-Assisted Language Instruction Consortium), and Editorial Board member of International Journal of Learner Corpus Research.  

Education

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

Selected Publications

Vyatkina, N. (2020). Corpora as open educational resources for language teaching [Journal Articles]. Foreign Language Annals, 53(2), 359–370. https://doi.org/10.1111/flan.12464
Vyatkina, N. (2020). Corpus-informed pedagogy in a language course: Design, implementation, and evaluation [Book Chapters]. In M. Kruk & M. Peterson (Eds.), New technological applications for foreign and second language learning and teaching (pp. 306–335). IGI Global. http://hdl.handle.net/1808/30347
Vyatkina, N. (Ed.). (2020). Incorporating corpora: Using corpora to teach German to English-speaking learners [Other]. KU Open Language Resource Center. https://corpora.ku.edu/
Vyatkina, N. (2018). Language corpora for L2 vocabulary learning: Data-driven learning across the curriculum. [Book Chapters]. In P. Ecke & S. Rott (Eds.), Understanding vocabulary learning and teaching: Implications for language program development (pp. 121–145). Cengage Learning. http://hdl.handle.net/1808/27634
Vyatkina, N., & Boulton, A. (2017). Corpora in language learning and teaching [Other]. In Language Learning and Technology (Vol. 21, Issue 3, pp. 1–8). http://llt.msu.edu/issues/october2017/commentary.pdf
Vyatkina, N., & Boulton, A. (Eds.). (2017). Corpora in Language Learning and Teaching [Special Issue] [Journal Articles]. 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 [Book Chapters]. In C. A. Chapelle & S. Sauro (Eds.), The Handbook of Technology in Second Language Teaching and Learning (pp. 26–44). Wiley-Blackwell. http://hdl.handle.net/1808/26422
Vyatkina, N. (2016). Data-driven learning of collocations: Learner performance, proficiency, and perceptions. [Journal Articles]. Language Learning & Technology, 20(3), 159–179. http://llt.msu.edu/issues/october2016/vyatkina.pdf 
Vyatkina, N. (2016). Data-driven learning for beginners: The case of German verb-preposition collocations. [Journal Articles]. ReCALL, 28(2), 207–226. https://doi.org/10.1017/S0958344015000269
Vyatkina, N. (2016). KANDEL: A developmental corpus of learner German [Journal Articles]. International Journal of Learner Corpus Research, 2(1), 102–120. http://hdl.handle.net/1808/26558
Vyatkina, N. (2015). New developments in the study of L2 writing complexity [Special issue] [Journal Articles]. Journal of Second Language Writing, 29, 1–94.
Vyatkina, N. (2015). New developments in the study of L2 writing complexity: An editorial [Journal Articles]. Journal of Second Language Writing, 29, 1–2. http://hdl.handle.net/1808/26568
Vyatkina, N., Hirschmann, H., & Golcher, F. (2015). Syntactic modification at early stages of L2 German writing development: A longitudinal learner corpus study [Journal Articles]. New Developments in the Study of L2 Writing Complexity [Special Issue], 29, 28–50. http://hdl.handle.net/1808/26569 
Vyatkina, N. (2015). KanDeL: Kansas Developmental Learner corpus [Web Publishing (article, blog, etc.)]. https://www.linguistik.hu-berlin.de/en/institut-en/professuren-en/korpus...
Vyatkina, N. (2015). Corpus Activity: German Verb-Preposition Collocations [Web Publishing (article, blog, etc.)]. Center for Applied Second Language Studies (CASLS). http://caslsintercom.uoregon.edu/content/18927
Vyatkina, N. (2015). Corpus-Driven Instruction [Web Publishing (article, blog, etc.)]. Center for Applied Second Language Studies (CASLS). http://caslsintercom.uoregon.edu/content/18926
Vyatkina, N., & Cunningham, D. J. (2015). Learner corpora and pragmatics [Book Chapters]. In S. Granger, F. Meunier, & G. Gilquin (Eds.), The Cambridge Handbook of Learner Corpus Research (pp. 281–305). Cambridge University Press.
Vyatkina, N. (2013). Analyzing part-of-speech variability in a longitudinal learner corpus and a pedagogic corpus [Conference Proceedings]. In S. Granger, G. Gilquin, & F. Meunier (Eds.), Twenty years of learner corpus research: Looking back, moving ahead. Corpora and Language in Use - Proceedings 1 (pp. 479–491). Presses universitaires de Louvain. http://hdl.handle.net/1808/11215
Vyatkina, N. (2013). Discovery learning and teaching with electronic corpora in an advanced German grammar course [Journal Articles]. Unterrichtspraxis/Teaching German, 46(1), 44–61. http:// http://hdl.handle.net/1808/26401
Vyatkina, N. (2013). Pragmatics in learner corpora [Encyclopedia/Dictionary Entries]. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Wiley-Blackwell. http:// http://hdl.handle.net/1808/26404
Vyatkina, N. (2013). Specific syntactic complexity: Developmental profiling of individuals based on an annotated learner corpus [Journal Articles]. Modern Language Journal, 97(s1), 11–30. http://hdl.handle.net/1808/26402
Vyatkina, N. (2012). Applying the methodology of learner corpus analysis to telecollaborative discourse [Book Chapters]. In M. Dooly & R. O’Dowd (Eds.), Researching online foreign language interaction and exchange: Theories, methods and challenges (pp. 267–303). Peter Lang. http://hdl.handle.net/1808/26362
Cunningham, D. J., & Vyatkina, N. (2012). Telecollaboration for professional purposes: Towards developing a formal register in the German classroom [Journal Articles]. Canadian Modern Language Review, 68(4), 422–450. http://hdl.handle.net/1808/26363
Vyatkina, N. (2012). The development of second language writing complexity in groups and individuals: A longitudinal learner corpus study [Journal Articles]. Modern Language Journal, 96(4), 572–594. http://hdl.handle.net/1808/26403
Vyatkina, N. (2011). Writing instruction and policies for written corrective feedback in the basic language sequence [Journal Articles]. L2 Journal, 3, 63–92. http://hdl.handle.net/1808/8688
Vyatkina, N. (2010). The effectiveness of written corrective feedback in teaching beginning German [Journal Articles]. 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 [Journal Articles]. Language Learning and Technology, 12(3), 33–52. https://www.lltjournal.org/item/2640
Vyatkina, N., & Johnson, K. E. (2007). Teaching German modal particles: A corpus-based approach [Other]. CALPER Publications. http://calper.la.psu.edu/content/teaching-german-modal-particles-corpus-...
Vyatkina, N., & Belz, J. A. (2006). A learner corpus-driven intervention for the development of L2 pragmatic competence [Book Chapters]. In K. Bardovi-Harlig, J. C. Félix-Brasdefer, & A. Omar (Eds.), Pragmatics and Language Learning (Vol. 11, pp. 315–357). 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 [Journal Articles]. Canadian Modern Language Review, 62(1), 17–48.

