Dr Michael Harrington
Honorary Associate Professor
School of Languages and Cultures
PhD and MPhil Supervision
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Publications
Book
Harrington, Michael (2018). Lexical facility: size, recognition speed and consistency as dimensions of second language vocabulary knowledge. London, United Kingdom: Palgrave Macmillan. doi: 10.1057/978-1-137-37262-8
Book Chapters
Roche, Thomas, Harrington, Michael, Sinha, Yogesh and Denman, Christopher (2016). Vocabulary Recognition Skill as a Screening Tool in English-as-a-Lingua-Franca University Settings. English Language Education. (pp. 159-178) Cham, Switzerland: Springer. doi: 10.1007/978-3-319-39192-2_8
Harrington, Bridget, Harrington, Michael W., McCreary, Jan and Russell, Heather (2014). Life with a spinal cord injury: from the parents', daughter's and clinician's perspective. Spinal cord injury in the child and young adult. (pp. *-*) edited by Lawrence, C. Vogel, Kathy Zebracki, Randal R. Betz and M. J. Mulcahey. London, United Kingdom: MacKeith Press.
Loschky, Lester C. and Harrington, Michael (2013). A cognitive neuroscientific approach to studying the role of awareness in L2 learning. Noticing and second language acquisition: Studies in honor of Richard Schmidt. (pp. 289-307) edited by J. M. Bergsleithner and S. Frota. Honolulu, Hawaii, United States: National Foreign Language Resource Center.
Harrington, Michael (2010). Computational models of second language sentence processing. The Oxford handbook of applied linguistics. (pp. 189-203) edited by William Grabe, Merrill Swain and G. Richard Tucker. Oxford, U.K.: Oxford University Press. doi: 10.1093/oxfordhb/9780195384253.013.0013
Iwashita, N. and Harrington, M. W. (2008). Summary and discussion of studies in the acquisition of Japanese as a second language in Australia. 多様化する言語習得環境とこれからの日本語教育. (pp. 79-96) edited by Sakamoto Akira, Nagatomo Kazuhiko and Koyanagi Kaoru. Tokyo, Japan: 3A Corporation.
Harrington, M. W. (2004). Commentary: Input processing as a theory of processing input. Processing instruction: theory, research, and commentary. (pp. 79-92) edited by B. VanPatten. New Jersey, U.S.A.: Lawrence Erlbaum Associates, Inc..
Harrington, Michael (2002). Cognitive perspectives on second language acquisition. The Oxford Handbook of Applied Linguistics. (pp. 124-140) edited by Robert B. Kaplan. New York: Oxford University Press.
Harrington, Michael (2001). Sentence processing. Cognition and Second Language Instruction. (pp. 91-124) edited by Robinson, Peter. Cambridge, UK: Cambridge University Press.
Journal Articles
Werang, Elisabet Andriyanti and Harrington, Michael (2020). Avoiders and embracers: attitudes towards L1 use by Indonesian EFL student teachers. RELC Journal, 53 (3), 551-566. doi: 10.1177/0033688220960545
Roche, Thomas and Harrington, Michael (2017). Offshore and onsite placement testing for English pathway programmes. Journal of Further and Higher Education, 42 (3), 415-428. doi: 10.1080/0309877X.2017.1301403
Moore, Paul J. and Harrington, Michael (2016). Fractionating English language proficiency: Policy and practice in Australian higher education. Current Issues in Language Planning, 17 (3-4), 385-404. doi: 10.1080/14664208.2016.1212649
Le, Thi Ngoc Phuong and Harrington, Michael (2015). Phraseology used to comment on results in the discussion section of applied linguistics quantitative research articles. English for Specific Purposes, 39, 45-61. doi: 10.1016/j.esp.2015.03.003
Harrington, Michael and Roche, Thomas (2014). Identifying academically at-risk students in an English-as-a-Lingua-Franca university setting. Journal of English for Academic Purposes, 15, 37-47. doi: 10.1016/j.jeap.2014.05.003
Harrington, Michael and Roche, Thomas (2014). The role of word recognition skill in academic success across disciplines in an ELF university setting. Papers in Language Testing and Assessment, 3 (2), 76-99.
