Dr Christo Moskovsky

Senior Lecturer

School of Humanities and Social Science (Linguistics)

Email:christo.moskovsky@newcastle.edu.au
Phone:(02) 4921 5163

Speaking the same language

At the heart of a cross-faculty research project under way at Newcastle is the view to improving the quality of life of newcomers to Australia.

Christo Moskovsky

Team leader of the Language and Inclusion Research Network Dr Christo Moskovsky says understanding the importance of language competence in relation to social integration is the essence of the project.

Christo makes the point that while language is traditionally described as a communication system, there is a lot more to it than that. We do use language to interact socially, but also to express emotion, to acquire and convey complex knowledge and ideas, to perform a wide range of job-related operations, and the list can go on. Language is irrevocably linked to everything we do.

"Language is undeniably the most powerful and comprehensive cognitive tool that humans have at their disposal," Christo says. "Formal education would be completely unthinkable outside of language. There is absolutely no doubt that language is indispensable to practically all aspects of normal daily functioning."

Christo says that it is somewhat surprising, then, that "most people tend to take language for granted and generally fail to appreciate the immensely important roles that it plays in our lives".

"This is probably to a large extent due to the fact that language knowledge and use are typically unconscious and effortless. The critical importance of language becomes much clearer in situations in which a person is deprived, to one degree or another, of language ability.

"We find this situation in cases of language impairment such as aphasia. Those unfortunate enough to have suffered a language impairment, for example as a result of a stroke, know that very few experiences are as excruciating as being in possession of rich conceptual meaning, but lacking the lexical and/or grammatical structures necessary to encode this meaning into a linguistic message."

Christo says low-level second language competence is strikingly akin to a language impairment, imposing very similar disadvantages on less proficient second language speakers.

"In light of this, let's think of what happens when someone ends up living in a community with a different language. It stands to reason that unless such a person possesses, or manages to attain, a very high level of competence in the host community's language, their capacity for normal functioning would be severely compromised.

"In view of the fact that the vast majority of immigrants to this country come from non-English speaking backgrounds, this is a very important question."

And it is the reason behind the research.

"Our project is designed to consider the role that competence in English plays in relation to immigrants' capacity for social, cultural and professional integration into the Australian community.

"We intend to conduct a large-scale longitudinal study, and hope our research will add to the volume of knowledge in this field," Christo says.

The research team is made up of Christo, Dr Jean Harkins, Dr Alan Libert and Dr Silvia Ratcheva from Linguistics, Dr S. A. Hamed Hosseini from Social Science, and Dr Stefania Paolini and Dr Mark Rubin from Psychology.

Christo – who came to Newcastle as a PhD student in linguistics from Bulgaria 20 years ago - has notable credentials in investigating the cognitive and psychological aspects of learning second languages.

Hamed has been researching the sociology of ethnic relations, addressing intercultural integration and socioeconomic inclusion of marginalised ethnic minorities.

Linguistic minorities have formed a large part of Alan's research, and Stefania's work concerns the psychology of social exclusion.

Silvia, who knew Christo when they were both students at Sofia University, specialises in the issues surrounding second language acquisition, and Mark has in recent times published work exploring the social integration of Australian immigrants.Jean teaches and publishes in intercultural communication.

Speaking the same language

At the heart of a cross-faculty research project under way at Newcastle is the view to improving the quality of life of newcomers to Australia.

Biography

I completed a 5-year undergraduate degree in English Philology at Sofia University in 1985. The program covered a wide range of studies, such as English and American Literature, Linguistics (incl. general theory of language, as well as phonology, morphology, syntax, and semantics), translation and interpreting, language teaching methodology, ESL/EFL teacher training, etc. In my final semester of study I completed a research thesis, which was a comparative study of reflexives in English and Bulgarian. I did a research Masters in linguistics at Sofia University in 1988/89. My MA thesis dealt with issues of valency theory. In 1992 I came to Newcastle as a full scholarship student to do a PhD in linguistics. My research concerned the distribution and interpretation of referentially dependent elements in Bulgarian (such as reflexive and non-reflexive pronouns): it was based on the then very influential Government/Binding theory. In 1997 my dissertation on Binding in Bulgarian was accepted for the degree without any modifications. Following my graduation I worked for a couple of years as an Academic Skills lecturer at Newcastle University’s Learning & Development Program. I was offered a lectureship in linguistics at Newcastle in late 1998. Since then I have mostly been involved in the coordination and delivery of the postgraduate coursework programs in Applied Linguistics at Newcastle. In early 2011 I was appointed as the Faculty’s Assistant Dean International. I served in this role until the end of 2013.

