Steven J. Ross

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Selected Publications

Books

Ross, S. J. (2017) Interviewing for Language Proficiency: Interaction and Interpretation. Basingstoke: Palgrave MacMillan

Richards, K. , Ross, S. J. , and Seedhouse, P. (2011)  Research Methods for Applied Language Studies.  London: Routledge.

Edited Books

Norris, J., Ross, S.J., and Schoonen, R., Eds. (2015) Currents in Language Learning Vol. 2: Quantitative Methods in Applied Linguistics.  Wiley-Blackwell.

Ross, S. J. and Kasper, G. (2013) Assessing Second Language Pragmatics. Basingstoke: Palgrave MacMillan.

Kasper, G., House, J. and Ross, S. J. Eds. (2003) Misunderstanding in Social Life: Discourse Approaches to Problematic Talk. London, Longman.

Articles and Chapters

Sasaki, M., Kozaki, Y. and Ross, S. J. (2017)  The impact of normative environments on learner motivation and L2 reading ability growth.  Modern Language Journal 101/1 pp 163-178.

Hillman-Kobayashi, K., Ross, S.J., & Kasper, G. (2017). Achieving Epistemic Alignment in a Psycholinguistic Experiment. Review of Applied Linguistics 8 (4).

Mackey, B. & Ross, S. J. (2015) ‘An Informative Hypothesis Testing Approach to Language Assessment Validation. In L. Plonsky (Ed.), Advancing quantitative methods in second language research. New York: Routledge.

Ross, S.J. & Mackey, B. (2015) ‘Bayesian Approaches to Imputation, Hypothesis Testing, and Parameter Estimation’. In  J. Norris, S. J. Ross, & R. Schoonen, (Eds.) Currents in Language Learning Vol. 2.  Michigan/Wiley-Blackwell.

Ellis, D. P. and Ross, S. J. (2013) ‘Item response theory: Applications and alternatives’. In A. Kunnan (Ed.) The Companion to Language Assessment. New York: Wiley-Blackwell.

Ross. S. J. and O’Connell, S. (2013) ‘The situation with complication as a site for strategic competence’.  In Ross and Kasper (Eds.) Assessing Second Language Pragmatics. Basingstoke: Palgrave MacMillan.

Ross, S. J. (2013) Subjectivity and efficiency in language assessment. In J. Connor-Linton and L. Amoroso,(eds.) ,Georgetown University Roundtable on Languages and Linguistics paper proceedings: Washington DC: Georgetown University Press.

Kozaki, Y. & Ross, S. J. (2011) ‘Contextual Dynamics in Foreign Language Learning Motivation’ Language Learning 2011.

Ross, S. J. (2011) ‘Claims, Evidence, and Inference in Performance Assessment’. In G. Fulcher and F. Davidson (Eds.) Handbook of Language Testing. London: Routledge.

Ross, S. J. (2011) ‘Probability and hypothesis testing’. In C. Chapelle (Ed.). Encyclopedia of Language Testing. London: Routledge.

Ross, S. J. (2011) ‘Social and political tensions in language assessment’. in E. Hinkle (Ed.) Handbook of Research in Second Language Teaching and Learning 2nd Edition. New York: Cambridge University Press.

Ross, S. J. (2009) ‘Language Program Evaluation’ in M. Long and C. Doughty. Handbook of Second and Foreign Language Teaching. Blackwell, UK. Pp 756-778.

Ross, S. J. (2008). ‘Language Testing in Asia: Evolution, Adaptation, and Policy Challenges.’ Language Testing 28/1 pp 5-13.

Kasper, G. and Ross, S. J. (2007) ‘Multiple-questions in the oral proficiency interview’. Journal of Pragmatics. 39/11 pp 2045-2070.
 
Ross, S. J. (2007) A comparative task-in-interaction analysis of OPI backsliding. Journal of Pragmatics 39/11 pp 2017-2044.
 

Ross. S. J. and Okabe, J. (2006) The subjective and objective interface of bias detection on language tests. International Journal of Testing 6/3. pp 229-253.

Ross, S. J. (2005) The impact of assessment method on foreign language proficiency growth. Applied Linguistics 26/3. 317-342.

Ross, S. J., Yoshinaga, N., and Sasaki, M. (2002) Aptitude-experience interactions in Wh-movement violation detection by Japanese bilinguals. In P. Robinson (Ed.) Individual differences in instructed second language acquisition. pp 267-299. Amsterdam: John Benjamins.

Ross, S. J. (2003) A diachronic coherence approach to language program evaluation. Language Learning 53/1 pp 1-33.
 
Brindley, G. and & Ross, S. J. (2001) EAP assessment: issues, models, and outcomes. In M. Peacock and J. Flowerdew (Eds.) English for academic purposes: theory and practice. pp. 148-166.Cambridge: Cambridge University Press.
 
Kasper, G., Johnston, B. and Ross, S. J. (1998) Rejoinders in assessments of second language pragmatics. Applied Linguistics 19/2 pp 157-182.
 
Ross, S. J. (1998) Self-Assessment in Second Language Testing: A Meta-Analysis and Experiment with Experiential Factors. Language Testing 15/1 pp 1-20.
 
Ross, S. J. (1998) Divergent Frame Orientations in Oral Proficiency Interview Discourse. In R. Young and A. He, (Eds.) Talking and Testing: Discourse Approaches to the Assessment of Oral proficiency. pp. 333-353 Amsterdam: John Benjamin Press.
 
Ross, S. J. (1997) An Introspective Approach to Understanding Inference in a Second Language Listening Test. In G. Kasper and E. Kellerman, (Eds.) Advances in Communication Strategies Research. pp. 216-237. London: Longman.
 
Robinson, P. and Ross, S. J. (1996) The Development of Task-Based Assessment in English for Academic Purposes Programs. Applied Linguistics 17/4. pp 456-476.
 

Yano, Y., Long, M. H., and Ross, S. J. (1994) The effects of simplified and elaborated texts on foreign language reading comprehension. Language Learning 44/2. pp 189-219.

Ross, S. J. (1994) The ins and outs of paragoge and apocope in Japanese-English interphonology. Second Language Research 10/1. pp 1-24.

Ross, S. J. (1992) Accommodative Questions in Oral Proficiency Interviews. Language Testing 9/2. pp 173-186.

Ross, S. J. and Berwick, R. (1992) The Discourse of Accommodation in Oral Proficiency Interviews. Studies in Second Language Acquisition 14. pp 159-176.

Ross, S. J. (1992) Program-Defining Evaluation in a Decade of Eclecticism. In C. Alderson and A. Beretta (eds.) Second Language Program Evaluation. pp 167-194. Cambridge University Press.

Rost, M. and Ross, S. J. (1991) Learner use of strategies in interaction: typology and teachability. Language Learning 42/2. pp. 235-273.

Robb, T., Ross, S. J., and Shortreed, I. (1986) The salience of feedback on error and its effects on EFL writing quality. TESOL Quarterly 20. pp. 83-95