Roche, Thomas and Harrington, Michael (2013). Recognition vocabulary knowledge as a predictor of academic performance in an English as a foreign language setting. Language Testing in Asia, 3 (12) 12, 1-13. doi: 10.1186/2229-0443-3-12
Harrington, Michael and Jiang, Wenying (2013). Focus on the forms: from recognition practice in Chinese vocabulary learning. Australian Review of Applied Linguistics, 36 (2), 132-145. doi: 10.1075/aral.36.2.01har
Wang, Y., Harrington, M. and White, P. (2012). Detecting breakdowns in local coherence in the writing of Chinese English learners. Journal of Computer Assisted Learning, 28 (4), 396-410. doi: 10.1111/j.1365-2729.2011.00475.x
Juffs, Alan and Harrington, Michael (2011). Aspects of working memory in L2 learning. Language Teaching, 44 (2), 137-166. doi: 10.1017/S0261444810000509
Harrington, Michael and Carey, Michael (2009). The on-line yes/no test as a placement tool. System, 37 (4), 614-626. doi: 10.1016/j.system.2009.09.006
Harrington, Michael (2006). The lexical decision task as a measure of L2 lexical proficiency. EUROSLA Yearbook, 6, 147-168. doi: 10.1075/eurosla.6.10har
Mochida, A. and Harrington, M. W. (2006). The Yes-No test as a measure of receptive vocabulary knowledge. Language Testing, 23 (1), 73-98. doi: 10.1191/0265532206lt321oa
Harrington, Michael (2004). Between the input and the acquisition lies the shadow. Bilingualism: Language and cognition, 7 (1), 29-31. doi: 10.1017/S136672890400121X
Stockwell, G. and Harrington, M. W. (2003). The Incidental Development of L2 Proficiency in NS-NNS Email Interactions. CALICO Journal, 20 (2), 337-359.
De Keyser, Robert, Salaberry, Rafael, Robinson, Peter S. and Harrington, Michael W. (2002). What gets processed in Processing Instruction: A Commentary on Bill VanPatten's 'Processing Instruction: An Update'. Language Learning, 52 (4), 805-823. doi: 10.1111/1467-9922.00204
Harrington, M. (2002). The resourceful second language user: The role of working memory in second language processing. Journal of the English Phonetic Society of Japan, 33-44.
Harrington, Michael and Dennis, Simon (2002). Input-driven Language Learning. Studies in Second Language Acquisition, 24 (2), 261-268. doi: 10.1017/S0272263102002103
Harrington, M. W. and Levy, M. (2001). CALL begins with a C: Interaction in computer-mediated language learning. System, 29, 15-26.
Levy, Michael and Harrington, Mike (2001). CALL begins with a “C”: Interaction in computer-mediated language learning. System, 29 (1), 15-26. doi: 10.1016/S0346-251X(00)00043-9
Rao, Chandra and Harrington, Michael (1997). The relationship between vernacular language study and academic English proficiency in Fiji. RELC Journal, 28 (1), 161-174. doi: 10.1177/003368829702800110
Conference Papers
Harrington, M. and Dennis, S. (2004). Structural Priming in Sentence Comprehension. The 25th Annual Meeting of the American Cognitive Science Society, Boston, MA, 31 July - 2 August, 2003. Mahwah, NJ United States: Lawrence Erlbaum.
Dennis, S. and Harrington, M. (2002). The Syntagmatic Paradigmatic Model: A distributed instance-based model of sentence processing. The 2nd Workshop on Natural Language Processing and Neural Networks, Tokyo, Japan, 30 November, 2001.
Harrington, M. W. (1999). Figure and Ground in SLA theory. The 10th Conference of Second Language Research in Japan, Tokyo, International Univ. of Japan, 24 January 1998. Niigata, Japan: Int. Univ. of Japan.
Harrington, M. (1999). Sentence processing research and an L2 transition theory. The 3rd Pacific Second Language Research Forum, Tokyo, Japan, March 28th - 30th, 1998. Tokyo: Aoyama Gakuin University.
Generic Document
Creative Work
Harrington, Michael, Ingram, John and Proctor, Michael (2008). LMAP (Language-Multimedia Assessment Program). St Lucia, QLD, Australia: The University of Queensland.
Working Paper
Harrington, Michael (2007). The Coefficient of Variance as an index of L2 lexical processing skill. School of English, Media Studies and Art History, The University of Queensland.