Research Expertise
I have been involved in two complementary lines of research: 1) theoretical syntax 2) bilingualism, second language acquisition and second language development. Within theoretical syntax, I have been involved in the investigation of the distribution and interpretation of referentially dependent elements (such as pronouns) in Bulgarian. Some of my key publications are in this area, incl. my book published in 2002 by the European publisher Peter Lang (reviewed favourably in the Australian Journal of Linguistics in 2004), and my paper in the European based peer-reviewed journal Linguistics. The book constitutes a pioneering study of reflexive and pronominal binding in Bulgarian, with clear contributions for linguistic theory more generally. In the area of second language acquisition, I have been involved in several research projects investigating an array of highly significant issues, such as aspects of the language development of bilingual children, the interrelationship between bilingualism and cognitive ability, and the critical period for (second) language acquisition (with a focus on its implications for second language learning/teaching). More recently, I have undertaken a research project investigating second language FOSSILIZATION: an aspect of adult second language acquisition whose theoretical and practical importance is widely recognised in the literature. Over the past few years I have also been involved in collaborative research with my colleague Dr Alan Libert in the area of artificial languages. We already have a number of joint publications, incl. two monographs with Peter Lang.

Teaching Expertise
At the undergraduate level, I have been involved in teaching LING3110 Language & Mind and LING3120 Second Language Acquisition. Contemporary Second Language Acquisition deals with theoretical perspectives on the linguistic, psychological, and social factors which shape the process of learning a non-native language. LING3110 Language & Mind is also a highly theoretical course with a distinct multidisciplinary character: its main focus is on the relationship between language and thought, and its subject matter can be seen as a cross-section of linguistics, psycholinguistics and neurolinguistics. In 2009 I constructed and delivered for the first time a completely new course: LING3400 Issues of Bilingualism and Bilingual Education. I have also been involved in the delivery of courses in the Master of Applied Linguistics (MAL) Program. One of them is LING6030 Second Language Acquisition which involves a joint lecture together with the corresponding undergraduate LING3120, and an additional one hour per week discussion seminar. This course is a core requirement for the popular TESL/TEFL strand Master of Applied Linguistics. Within the MAL I also teach a 6000-level version of my Bilingualism course. I coordinate the two MAL research courses: LING6950 Research Preparation and LING6950 Research Project. Previously I have been involved in teaching of LING6040 Language Testing & Evaluation, LING6020 Structure of English, and LING6910 Foundations of Linguistics. All of the courses I teach are also provided online, via Blackboard.

Administrative Expertise
Until the end of 2010 my chief admin responsibility was my convenorship of the postgraduate coursework programs in Applied Linguistics at our University: the Graduate Certificate in Applied Linguistics and the Master of Applied Linguistics. My responsibilities as Convenor for Master of Applied Linguistics fell into four categories: (i) Coordination of staff and courses being offered within the Program. (ii) Dealing with all inquiries by current and prospective students about academic aspects of the Program; providing students with advice in relation to specific issues, such as course selection and course sequencing; processing applications for advanced credit, etc. (iii) Ongoing course and program development as well as ongoing development of teaching/learning resources for the Program. (iv) Ongoing updating of existing information and promotional materials for Master of Applied Linguistics, as well as development of new ones. Since the start of 2011, I have taken on the role of the Faculty’s Assistant Dean International.

