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CV

Alan M. Taylor

 

                                                                                   

  

EDUCATION

 

                        Ph.D. Purdue University                (French Linguistics-SLA)   2002

                        M.A.    Purdue University                (French Linguistics-SLA)   1999

B.A.    Brigham Young University (French)                                1996

A.A.   Ricks College                         (Arts and Sciences)             1994

  

         Dissertation        Title: A Meta-Analysis on the Effects of L1 Glosses on L2 Reading Comprehension. Dr. Caroline Grace, Director.

         Languages         French (advanced), German (intermediate), Spanish (intermediate), Italian & Japanese (beginning) Arabic (beginning).

  

PROFESSIONAL EMPLOYMENT

 

French Section Chair, FL Department College of Languages and Literatures, Brigham Young University-Idaho. January 2009-present.

Professor of French and Middle Eastern Studies (tenured) College of Languages and Literatures. Brigham Young University-Idaho. September 2007- present.

Professor of French (non tenured). College of Languages and Literatures. Brigham Young University-Idaho. September 2003 - 2007.

Lecturer, FrenchCollege of Liberal Arts. Rochester Institute of Technology. September 2002- May 2003.

                        Assistant to Director of Language Program, French.  Department of Foreign Languages and Literatures.  Purdue University. French 101-202: Wrote tests and quizzes, provided computer support for WEBCT (online course supplements), and held bi-monthly meetings (with TAs of French 101, 102, and 103 classes). August 2000-December 2000.

                        Research Assistant. Funded by Purdue Research Foundation. Department of Educational Studies, Purdue University, January 2000-November 2000.

                        French Teaching Assistant. (101, 102, 103, 201, 601, 605). Department of Foreign Languages and Literatures. Purdue University. 1997-2002.

                        EFL Conversation Instructor. Westgate Corporation. Toyoo Gakuen University, Japan. April 1997-July 1997.

French Instructor. Missionary Training Center. Provo, Utah. April 1995- November 1995.

 


  

PUBLICATIONS

 

 

·         Taylor, A.M. (2013). CALL versus paper: In which context and L1 glosses more effective? CALICO Journal, 30, 63-81.

·         Edwards, Carole M. & Taylor, A. M. (2012). L2 reading research and pedagogical considerations in the teaching of French and Francophone Theater. Applied Language Learning, 22, 69-80.

·         Taylor, A. M. (2010). Glossing is sometimes a distraction: Comments on Cheng and Good (2009). Reading in a Foreign Language, 22, 353-354. http://nflrc.hawaii.edu/rfl/October2010/discussion/taylor.pdf

·         Taylor, A. M. (2009). CALL-based versus Paper-based Glosses: Is there a difference in reading comprehension? CALICO Journal, 27, 147-160.

·         Stevens, J.R., & Taylor, A. M. (2009). Hierarchical Dependence in Meta-Analysis.  Journal of Educational and Behavioral Statistics, 34, 46-73.

·         Taylor, A. M. (2006). Text selection and frequency: Comments on Pigada and Schmitt (2006). Reading in a Foreign Language, 18(2). http://nflrc.hawaii.edu/rfl/October2006/discussion/taylor.html.

·         Taylor, A. M., Stevens, J., &  Asher, J. W. (2006). The effects of Explicit Reading Strategy Training on L2 reading comprehension: A meta-analysis. In J. Norris, & L. Ortega, (Eds.), Synthesizing research on language learning and teaching (pp 231-344). Philadelphia, PA: John Benjamins.

·         Taylor, A. M. (2006). Factors associated with glossing: Comments on Ko (2005). Reading in a Foreign Language, 18(1). http://nflrc.hawaii.edu/rfl/April2006/discussion/taylor.html.

·         Taylor, A. M. (2006). The effects of CALL versus traditional L1 glosses on L2 reading comprehension. CALICO Journal, 23, 309-318.

·         Taylor, A. M. (2002). L'alternance de codes chez deux enseignants de français langue seconde, niveau débutant, dans l'enseignement assisté par ordinateur. The Canadian Modern Language Review, 54, 623-652.

·         Taylor, A. M. (2001). L1 Glossing and second language reading comprehension: Conflicting findings. In S. Francis & M. Chan-Tsin (Eds.), A mindful maze: Working papers from the third annual graduate student symposium (pp. 13-19). West Lafayette: Purdue University.

·         Taylor, A. M. (2000).  A study on reading aloud and vocabulary acquisition.  In M. Coburn, N.  Kunakemakorn, & A. Violin (Eds.), Multiplicities: Mediating cultural productions (pp. 19-25). West Lafayette: Purdue University.

 

SCHOLARLY PRESENTATIONS

 

·          "The effects of explicit reading strategy training: A meta-analysis" at The American Association of Applied Linguistics Conference. Montreal, Canada. June 17-20, 2006.

·          "Meta-analysis and L2 reading comprehension" at The 2nd International Online Conference on Second and Foreign Language Teaching and Research "(www.readingmatrix.com). September 16-18, 2005.

·          "L2 reading comprehension, L1 glosses and the language learning direction: How do they relate?" at The Kentucky Foreign Language Conference. Lexington, Kentucky. April 21-23, 2005.