Selected Presentations

Vyatkina, N., & Kourehpaz, S. (2/8/2020). DIY resources for learning German: New corpus-based open educational materials. Midwest Association of Language Learning Technology (MWALLT). Lawrence, KS
Vyatkina, N. (1/9/2020). Corpora as open educational resources for language teaching. Modern Language Association (MLA). Seattle, WA
Vyatkina, N. (3/21/2019). Incorporating corpora into language teaching. International Association for Language Learning Technology (IALLT) webinar series. web
Vyatkina, N. (11/16/2018). Language corpora for L2 vocabulary learning: Data-driven learning across the curriculum. American Council on the Teaching of Foreign Languages (ACTFL). New Orleans, LA
Vyatkina, N. (10/5/2018). Corpus-based approaches to instructed second language acquisition. Cognitive Approaches to Language Acquisition. The Pennsylvania State University
Vyatkina, N. (7/19/2018). Data-driven learning beyond concordancing for improving the breadth and depth of L2 vocabulary knowledge. Teaching and Language Corpora (TaLC). Cambridge, UK
Vyatkina, N. (7/5/2018). The use of corpus-based OERs across a German Studies curriculum. Computer Assisted Language Learning (CALL). Bruges, Belgium
Vyatkina, N. (4/4/2018). Collecting, annotating, and analyzing a second language acquisition corpus. Hall Center Faculty Seminar in Digital Humanities, University of Kansas
Vyatkina, N. (3/26/2018). Data-driven learning for instructed second language acquisition: Deepening the l2 vocabulary knowledge. American Association of Applied Linguistics (AAAL). Chicago, IL
Vyatkina, N. (3/25/2018). Looking back and looking forward: The research of telecollaboration two decades on. American Association of Applied Linguistics (AAAL). Chicago, IL
Vyatkina, N. (10/4/2017). 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. (7/27/2017). 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. (7/25/2017). 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. (5/18/2017). 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. (3/18/2017). Corpora in Language Learning and Teaching. American Association of Applied Linguistics (AAAL). Portland, OR
Vyatkina, N., Hirschmann, H., & F. G. (3/31/2017). 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. (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. (7/21/2016). 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. (4/12/2016). What can multilingual discourse-annotated corpora do for language learning and teaching?. TextLink: Structuring Discourse in Multilingual Europe (Second Action Conference). Budapest, Hungary. http://textlink.ii.metu.edu.tr/sites/default/files/Conference Handbook_beliv.pdf