Qualifications

PhD, University of Newcastle
Bachelor of Arts, University of Sofia - Bulgaria
Master of Arts, University of Sofia - Bulgaria

Keywords

applied linguistics
bilingualism
linguistics
second language acquisition
syntax

Languages

German (Fluent)
Russian (Fluent)
Bulgarian (Fluent)

Fields of Research

Code	Description	Percentage
520499	Cognitive and computational psychology not elsewhere classified	20
390108	LOTE, ESL and TESOL curriculum and pedagogy	20
470401	Applied linguistics and educational linguistics	60

Professional Experience

UON Appointment

Title	Organisation / Department
Senior Lecturer	University of Newcastle School of Humanities and Social Science Australia

Academic appointment

Dates	Title	Organisation / Department
1/1/1999 - 1/12/2007	Lecturer Defunct - School of Humanities and Social Science (formerly Language and Media)	University of Newcastle School of Humanities and Social Science Australia
1/3/1996 - 1/12/1998	Learning Skills Support	University of Newcastle Learning and Development Program Australia
1/1/1986 - 1/2/1993	English Instructor	Technical University, Sofia The Foreign Languages Institute Bulgaria

Awards

Recognition

Year	Award
2007	Vice-Chancellor's Citation for Outstanding Contribution to Student Learning University of Newcastle

Invitations

Participant

Year	Title / Rationale
2010	Do motivational strategies work? Organisation: 35th Annual Congress of the Applied Linguistics Association of Australia Description: 35th Annual Congress of the Applied Linguistics Association of Australia, 4-7 July, University of Queensland. (with F. Alrabai, S. Paolini and S. Ratcheva)
2006	Second Language fossilization in adult migrants in Australia Organisation: Pacific Second Language Research Forum, University of Queensland Description: (2006) Second Language fossilization in adult migrants in Australia. Pacific Second Language Research Forum, 4-6 July, University of Queensland.
2003	Bilingual knowledge and cognitive ability. Organisation: International Conference on New Directions in the Humanities, University of the Aegean Description: (2003) Bilingual knowledge and cognitive ability. International Conference on New Directions in the Humanities, 2-5 July 2003, University of the Aegean, Island of Rhodes, Greece.
2001	Bilingual code-switching: Some data from young Bulgarian-English bilinguals Organisation: Annual Conference of the Applied Linguistics Association of Australia Description: (2001) Bilingual code-switching: Some data from young Bulgarian-English bilinguals. Annual Conference of the Applied Linguistics Association of Australia, 6-8 July, Canberra.
2001	Is intrasentential code-switching rule-governed? Organisation: Annual Conference of the Australian Linguistics Society Description: (2001) Is intrasentential code-switching rule-governed? Annual Conference of the Australian Linguistics Society, 27-30 Sept., Canberra. (Joint author with Alan Libert)
2001	Current linguistic and cognitive psychology perspectives on Universal Grammar, second language learning processes, and the implications for the classroom Organisation: Annual Conference of the Applied Linguistics Association of Australia Description: (2001) Second language acquisition, the learner, and the teacher: Current linguistic and cognitive psychology perspectives on Universal Grammar, second language learning processes, and the implications for the classroom. Annual Conference of the Applied Linguistics Association of Australia, 6-8 July, Canberra. (Joint author with Anita van der Wal)

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Publications

For publications that are currently unpublished or in-press, details are shown in italics.

Book (6 outputs)

Year

Citation

Altmetrics

Link

2018

Moskovsky C, Picard M, Introduction (2018)

This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book starts with a comprehensive review of Saudi-authored and co-... [more]

This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book starts with a comprehensive review of Saudi-authored and co-authored English as a second/foreign language (EFL)-related literature covering around 25 years of academic research on issues of EFL teaching and learning in this country. It provides a historic overview of English and English teaching in Saudi Arabia including its early ¿Golden Age¿, its virtual disappearance during the ¿Wahhabi Period¿, and its reintroduction and expansion from the ¿Unification¿ period to the present. The book is concerned with attitudes to English teaching and learning in Saudi Arabia. It considers issues relating to in-country EFL learning/learners in Saudi Arabia. The book further reviews common characteristics of the EFL learning environment, such as culture, religion, learning facilities and resources, learning conditions, and more generally aspects of the Saudi EFL educational system and the role these play in relation to EFL learning in the country.

