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Department of Education

Victoria Murphy

Director of the Department & Professor of Applied Linguistics

College Affiliation: St Anne's College

Qualifications
  • B.A.H. Linguistics/Psychology – Queen’s University, Kingston On, Canada
  • M.A. Educational Psychology – McGill University, Canada
  • Ph.D. – Second Language Education – McGill University Canada

Victoria Murphy would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners
Research

Victoria is active in the following research areas, and would welcome DPhil applications on any of these, particularly those relating to EAL (language minority) children and child L2 learning and foreign language learning in primary school.  She is also the convenor of the Research in English as an Additional Language (REAL) group.  Her research is currently being funded by the ESRC, Leverhulme Trust and Nuffield Foundation.

  • language and literacy development in EAL (ELL/ESL/Language minority) children
  • child L2 learning and bilingualism
  • foreign language learning in primary school
  • cognitive processes underlying L1 and L2 learning
  • lexical development and morphosyntax in L1 and L2 learners
Current Research Project(s)
Doctoral Applications

Victoria welcomes doctoral applications from students interested in the following research areas:

  • Language and literacy development in EAL (ELL/ESL/ Language Minority) children
  • Child L2 and bilingualism
  • Foreign language learning in primary school
  • Lexical development and morphosyntax in L1 and L2 learners

Publications:

  • Featured Publications

    • Smith, SA, Murphy, VA (2015) “Measuring productive elements of multi-word phrase vocabulary knowledge among children with English as an additional or only language”, READING AND WRITING. Springer Nature.
      DOI: http://doi.org/10.1007/s11145-014-9527-y

    • Zhao, T, Murphy, VA (2015) “Modeling lexical effects in language production: Where have we gone wrong?”, CEUR Workshop Proceedings.

    • Campfield, DE, Murphy, VA (2014) “Elicited imitation in search of the influence of linguistic rhythm on child L2 acquisition”, SYSTEM.
      DOI: http://doi.org/10.1016/j.system.2013.12.002

    • Murphy, VA (2014) Second Language Learning in the Early School Years Trends and Contexts. Oxford: Oxford University Press.

  • Books

    • Murphy, V.A., Evangelou, M (2016) Early childhood education in english for speakers of other languages. London: British Council.

    • Murphy, VA (2014) Second Language Learning in the Early School Years Trends and Contexts. Oxford: Oxford University Press.

  • Book chapters

    • CHALMERS, H, MURPHY, V (2022) “Multilingual Learners, linguistic pluralism and implications for education and research”, In: E MACARO, R WOORE (eds.) Debates in Second Language Education. Routledge. 66-88
      DOI: http://doi.org/10.4324/9781003008361-6

    • MURPHY, V, CHALMERS, H (2022) “The impact of language learning on wider academic outcomes”, In: K McManus, M Schmid (eds.) How special are early birds?: Foreign language teaching and learning. Eurosla Studies. Berlin: Language Science Press. 165-188
      DOI: http://doi.org/10.5281/zenodo.6811470

    • Murphy, VA (2021) “Social justice and questions of marginalization in research with linguistically diverse children”, In: Ethical and Methodological Issues in Researching Young Language Learners in School Contexts. 87-105

    • Faitaki, F, Murphy, VA (2020) “Oral language elicitation tasks in applied linguistics research”, In: ROUTLEDGE HANDBOOK OF RESEARCH METHODS IN APPLIED LINGUISTICS. 360-369
      DOI: http://doi.org/10.4324/9780367824471-31

    • Murphy, V (2019) “Multilingualism in primary schools”, In: ROUTLEDGE HANDBOOK OF TEACHING ENGLISH TO YOUNG LEARNERS. 110-124

    • Murphy, VA (2018) “Literacy development in linguistically diverse pupils”, In: Studies in Bilingualism. 155-182
      DOI: http://doi.org/10.1075/sibil.54.08mur

    • Murphy, V, Macaro, E (2017) “It isn't child's play: conducting research with children as participants”, In: J McKinley, H Rose (eds.) Doing research in applied linguistics: Realities, dilemmas, and solutions. Routledge.

    • Murphy, VA (2017) “Literacy development in children with English as an additional language (EAL)”, In: J Enever, E Lindgren (eds.) Early language learning: Complexity and mixed methods. Multilingual Matters.
      DOI: http://doi.org/10.21832/ENEVER8316

    • Murphy, VA, Zhao, T (2017) “Factors affecting the speed of word retrieval in children learning English as a foreign language”, In: M García-Mayo (ed.) Learning Foreign Languages in Primary School: Research Insights. Multilingual Matters.
      DOI: http://doi.org/10.21832/garcia8101

    • Murphy, VA, Evangelou, M, Goff, J, Tracz, R (2016) “European perspectives on early childhood education and care in English for speakers of other languages”, In: V Murphy, M Evangelou (eds.) Early Childhood Education in English for Speakers of Other Languages. London: British Council.