Selected Grants

Incorporating corpora. The KU Open Language Resource Center grant. CFDA 84.229A. US Department of Education. $159000.00 ($31,500). (9/1/2018 - 8/31/2022). Federal. Status: Funded
Longitudinal learner development in German as a second language; Introduction to second language acquisition research. Fulbright Scholar Program. $14450.00. (10/1/2014 - 12/31/2014). Foundation. Status: Funded
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
Comparing meaning in context: Components of a shallow semantic analysis. German Research Foundation (DFG). $24223.00. (1/1/2010 - 12/31/2013). Foreign (company, govt, agencies, etc.). Status: Funded
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. $4000.00. (1/1/2012 - 12/31/2013). University (KU or KUMC). Status: Funded
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. $15000.00. (1/1/2011 - 12/31/2012). University (KU or KUMC). Status: Funded
The dynamics of second language writing development: Measuring complexity and variability. Language Learning Small Grants Research Program. $10000.00. (1/1/2011 - 12/31/2012). Not-for-Profit (not Foundation). Status: Funded
Longitudinal development of language learners: a corpus-based approach. University of Kansas. $4170.00. (1/1/2010 - 12/31/2011). University (KU or KUMC). Status: Funded
Linguistic annotation of a longitudinal learner corpus of German. German Academic Exchange Service (DAAD), Faculty Research Visit Grants. (3/1/2010 - 5/31/2010). Not-for-Profit (not Foundation). Status: Funded
Effects of teacher corrective feedback on writing accuracy in elementary German. University of Kansas. $5888.00. (1/1/2009 - 12/31/2010). University (KU or KUMC). Status: Funded
Collection and analysis of a longitudinal corpus of learner German. University of Kansas. $8000.00. (1/1/2008 - 12/31/2009). University (KU or KUMC). Status: Funded
Object and color naming in Ukrainian, Russian, and English as a first and second language. Temple University research fund. $2500.00. (1/1/2008 - 12/31/2009). Other University. Status: Funded. Co-I. Subaward amount
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. $10000.00. (1/1/2006 - 12/31/2007). Other University. Status: Funded. Juran Dissertation Fellowship

Selected Awards & Honors

Fulbright US Scholar
The Council for International Exchange of Scholars (CIES), the scholar division of the Institute of International Education (IIE)
2014
Paul Pimsleur Award for Research in Foreign Language Education
American Council on the Teaching of Foreign Languages/The Modern Language Journal
2009

Graduation 2020

Giving

Give to German Studies

Upcoming Events

Home to 50+ departments, centers, and programs, the School of the Arts, and the School of Public Affairs and Administration
KU offers courses in 40 languages
No. 1 ranking in city management and urban policy —U.S. News and World Report
One of 34 U.S. public institutions in the prestigious Association of American Universities
44 nationally ranked graduate programs.
—U.S. News & World Report
Top 50 nationwide for size of library collection.
—ALA
5th nationwide for service to veterans —"Best for Vets: Colleges," Military Times