DOI	10.4324/9781315688466-1
Citations	Scopus - 1
Co-authors	Michelle Picard

2018

Moskovsky C, Picard M, English as a foreign language in Saudi Arabia: New insights into teaching and learning english (2018)

English as a Foreign Language in Saudi Arabia: New Insights into Teaching and Learning English offers a detailed discussion of key aspects of teaching and learning English in the ... [more]

English as a Foreign Language in Saudi Arabia: New Insights into Teaching and Learning English offers a detailed discussion of key aspects of teaching and learning English in the Saudi context and offers a comprehensive overview of related research authored or co-authored by Saudi researchers. It provides readers with an understanding of the unique cultural, linguistic, and historical context of English in Saudi Arabia-with a focus on the principal factors that may influence successful teaching and learning of English in this country. Uniquely, the book looks separately at issues pertaining to in-country English learning and learners, and those pertaining to in-country English teaching and teachers. The volume also explores issues concerning Saudi learners and teachers in overseas contexts. Lastly, the book touches on the future of English as a Foreign Language and TESOL in Saudi Arabia and its implications for the field.

DOI	10.4324/9781315688466
Citations	Scopus - 3
Co-authors	Michelle Picard

2018

Moskovsky C, English As a Foreign Language in Saudi Arabia New Insights Into Teaching and Learning English, Routledge, London & New York, 208 (2018)

2011

Libert AR, Moskovsky CG, Aspects of the Grammar and Lexica of Artificial Languages, Peter Lang, Frankfurt am Main, 180 (2011) [A1]

Co-authors	Alan Libert

2009

Moskovsky CG, Libert AR, Essays on Natural and Artificial Languages, Peter Lang, Frankfurt am Main, 188 (2009) [A1]

Co-authors	Alan Libert

2002

Moskovsky CG, Aspects of Binding in Bulgarian, Peter Lang, Frankfurt am Main, 201 (2002) [A1]

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Chapter (5 outputs)

Year

Citation

Altmetrics

Link

2019

Moskovsky CG, 'EFL teaching and learning in Saudi Arabia: 25 years of research', English As a Foreign Language in Saudi Arabia: New Insights Into Teaching and Learning English, Routledge, London & New York 4-69 (2019) [B1]

Citations	Scopus - 1

2019

Moskovsky CG, Picard M, 'Introduction', English as a Foreign Language in Saudi Arabia: New Insights into Teaching and Learning English, Routledge, Abington, UK 1-4 (2019) [B1]

Co-authors	Michelle Picard

2019

Moskovsky CG, 'Conclusion', English as a Foreign Language in Saudi Arabia: New Insights into Teaching and Learning English, Routledge, Abington, UK 178-184 (2019) [B1]

2018

Moskovsky CG, 'Age and second language acquisition: Is there a critical period?', Language Up Close, Papers in honour of Associate Professor Christo Stamenov, Sofia University Press, Sofia, BULGARIA 225-239 (2018) [B1]

2004

Moskovsky CG, 'Optional movement of Bulgarian possessive clitics to I', Balkan Syntax and Semantics, John Benjamins, Amsterdam 221-233 (2004) [B1]

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Journal article (31 outputs)

Year

Citation

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Link

2021

Tri D, Moskovsky C, 'Language use in English-medium instruction programs in Vietnamese higher education: From policy to practice', Asian Englishes, (2021)

Premised on the theoretical approaches of language planning and policy (Spolsky, 2004, 2009; Ricento & Hornberger, 1996), this study provides a holistic examination of languag... [more]