    • Murphy, VA (2010) “The relationship between age of learning and exposure to the second language in L2 children”, In: E Macaro (ed.) Continuum Companion to Second Language Acquisition. Bloomsbury Publishing.

    • Macaro, E, Vanderplank, R, Murphy, VA (2010) “A compendium of key concepts in second language acquisition”, In: Continuum Companion to Second Language Acquisition. Bloomsbury Publishing. 29-106

  • Conference papers

    • Kind, L, Murphy, VA (2020) “'I think' is what I mean: Prosody as a signifier of speaker attitude across cultures and communication contexts”, Proceedings of the International Conference on Speech Prosody. 2020-May 51-55.
      DOI: http://doi.org/10.21437/SpeechProsody.2020-11

    • BOOTON, S, MURPHY, V (2019) Going to school or a school of fish: do children with EAL struggle with homonyms and does this matter?. (London, UK)

    • BOOTON, S, MURPHY, V (2019) Predictors of polyseme vocabulary in children with and without English as an additional language. (Stoke-On-Trent, UK)

    • BOOTON, S, MURPHY, V (2019) A new measure of children’s polyseme vocabulary: relations to language and literacy skills. (Stoke-On-Trent, UK)

    • BOOTON, S, MURPHY, V (2019) Children’s knowledge of multiple word meanings: Devising a receptive test of polyseme vocabulary. (Aachen, Germany)

    • Zhao, T, Murphy, VA (2015) “Modeling lexical effects in language production: Where have we gone wrong?”, CEUR Workshop Proceedings. 1347 51-57.

    • Karemaker, AM, Jelley, F, Sylva, K, Kanji, G, Murphy, V (2014) Ready to read: how staff training impacts literacy skills in pre-schools. (Amsterdam, the Netherlands)

  • Journal articles

    • Hessel, AK, Nation, K, Murphy, VA (2021) “Comprehension Monitoring during Reading: An Eye-tracking Study with Children Learning English as an Additional Language (vol 25, pg 1, 2020)”, SCIENTIFIC STUDIES OF READING. 25(2) I-II.
      DOI: http://doi.org/10.1080/10888438.2021.1892339

    • BOOTON, S, HODGKISS, A, MATHERS, S, MURPHY, V (2021) “Measuring knowledge of multiple word meanings in children with English as a first and an additional language, and the relationship to reading comprehension”, Journal of Child Language. 1-33.
      DOI: http://doi.org/10.1017/S0305000921000052

    • Hennebry, M, Rogers, V, Macaro, E, Murphy, V (2017) “Direct teaching of vocabulary after listening: is it worth the effort and what method is best?”, LANGUAGE LEARNING JOURNAL. 45(3) 282-300.
      DOI: http://doi.org/10.1080/09571736.2013.849751

    • Campfield, DE, Murphy, VA (2017) “The influence of prosodic input in the second language classroom: does it stimulate child acquisition of word order and function words?”, LANGUAGE LEARNING JOURNAL. 45(1) 81-99.
      DOI: http://doi.org/10.1080/09571736.2013.807864

    • Fung, K.T.D, Murphy, VA (2016) “Cross linguistic influence in adult L2/L3 learners: The case of French on English morphosyntax”, Global Science and Technology Forum: Journal of Education.
      DOI: http://doi.org/10.5176/2345-7163_3.2.78

    • Murphy, VA, Macaro, E, Alba, S, Cipolla, C (2015) “The influence of learning a second language in primary school on developing first language literacy skills”, APPLIED PSYCHOLINGUISTICS. 36(5) 1133-1153.
      DOI: http://doi.org/10.1017/S0142716414000095

    • Smith, SA, Murphy, VA (2015) “Measuring productive elements of multi-word phrase vocabulary knowledge among children with English as an additional or only language”, READING AND WRITING. 28(3) 347-369.
      DOI: http://doi.org/10.1007/s11145-014-9527-y

    • Murphy, VA, Macaro, E, Alba, S, Cipolla, C (2014) “The influence of learning a second language in primary school on developing first language literacy skills”, Applied Psycholinguistics. 36(5) 1133-1153.
      DOI: http://doi.org/10.1017/S0142716414000095

    • Campfield, DE, Murphy, VA (2014) “Elicited imitation in search of the influence of linguistic rhythm on child L2 acquisition”, SYSTEM. 42 207-219.
      DOI: http://doi.org/10.1016/j.system.2013.12.002