·         "Facilitating Second Language Reading Comprehension: The Use of Glosses and Strategies" at The Idaho Association of Teacher of Language and Culture. Idaho Falls, Idaho. October 9, 2004.

·          "The effects of CALL versus traditional L1 glosses on L2 reading comprehension" at The American Association of Applied Linguistics Conference. Portland, Oregon. May 1-4, 2004.

·         "The effects of L1 glosses on L2 reading comprehension" at SLRF 2002: interfaces in second language acquisition. Toronto, Canada. October 3-6, 2002.

·         "Measuring reading comprehension: Results from a recent meta-analysis on the effects of L1 glosses on L2 reading comprehension" at Purdue University Department of Foreign Languages and Literatures Fourth Annual Graduate Student Symposium. West Lafayette, Indiana. March 1-2, 2002.

·         "Second language reading comprehension: Glossing and Meta-analysis" at Purdue University Department of Foreign Languages and Literatures Third Annual Graduate Student Symposium. West Lafayette, Indiana. March 2-3, 2001.

·         "Reading aloud and vocabulary acquisition" at Purdue University Department of Foreign Languages and Literatures Second Annual Graduate Student Symposium. West Lafayette, Indiana. February 11-12, 2000.

·         "Formulaic speech in the L2 classroom" at Purdue University FLL Graduate Student Forum. West Lafayette, Indiana. October, 1998.

  

REVIEWER FOR MAJOR JOURNALS

  

·         Reviewer for the Journal Reading in a Foreign Language, 2007

·         Reviewer for the Journal Reading in a Foreign Language, 2009

·         Reviewer for the Journal Language Learning, 2009

·         Reviewer for the Cambridge University Press Journal, 2010

·         Reviewer for the Journal Reading in a Foreign Language, 2011

 

AWARDS AND HONORS

  

Study Abroad, Middle East, BYU-Idaho. December 2010. 2500$

Thomas E. Ricks Grant. BYU-Idaho. March 2009. 1000$

Thomas E. Ricks Grant. BYU-Idaho. June 2004. 100$

Purdue Research Foundation Summer Research Grant.  Purdue University. May 2001-August 2001.  2000$

Purdue Research Foundation Research Grant.  Purdue University. January 2000-November 2000.  8000$

Study Abroad Grant. Department of Foreign Languages and Literatures, Purdue University. (Canada, Quebec City, Laval U). January 1999-May, 2000.  5000$

 

SECOND LANGUAGE ACQUISITION-RELATED COURSES TAKEN

 

Theory (English as a Second Language: Fundamental Theories, Principles and Practice of English as a Second Language, Seminar in Classroom Second Language Acquisition, Seminar in Second Language Reading Research, Socio-cultural Cognition and L2 Acquisition); Pedagogy (Teaching College French); Linguistics (Structure of French I & II, La Sociolinguistique, Psycholinguistics); CALL (Computer in the Foreign Language Classroom, Computer-Assisted Language Learning);

Testing and Research (Language Testing, Seminar in Second Language Assessment, Ethnographic Research, Experimental Statistics, Meta-Analysis)

 

COURSES TAUGHT

 

French 101, 102, 103, 201, 202 (Introduction to French Literature) 321 (advanced grammar), 400 (French culture and civilization), 410 (Masterpieces of French literature), 601 (French translation for graduate students, first semester), 605 (French translation, second semester). International Foundations 203: Middle East: The Roots of Conflict

  

COURSES DEVELOPED

  

-FL 298: French course for internships in Belgium 2005-2006

-Foundations 203: Committee Chair developing a Foundations (for General Education) Middle East the Roots of Conflict course from 2007-2011

 

VOLUNTEER ACTIVITIES

  

Volunteer at Indiana Veteran's Home, 1999-2002

Volunteer representative for The Church of Jesus Christ of Latter-Day Saints in Montreal, Quebec. 1991-1993

Boy Scout Leader, 2002-2003

Boy Scout Varsity Scout Leader, 2003-2005

Sunday School Teacher, 2002-2005

Executive Secretary for Salem 1st Ward, 2005-2009

Varsity Scout Leader, 2009-2011

Ward Missionary, 2011-2012

Elders' Quorum President 2012-present

 

HOBBIES

 

Working in my orchard, I love plants and occasionally become obsessed with them, especially fruiting bushes and trees.

Playing the flute: I studied the flute fairly seriously for about 5 years and, at one point in time could play most of the masterpieces in the classical flute repertoire.

Reading inspirational literature: I love credible books on Near Death Experiences such as Return from Tomorrow, Glimpses of Eternity, etc. 

Old films: I love old movies such High Noon, Stagecoach, The Tin Man series, You Can't Take it with You along with actors such as Buster Keaton, Cary Grant, Gary Cooper and James Stewart. 

Fishing:  New found love, my sons like it so I'm getting into it.

Language learning:  If I could just be a student all my life and learn languages that would be my dream.

Speaking French with my children: I have few really practical skills except teaching and French so I teach French to my kids by speaking French to them everyday.  Two of my kids have great listening comprehension of fluent French (about 90-95% comprehension) and the oral proficiency of my oldest is probably intermediate-low.