Premised on the theoretical approaches of language planning and policy (Spolsky, 2004, 2009; Ricento & Hornberger, 1996), this study provides a holistic examination of language use from policy to practice in Vietnamese higher education English-medium instruction (EMI) programs from multiple stakeholders¿ perspectives. Specifically, this study examines how the use of languages is enacted (language management), perceived (language beliefs), and implemented (language practices) at three layers/levels involving 30 university administrators, 96 content lecturers, and 286 students (N=412). Research data were drawn from multiple sources, including policy documents, questionnaires, interviews, and classroom observations. An overarching ideology of English only as the medium of instruction was manifest in the data at all levels. However, the findings revealed a stark misalignment between the language management policies explicitly articulated at the national and institutional levels and actual language practices taking place at the interpersonal/classroom level. These findings suggest that ideology/beliefs are not the sole determinant of language practices and that the latter can sometimes be driven by contextual factors. The paper discusses the findings¿ implications for EMI policies and practices and offers suggestions for future EMI-related research.

DOI	10.1080/13488678.2021.1891513

2020

Khodos I, Moskovsky C, Paolini S, 'Bilinguals' and monolinguals' performance on a non-verbal cognitive control task: How bilingual language experience contributes to cognitive performance by reducing mixing and switching costs', INTERNATIONAL JOURNAL OF BILINGUALISM, 25 189-204 (2020) [C1]

DOI	10.1177/1367006920946401
Co-authors	Stefania Paolini

2020

Khodos I, Moskovsky C, 'Dimensions of bilingualism promoting cognitive control: Impacts of language context and onset age of active bilingualism on mixing and switching costs', Linguistic Approaches to Bilingualism, 1-14 (2020)

DOI	10.1075/lab.19064.kho

2019

Moskovsky C, 'Bulgarian Grammar', AUSTRALIAN JOURNAL OF LINGUISTICS, 39 389-392 (2019)

DOI	10.1080/07268602.2018.1448206

2019

Tri HD, Moskovsky C, 'English-medium instruction in Vietnamese higher education: A ROAD-MAPPING perspective', Issues in Educational Research, Vol 29 1319-1336 (2019) [C1]

Citations	Scopus - 3Web of Science - 2

2017

Libert AR, Moskovsky C, 'Terms for Bodies of Water in A Posteriori and Mixed Artificial Languages', Journal of Universal Language, 16 27-62 (2017) [C1]

DOI	10.22425/jul.2015.16.2.27
Co-authors	Alan Libert

2016

Alrabai F, Moskovsky C, 'The Relationship between Learners' Affective Variables and Second Language Achievement', ARAB WORLD ENGLISH JOURNAL, 7 77-103 (2016) [C1]

DOI	10.24093/awej/vol7no2.6
Citations	Web of Science - 5

2016

Moskovsky C, Assulaimani T, Racheva S, Harkins J, 'The L2 Motivational Self System and L2 Achievement: A Study of Saudi EFL Learners', Modern Language Journal, 100 641-654 (2016) [C1]

The research reported in this article explores the relationship between Dörnyei's (2005, 2009) Second Language Motivational Self System (L2MSS) and the L2 proficiency level o... [more]

The research reported in this article explores the relationship between Dörnyei's (2005, 2009) Second Language Motivational Self System (L2MSS) and the L2 proficiency level of Saudi learners of English as a foreign language (EFL). Male and female participants (N = 360) responded to a questionnaire relating to the main components of L2MSS, the ideal L2 self, the ought-to L2 self, and the L2 learning experience, as well as learners¿ intended learning efforts. The participants¿ L2 proficiency was then measured with an EFL reading and writing test. Descriptive and inferential analyses of the collected data revealed¿as expected¿that the components of the L2MSS were a good predictor of the learners¿ intended learning efforts. However, the study also established that in this learner population these components were not consistently correlated with L2 achievement. The findings can be treated as evidence that self-reported motivation does not always have behavioral consequences.