    • Hayashi, Y, Murphy, VA (2013) “On the nature of morphological awareness in Japanese-English bilingual children: A cross-linguistic perspective”, BILINGUALISM-LANGUAGE AND COGNITION. 16(1) 49-67.
      DOI: http://doi.org/10.1017/S1366728912000181

    • Murphy, VA, Castillo, JT (2013) “Modality, vocabulary size and question type as mediators of listening comprehension”, Contemporary Foreign Language Studies: Perspectives on Second Language Learning, Teaching and Testing/Assessment. 396(12) 16-31.
      DOI: http://doi.org/10.3969/j.issn.1674-8921.2013.12.003

    • Murphy, VA (2012) “Applying Priming Methods to L2 Learning, Teaching and Research: Insights from Psycholinguistics”, CANADIAN MODERN LANGUAGE REVIEW-REVUE CANADIENNE DES LANGUES VIVANTES. 68(2) 241-242.

    • Hayashi, Y, Murphy, V (2011) “An investigation of morphological awareness in Japanese learners of English”, Language Learning Journal. 39(1) 105-120.
      DOI: http://doi.org/10.1080/09571731003663614

    • Zhou, X, Murphy, V (2011) “How English L2 learners in China perceive and interpret novel English compounds”, Asian EFL Journal. 13(1) 328-356.

    • Martinez, R, Murphy, VA (2011) “Effect of Frequency and Idiomaticity on Second Language Reading Comprehension”, TESOL QUARTERLY. 45(2) 267-290.
      DOI: http://doi.org/10.5054/tq.2011.247708

    • McKendry, MG, Murphy, VA (2011) “A comparative study of listening comprehension measures in english as an additional language and native english-speaking primary school children”, Evaluation and Research in Education. 24(1) 17-40.
      DOI: http://doi.org/10.1080/09500790.2010.531702

    • Lo, YY, Murphy, VA (2010) “Vocabulary knowledge and growth in immersion and regular language-learning programmes in Hong Kong”, LANGUAGE AND EDUCATION. 24(3) 215-238.
      DOI: http://doi.org/10.1080/09500780903576125

    • Murphy, VA, Hayes, J (2010) “Processing English Compounds in the First and Second Language: The Influence of the Middle Morpheme”, LANGUAGE LEARNING. 60(1) 194-220.
      DOI: http://doi.org/10.1111/j.1467-9922.2009.00555.x

    • Mondragon, E, Murphy, RA, Murphy, VA (2009) “Rats do learn XYX rules”, ANIMAL BEHAVIOUR. 78(4) E3-E4.
      DOI: http://doi.org/10.1016/j.anbehav.2009.07.013

    • Murphy, V (2009) “Complex Systems and Applied Linguistics”, SYSTEM. 37(2) 343-344.
      DOI: http://doi.org/10.1016/j.system.2009.02.004

    • Murphy, RA, Mondragon, E, Murphy, VA (2009) “Covariation, temporal order and generalization: Building blocks of causal cognition”, International Journal of Comparative Cognition. 22 61-74.

    • Murphy, RA, Mondragón, E, Murphy, VA (2008) “Rule learning by rats.”, Science (New York, N.Y.). 319(5871) 1849-1851.
      DOI: http://doi.org/10.1126/science.1151564

    • Murphy, VA, Dockrell, J, Messer, D, Farr, H (2008) “Morphosyntax in children with word finding difficulties.”, Journal of child language. 35(3) 703-720.
      DOI: http://doi.org/10.1017/s0305000907008598

    • Murphy, VA, Nicoladis, E (2006) “When answer-phone makes a difference in children's acquisition of English compounds.”, Journal of child language. 33(3) 677-691.
      DOI: http://doi.org/10.1017/s030500090600746x

    • Hayes, JA, Smith, PM, Murphy, VA (2005) “Modality effects in compounding with English inflectional morphology.”, British journal of psychology (London, England : 1953). 96(Pt 3) 295-311.
      DOI: http://doi.org/10.1348/000712605x48962

    • Murphy, VA (2004) “Dissociable systems in second language inflectional morphology”, Studies in Second Language Acquisition. 26(3) 433-459.
      DOI: http://doi.org/10.1017/S0272263104263033

    • Murphy, RA, Mondragón, E, Murphy, VA, Fouquet, N (2004) “Serial order of conditional stimuli as a discriminative cue for Pavlovian conditioning.”, Behavioural processes. 67(2) 303-311.
      DOI: http://doi.org/10.1016/j.beproc.2004.05.003

    • Murphy, VA (2004) “Dissociable systems in second language inflectional morphology”, STUDIES IN SECOND LANGUAGE ACQUISITION. 26(3) 433-459.
      DOI: http://doi.org/10.1017/S0272263104043037

    • Murphy, VA (2000) “Compounding and the Representation of L2 Inflectional Morphology”, Language Learning. 50(1) 153-197.
      DOI: http://doi.org/10.1111/1467-9922.00114

    • Murphy, VA (1997) “Modality effects in a grammaticality judgment task”, Second Language Research.

