Teaching in 2020
- as Course Coordinator and Lecturer
Stephen received his PhD in Applied Linguistics from Georgia State University in 2018 and his MA in Rhetoric and Composition from Washington State University in 2012. He joined the School of Linguistics and Applied Language Studies at Victoria University of Wellington in February of 2019.
- Language and Cognition
- Figurative Language
- Satirical Discourse
Stephen’s research can be summarized as an interdisciplinary investigation of creativity. Stephen draws from theory and methods in psycholinguistics, corpus linguistics, discourse analysis, and computational linguistics/natural language processing to investigate how creativity, language, and cognition influence and interact with one another during language use as well as language learning. Accordingly, Stephen takes a primarily quantitative approach to his research and is keen to continue exploring and implementing different statistical and computational methods.
More specifically, Stephen’s research typically falls into one of the following categories:
- Psycholinguistic investigations of figurative language recognition/comprehension (with a special emphasis on satirical discourse)
- Studies of figurative language and humour production in both L1 and L2 contexts
- Computational modelling of linguistic features associated with creative language/creative ability
- Psycholinguistic and corpus studies of second language lexical representation/development
- Quantitative approaches to instructed second language acquisition
Skalicky, S. (2019). An investigation of written satire comprehension using The Onion: The influence of affective perceptions and cultural background. Language and Cognition 11(3), 499-255. doi:10.1017/langcog.2019.30
Skalicky, S., & Crossley, S. A. (2019). Examining the online processing of satirical newspaper headlines. Discourse Processes, 56(1), 61–76. doi:10.1080/0163853X.2017.1368332
Crossley, S. A., & Skalicky, S. (2019). Making sense of polysemy relations in first and second language speakers of English. International Journal of Bilingualism, 23(2), 400-416. doi:10.1177/1367006917728396
Skalicky, S., Crossley, S.A., McNamara, D.S., & Muldner, K. (2019). Measuring creative ability in spoken bilingual text: The role of language proficiency and linguistic features. In Proceedings of the 41st Annual Meeting of the Cognitive Science Society (pp. 1056-1062). Montreal, QB: Cognitive Science Society.
Crossley, S. A., Skalicky, S., Kyle, K., & Montiero, K. (2019). Absolute frequency effects in second language lexical acquisition. Studies in Second Language Acquisition, 41(1), 721-744, doi:10.1017/S0272263118000268.
Crossley, S. A., & Skalicky, S. (2019). Examining lexical development in second language learners: An approximate replication of Salsbury, Crossley, and McNamara (2011). Language Teaching, 52(3), 385-405. doi:10.1017/S0261444817000362
Crossley, S.A., Skalicky, S., Berger, C.M., & Dascalu, M. (2019). Moving beyond classic readability formulas: New methods and new models. Journal of Research in Reading, 42(3-4), 541-561.
Berger, C. M., Crossley, S., & Skalicky, S. (2019). Using lexical features to investigate second language lexical decision performance. Studies in Second Language Acquisition, 41(5), 911-935. doi:10.1017/S0272263119000019
Kim, Y., Jung, Y., & Skalicky, S. (2019). Linguistic alignment, individual differences, and the production of stranded prepositions in relative clauses: Comparing FTF and SCMC contexts. Studies in Second Language Acquisition, 41(5), 937-969. doi:10.1017/S0272263119000093
Jung, Y., Kim, Y., Lee, H., Cathey, R., Carver, J., & Skalicky, S. (2019). Learners’ perception of multimodal synchronous computer-mediated communication in foreign language classrooms. Language Teaching Research, 23(3), 287-309. doi.org/10.1177/1362168817731910
Skalicky, S. (2018). Lexical priming in humorous satirical newspaper headlines. HUMOR – The International Journal of Humor Studies, 31(4), 583–602.
Römer, U., Skalicky, S., & Ellis, N. (2018). Verb-argument constructions in L2 English learner production: Insights from corpora and psycholinguistic experiments. Corpus Linguistics and Linguistic Theory. Advance online publication. doi:10.1515/cllt-2016-0055
Skalicky, S. & Crossley, S.A. (2018). Linguistic features of sarcasm and metaphor production quality. In Proceedings of the Workshop on Figurative Language Processing at the 16th Annual Conference of the North American Chapter of the Association for Computational Linguistics: Human Language Technologies (NAACL HLT), 7-16.
Bell, N. D. & Skalicky, S. (2018). Humor and multi-word expressions in second language learning. In A. Siyanova-Chanturia & A. Pellicer-Sanchez (eds.), Multi-word Expressions: Acquisition, Processing, and Use. New York, NY: Routledge.
Kim, M., Crossley, S.A., & Skalicky, S. (2018). Effects of lexical features, textual properties, and individual differences on word processing times during second language reading comprehension. Reading and Writing, 31(5), 1155–1180.
Skalicky, S., Crossley, S.A., McNamara, D.S., & Muldner, K. (2017). Identifying creativity during problem solving using linguistic features. Creativity Research Journal, 29(4), 343-353.
Skalicky, S., Crossley, S.A., McNamara, D.S., & Muldner, K. (2017). Automatically identifying humorous and persuasive language produced during a creative problem-solving task. In Proceedings of the Thirtieth International Florida Artificial Intelligence Research Society Conference, 282-287.
Crossley, S. A., Skalicky, S., Dascalu, M., McNamara, D., & Kyle, K. (2017). Predicting text comprehension, processing, and familiarity in adult readers: New approaches to readability formulas. Discourse Processes, 54(5-6), 340-359.
Skalicky, S., Berger, C. M., Crossley, S. A., & McNamara, D. S. (2016). Linguistic features of humor in academic writing. Advances in Language and Literary Studies, 7(3), 248-259.
Skalicky, S., Berger, C., & Bell, N. D. (2015). The functions of “just kidding” in American English. Journal of Pragmatics 85, 18-31.
Skalicky, S, & Crossley, S. (2015). A statistical analysis of satirical Amazon.com product reviews. The European Journal of Humour Research, 2(3), 66-85.
Bell, N. D., Skalicky, S., & Salsbury, T. (2014). Multicompetence in L2 language play: A longitudinal case study. Language Learning, 64(1), 72-102.
Skalicky, S. (2013). Was this analysis helpful? A genre analysis of the Amazon.com discourse community and its “most helpful” product reviews. Discourse, Context & Media, 2(2), 84-93.