DOI	10.1111/modl.12340
Citations	Scopus - 46Web of Science - 34

2015

Moskovsky C, Jiang G, Libert A, Fagan S, 'Bottom-up or top-down: English as a foreign language vocabulary instruction for Chinese university students', TESOL Quarterly, 49 256-277 (2015) [C1]

DOI	10.1002/tesq.170
Citations	Scopus - 7Web of Science - 5
Co-authors	Seamus Fagan, Alan Libert

2015

Moskovsky CG, Alsharhani M, Ratcheva S, Paolini S, 'Aptitude as a predictor of second language achievement: An investigation in the Saudi Arabian context', Arab World English Journal, 6 3-21 (2015) [C1]

Citations	Web of Science - 3
Co-authors	Stefania Paolini

2014

Moskovsky C, Ratcheva S, 'L2 Fossilization: A Competence or a Performance Phenomenon', The Open Communication Journal, 8 9-17 (2014) [C1]

DOI	10.2174/1874916X01408010009

2013

Moskovsky C, Alrabai F, Paolini S, Ratcheva S, 'The Effects of Teachers' Motivational Strategies on Learners' Motivation: A Controlled Investigation of Second Language Acquisition', LANGUAGE LEARNING, 63 34-62 (2013) [C1]

DOI	10.1111/j.1467-9922.2012.00717.x
Citations	Scopus - 61Web of Science - 56
Co-authors	Stefania Paolini

2011

Moskovsky CG, 'Contrastive Linguistics: Annotated Bibliography 1976-2009', Australian Journal of Linguistics, 31 523-525 (2011) [C3]

2010

Moskovsky CG, 'Foundations of Bilingual Education and Bilingualism, 4th edition', Australian Journal of Linguistics, 30 371-373 (2010) [C3]

2010

Moskovsky CG, Damandan S, 'Review of Qing Ma, Second Language Vocabulary Acquisition (Linguistic Insights: Studies in Language and Communication Vol. 79) Frankfurt am Main: Peter Lang', Australian Journal of Linguistics, 30 521-536 (2010) [C3]

DOI	10.1080/07268602.2010.522973

2009

Moskovsky CG, Alrabai FAM, 'Intrinsic motivation in Saudi learners of English as a foreign language', The Open Applied Linguistics Journal, 2 1-10 (2009) [C1]

DOI	10.2174/1874913500902010001

2009

Moskovsky CG, 'Reflections on artificial languages', Sapostavitelno Ezikoznanie, 35 65-84 (2009) [C1]

2008

Moskovsky CG, 'An introduction to mind, consciousness and language', Australian Journal of Linguistics, 28 252-253 (2008) [C3]

DOI	10.1080/07268600802308790

2007

Moskovsky CG, 'Binding within nominal phrases in Bulgarian', Sapostavitelno Ezikoznanie, XXXII 25-49 (2007) [C1]

2006

Stamenov C, Moskovsky CG, 'The Oxford Handbook of Comparative Syntax', Australian Journal of Linguistics, 26 211-221 (2006) [C3]

2006

Moskovsky CG, Libert AR, 'Questions in Natural and Artificial Languages', Journal of Universal Language, 7 65-120 (2006) [C1]

Co-authors	Alan Libert

2004

Moskovsky CG, 'Third Person Effects On Binding', LINGUISTICS: an interdisciplinary journal of the language sciences, 42 1035-1048 (2004) [C1]

DOI	10.1515/ling.2004.42.6.1035
Citations	Web of Science - 1

2004

Moskovsky CG, 'Testing for language teachers', Australian Review of Applied Linguistics, 27 120-122 (2004) [C3]

2004

Moskovsky CG, 'Non-binding restrictions on co-indexing of pronouns', Sapostavitelno Ezikoznanie, 19 28-35 (2004) [C1]

2004

Moskovsky CG, 'Issues of Fossilization in Second Language Learning', Chuzhdoyezikovo Obuchenie, 19 3-13 (2004) [C1]

2004

Moskovsky CG, Libert AR, 'Possibilities for Passives in Natural and Artificial Languages', Journal of Universal Language, 5 101-149 (2004) [C1]

Co-authors	Alan Libert

2003

Libert AR, Moskovsky CG, 'A Survey of Relative Pronouns and Their Uses in Natural and Artificial Languages', Journal of Universal Language, 4 61-116 (2003) [C1]

