Mark Johnson's research interests include cognition in second language writing, specifically the role of planning and working memory in written language production, as well as vocabulary and its role in second language writing performance.
B.A. University of Iowa
M.A. TESOL University of Alabama
Ph.D. Northern Arizona University
Primary Areas of Research/Teaching
Second language writing and second language acquisition
Vocabulary in second language writing
ENGL 7535: Principles of Language Testing
ENGL 6009: Research Methods in Language Study
ENGL 4720/6529: Applied Linguistics for Language Teachers
ENLG 4710/6528: TESOL: Theories and Principles
ENGL 2710: English Grammar
ENGL 1200: English Composition
Selected Publications and Presentations
Johnson, M.D., & Nicodemus, C. (in press). Testing a threshold hypothesis: An approximate replication of Johnson, Mercado, & Acevedo (2012).
Johnson, M.D. (2014). Does planning really help?: Effectiveness of planning in L2 writing. Journal of Second Language Teaching and Research, 3, 107-118.
Nicodemus, C. & Johnson, M.D. (March, 2014). Testing a Threshold Hypothesis: Re-examining the Impact of Pre-task Planning on Writers' Fluency, Grammatical Complexity, and Lexical Complexity. American Association for Applied Linguistics (AAAL) Conference, Portland, OR.
Johnson, M.D., Mercado, L., & Acevedo, A. (March, 2013). Describing L2 Writers' Texts: Patterns of Variance in Lexical Diversity, Lexical Sophistication, and Grammatical Complexity. American Association of Applied Linguistics (AAAL) Conference, Dallas, TX.
Johnson, M.D., Mercado, L., & Acevedo, A. (March 2013). Research insights into expanding L2 writing vocabulary. TESOL AL Forum.
Johnson, M.D., Acevedo, A., & Mercado, L. (2013). What Vocabulary should we teach? Lexical frequency profiles and lexical diversity in second language writing, Writing and Pedagogy, 5(1), 83-103. doi: 10.1558/wap.v4i5.a
Johnson, M.D., Mercado, L., & Acevedo, A. (2012). The effect of planning sub-processes on L2 writing fluency, grammatical complexity, and lexical complexity. Journal of Second Language Writing, 21, 264-282. doi: 10.1016/j.jslw.2012.05.011