    • COOLEN, I, Merkley, R, Ansari, D, Dove, E, DOWKER, A, Mills, A, MURPHY, V, VON SPRECKELSEN, M, SCERIF, G “Domain-general and domain-specific influences on emerging numerical cognition: Contrasting uni-and bidirectional prediction models.”, Cognition. 215
      DOI: http://doi.org/10.1016/j.cognition.2021.104816

    • Hamilton, C, MURPHY, V “Folk pedagogy? Investigating how and why UK early years and primary teachers use songs with young learners”, Education 3-13: the professional journal for primary education.

    • Tucker, S-K, MURPHY, V “Beyond 'sea, sun, and fun': exploring the viability of Jamaican Creole heritage language education in Toronto”, Canadian Modern Language Review.

    • BOOTON, S, Hoicka, E, O'Grady, A, Chan, HYN, MURPHY, V “Children's divergent thinking and bilingualism”, Thinking Skills and Creativity.
      DOI: http://doi.org/10.1016/j.tsc.2021.100918

    • COOLEN, I, Merkley, R, Ansari, D, Dove, E, DOWKER, A, Mills, A, MURPHY, V, VON SPRECKELSEN, M, SCERIF, G “Domain-general and domain-specific influences on emerging numerical cognition: contrasting uni-and bidirectional prediction models”, Cognition.
      DOI: http://doi.org/10.1016/j.cognition.2021.104816

    • BOOTON, S, HODGKISS, A, MURPHY, V “The impact of mobile application features on children’s language and literacy learning: a systematic review”, Computer Assisted Language Learning: an international journal.
      DOI: http://doi.org/10.1080/09588221.2021.1930057

    • “Commentary: Socio-economic status, young language learning, and the weapon to change the world”, System.
      DOI: http://doi.org/10.1016/j.system.2018.02.001

    • Hakimi, L, EYNON, R, MURPHY, V “The ethics of using digital trace data in education: a thematic review of the research landscape”, Review of Educational Research.
      DOI: http://doi.org/10.3102/00346543211020116

    • Hessel, A, MURPHY, V “Understanding how time flies and what it means to be on cloud nine: English as an Additional Language (EAL) learners’ metaphor comprehension”, Journal of Child Language.
      DOI: http://doi.org/10.1017/S0305000918000399

    • Zhao, L, Dehe, N, Murphy, V “From pitch to purpose: The prosodic-pragmatic mapping of [I + verb] belief constructions in English and Mandarin”, Journal of Pragmatics.
      DOI: http://doi.org/10.1016/j.pragma.2017.10.015

    • Kan, RTY, MURPHY, V “Effects of frequency and idiomaticity on second language reading comprehension in children with English as an additional language”, Studies in Second Language Learning and Teaching.
      DOI: http://doi.org/10.14746/ssllt.2020.10.3.8

    • Hessel, A, NATION, K, MURPHY, V “Comprehension monitoring during reading: an eye-tracking study with children learning English as an additional language”, Scientific Studies of Reading.
      DOI: http://doi.org/10.1080/10888438.2020.1740227

    • VON SPRECKELSEN, M, Dove, E, COOLEN, I, Mills, A, DOWKER, A, Sylva, K, Ansari, D, Merkley, R, MURPHY, V, SCERIF, G “Let's talk about maths: The role of observed 'maths-talk' and maths provision in pre-schoolers' numeracy”, Mind, Brain, and Education.
      DOI: http://doi.org/10.1111/mbe.12221

    • MURPHY, VA, Karemaker, J, Sylva, K, Kanji, G, JELLEY, F “Effective intervention to support oral language skills in English as an additional language in the early years”, TEANGA: The Journal of the Irish Association of Applied Linguistics.
      DOI: http://doi.org/10.35903/teanga.v10i0.67

    • BOOTON, S, WONNACOTT, E, HODGKISS, A, MATHERS, S, MURPHY, V “Children's knowledge of multiple word meanings: Which factors count and for whom?”, Applied Linguistics.
      DOI: http://doi.org/10.1093/applin/amab028

  • Reports

    • MURPHY, V, ARNDT, H, BRIGGS BAFFOE-DJAN, J, CHALMERS, H, Macaro, E, ROSE, H, VANDERPLANK, R, WOORE, R (2020) Foreign language learning and its impact on wider academic outcomes: A rapid evidence assessment.

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