Co-authors	Alan Libert

2003

Moskovsky CG, 'input and evidence: The raw material of second language acquisition', Australian Review of Applied Linguistics, 26 87-92 (2003) [C3]

2002

Libert AR, Moskovsky CG, 'On the Form and Function of Reflexives in Artificial Languages', Journal of Universal Language, 3 36 (2002) [C1]

Co-authors	Alan Libert

2001

Moskovsky CG, 'On reflexive and pronominal binding in Bulgarian', Contrastive Linguistics, 26 33-63 (2001) [C1]

2001

Moskovsky CG, Berghout LE, 'Access (or no access) to Universal Grammar in second language learning', Foreign Language Teaching, 3 3-18 (2001) [C1]

Show 28 more journal articles

Conference (3 outputs)

Year	Citation	Altmetrics	Link
2005	Moskovsky CG, 'Bilingual Knowledge and Cognitive Ability', International Journal of the Humanities, Island of Rhodes, Greece (2005) [E1]
2004	Moskovsky CG, 'Proceedings of the 2003 Conference of the Australian Linguistic Society', Proceedings of the 2003 Conference of the Australian Linguistic Society, The University of Newcastle (2004)
2002	Moskovsky CG, 'The Critical Period Revisited', 2002 Proceedings of the 2001 Conference of the Australian Linguistic Society, ANU- Canberra (2002) [E1]

Other (10 outputs)

Year	Citation	Altmetrics	Link
2014	Alrahaili M, Moskovsky CG, Paolini S, Ratcheva S, 'Social Psychological Predictors of Saudi Students Attitudes towards Learning English: An Intergroup Perspective', 44th Annual Meeting of the Society of Australasian Social Psychologists (2014)
2014	Moskovsky CG, 'Foreword: Reducing Language Anxiety & Promoting Learner Motivation', Reducing Language Anxiety & Promoting Learner Motivation: A Practical Guide for Teachers of English as a Foreign Language ( pp.ix-xi): Lulu Publishing Services (2014)
2013	Jiang G, Moskovsky CG, Libert A, Fagan S, 'Bottom-up and Top-down Approaches in Second Language Vocabulary TeachingJiang', Vocab@Vic 2013 Conference: Current trends in vocabulary studies: Victoria University of Wellington (2013)
2013	Alrahaili M, Moskovsky CG, Paolini S, Ratcheva S, 'Predictors of L2 attitudes and motivational intensity: A cross-sectional study in the Saudi EFL context', 46th Annual Meeting of BAAL: Opening New Lines of Communication in Applied Linguistics: Heriot-Watt University, Edinburgh (2013)
2012	Jiang G, Moskovsky CG, Libert A, 'The effects of bottom-up and top-down approaches on the acquisition of English academic vocabulary', Seventh University of Sydney TESOL Research Network Colloquium (2012)
2010	Alrabai F, Moskovsky CG, Paolini S, Ratcheva S, 'Do motivational strategies work?', 35th Annual Congress of the Applied Linguistics Association of Australia: University of Queensland (2010)
2006	Moskovsky CG, 'Second language fossilization in adult migrants in Australia', Pacific Second Language Research Forum: University of Queensland (2006)
2001	Moskovsky CG, 'Bilingual code-switching: Some data from young Bulgarian-English bilinguals', Annual Conference of the Applied Linguistics Association of Australia. Canberra: the University of Canberra (2001)
2001	Moskovsky CG, Libert A, 'Is intrasentential code-switching rule-governed?', Annual Conference of the Australian Linguistics Society. Canberra: The University of Canberra (2001)
2001	Moskovsky CG, Berghout A, 'Second language acquisition, the learner, and the teacher: Current linguistic and cognitive psychology perspectives on Universal Grammar, second language learning processes, and the implications for the classroom', Annual Conference of the Applied Linguistics Association of Australia. Canberra: The University of Canberra (2001)
	Show 7 more others

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Grants and Funding

Summary

Number of grants	6
Total funding	$25,499

Click on a grant title below to expand the full details for that specific grant.