Mark D. Johnson
About
Mark Johnson’s research focuses on cognition in second language writing, particularly features of writing tasks and the demands they make on language production. His publication, Cognitive Task Complexity and L2 Written Syntactic Complexity, Lexical Complexity, Accuracy, and Fluency: A Research Synthesis and Meta-Analysis, received an honorable mention from the Journal of Second Language Writing in their competition for the best paper of 2017. Dr. Johnson teaches classes on linguistics and teaching English to speakers of other languages (TESOL) and serves on the editorial board of the journal Language Teaching.
Education
- B.A. University of Iowa
- M.A. TESOL University of Alabama
- Ph.D. Northern Arizona University
Research Interests
- Second language acquisition
- Cognition in second language writing
- Vocabulary in second language writing
Courses Taught
- ENGL 7535: Principles of Language Testing
- ENGL 7702: Research Methods in Empirical Enquiry
- ENGL 6009: Research Methods in Language Study
- LING 4740/ENGL 6531: TESOL Methods
- ENGL 4720/6529: Applied Linguistics for Language Teachers
- ENGL 4710/6528: TESOL: Theories and Principles
- LING 3750: Introductory Linguistics
- ENGL 2710: English Grammar
- LING 2700: Introduction to Language Studies
- ENGL 2201: Writing about the Disciplines
- ENGL 1100: Foundations of College Writing
Selected Publications and Presentations
- Johnson, M. D., & Abdi Tabari, M. (forthcoming). Cognitive Task Complexity and Second Language Performance: Understanding L2 Learner Affect and Engagement. Routledge ESL and Applied Linguistics Professional Series.
- Johnson, M. D., & Abdi Tabari, M. (2024). Linguistic complexity in L2 writing: Insight from studies on task planning. Language Teaching. Advance online publication. https://doi.org/10.1017/S0261444824000284
- Wrenn, M., Liebfreund, M., Johnson, M. D., Gardner, V., & McLawhorn, J. (2024). A case study of rural elementary teachers developing complexity with the simple view through integrated read aloud. Reading & Writing Quarterly. https://doi.org/10.1080/10573569.2024.2421965
- Johnson, M. D. (2024). Task-based language teaching and L2 writing: The performance-development divide. Language Teaching Research Quarterly, 39, 217-230. https://doi.org/10.32038/ltrq.2024.39.15
- Johnson, M. D., & Abdi Tabari, M. (2023). Planning in L2 writing: A research synthesis and meta-analysis. System, 118, Article 103152. https://doi.org/10.1016/j.system.2023.103152
- Johnson, M. D. (2023). Formal genre-specific knowledge as a resource-dispersing feature of task complexity. Languages, 8(1), 64. https://doi.org/10.3390/languages8010064
- Johnson, M. D., & Abdi Tabari, M. (2022). Task planning and oral L2 production: A research synthesis and meta-analysis. Applied Linguistics, 43(6), 1143-1164. https://doi.org/10.1093/applin/amac026
- Johnson, M. D. (2022). Task complexity studies. In R. M. Manchón, & C. Polio (Eds.), Handbook of second language acquisition and writing (pp. 52-64). New York, NY: Routledge.
- Johnson, M. D. (2020). Research timeline: Planning in L1 and L2 writing: Working memory, process, and product. Language Teaching, 53, 433-445. https://doi.org/10.1017/S0261444820000191
- Johnson, M. D. (2017). Cognitive task complexity and L2 written syntactic complexity, lexical complexity, accuracy, and fluency: A research synthesis and meta-analysis. Journal of Second Language Writing, 37, 13-38. https://doi.org/10.1016/j.jslw.2017.06.001
- Johnson, M. D., Mercado, L., & Acevedo, A. (2012). The effect of planning sub-processes on L2 writing fluency, grammatical complexity, and lexical complexity. Journal of Second Language Writing, 21, 264-282. http://dx.doi.org/10.1016/j.jslw.2012.05.011