Dr Marije Michel

Lecturer

Research Overview

In my reserach I focus on second language acquisition. I am particularly interested in cognitive processes of memory and attention underlying language learning. I wrote my thesis on task complexity and interaction during task-based L2 performance at the University of Amsterdam (Netherlands). As a post-doctoral researcher at Mannheim University (Germany) I focused on preschool teachers' language training competences. Currently, I work on projects about the external validation of task complexity, on priming during task-based computer mediated communication, and on the validation of an IELTS writing test. In all those projects I make use of our eye tracking lab.

Measuring cognitive task demands using dual task methodology, subjective self-ratings, and expert judgments: a validation study
Révész, A., Michel, M., Gilabert, R. 14/09/2015 In: Studies in Second Language Acquisition.
Journal article

An exploratory study into trade-off effects of complexity, accuracy and fluency in young learners' oral task repetition
Sample, E., Michel, M. 12/2014 In: TESL Canada Journal. 31, Special Issue 8, p. 23-46. 24 p.
Journal article

Language at preschool in Europe: early years professionals in the spotlight
Michel, M., Kuiken, F. 03/2014 In: European Journal of Applied Linguistics. 2, 1, p. 1-26. 26 p.
Journal article

Early childhood educators’ competences for supporting children’s academic language skills in Germany
Michel, M., Ofner, D., Thoma, D. 5/02/2014 In: Language Awareness. 23, 1-2, p. 138-156. 19 p.
Journal article

Language at preschool in Europe
Michel, M., Kuiken, F. 2014 In: European Journal of Applied Linguistics. 2, 1, 143 p.
Special issue

Effects of task complexity on the use of conjunctions in oral L2 task performance
Michel, M. 21/02/2013 In: Modern Language Journal. 97, 1, p. 178–195. 18 p.
Journal article

Task complexity and interaction: (combined) effects on task-based performance in Dutch as a second language
Michel, M., Kuiken, F., Vedder, I. 08/2012 In: EUROSLA yearbook. Amsterdam : John Benjamins Publishing Company p. 164-190. 27 p.
Chapter (peer-reviewed)

What preschool teachers (need) to know about language
Michel, M., Ofner, D., Thoma, D. 06/2012 In: Proceedings of the 7th ANeLA conference. Delft, Netherlands : Eburon p. 116-125. 10 p.
Conference contribution

Schlussbericht des Vorhabens Sprachliche Kompetenzen pädagogischer Fachkräfte - SprachKoPF.
Tracy, R., Thoma, D., Ofner, D., Michel, M. 01/2012 Mannheim University; commissioned by the Bundesministerium für Bildung und Forschung (BMBF). 115 p.
Commissioned report

Cognitive and interactive aspects of task-based performance in Dutch as a second Language: PhD thesis, University of Amsterdam.
Michel, M. 2011 Oisterwijk : BoxPress. 213 p. ISBN: 9789088912320.
Book

Effects of Task Complexity and Interaction on L2-Performance
Michel, M. 2011 In: Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance. Amsterdam : John Benjamins Publishing Company p. 141-174. 34 p.
Chapter (peer-reviewed)

Hoe simpel is complex?: Over de invloed van taakcomplexiteit en interactie op de spraak van tweede taalleerders
Michel, M. 2009 In: Proceedings of the 6th ANéLA conference. Delft, Netherlands : Eburon p. 241-259. 19 p.
Chapter (peer-reviewed)

The influence of complexity in monologic versus dialogic tasks in Dutch L2
Michel, M., Kuiken, F., Vedder, I. 2007 In: International Review of Applied Linguistics in Language Teaching. 45, 3, p. 241-259. 19 p.
Journal article

Three languages, one ECHO: Cognate effects in trilingual word recognition
Lemhoefer, K., Dijkstra, T., Michel, M. 2004 In: Language and Cognitive Processes. 19, 5, p. 585-611. 27 p.
Journal article