Department of Linguistics and Languages
Michigan State University
Lansing, MI 48824
Linguistics, Cognitive Psychology
Fall 2017 Courses:
LLT 822: Interlanguage Analysis (co-taught with P. Spinner)
LLT 872: Research Methods in Second Language Learning and Teaching
Spring 2018 Courses:
LLT 496, 896: TESOL Practicum
Research & Teaching Interests: My research program has focused on auditory-visual integration in spoken language processing, co-speech gesture, second-language speech production, and the applications of technology in perception and production training of the segmental and suprasegmental aspects of language. Current projects address the relationships among learner variables, language use factors, and interlocutor type in the development of the component skills of oral interaction ability by L2 learners of English. A project supported by CLEAR recently investigated the development of oral skills for participants in short-term study abroad programs to Germany and Japan. A project supported by CeLTA explored the relationship between learners’ oral communication strategies in the second language and their abilities. Eye tracking is also being used to investigate the effects of task difficulty on L1 and L2 auditory-visual speech perception. Teaching interests emphasize the integration of theory, research, and practice in the professional development of second language acquisition specialists and classroom language teachers. At MSU, I have taught courses on second language acquisition, research methods in language learning and teaching, L2 phonetics and phonology, and a seminar on second-language speech. I also serve as the Director of the M.A. TESOL Program, coordinator of undergraduate LLT courses taught by our graduate student instructors, and as a member of the editorial board of the journal Language Learning & Technology and the Journal of Second Language Pronunciation.
In press. Computer assisted pronunciation training. To appear in O. Kang, R. Thomson, & J. Murphy (Eds.), The Routledge handbook of English pronunciation. London: Routledge.
In press. Effects of contextual and visual cues on spoken language processing: Enhancing L2 perception through focused training. To appear in S. M. Gass, P. Spinner, & J. Behney (Eds.), Salience and SLA. London: Routledge.
2016. Perception-production link in L2 Japanese vowel duration: Training with technology. With T. Okuno. Language Learning & Technology, 20, 61-80. Available at http://llt.msu.edu/issues/june2016/okunohardison.pdf
2014. Changes in second-language learners’ oral skills and socio-affective profile following study abroad: A mixed-methods approach. The Canadian Modern Language Review [Special issue: Second language speech perception and production: Implications for language teaching], 70, 415-444.
2014. Phonological literacy in L2 learning and teacher training. In J. Levis & A. Moyer (Eds.), Social dynamics in second language accent (pp. 195-218). Boston/Berlin: de Gruyter Mouton.
2012. Second language speech perception: A cross-disciplinary perspective on challenges and accomplishments. In S. Gass & A. Mackey (Eds.), The Routledge handbook of second language acquisition, pp. 349-363. London: Routledge.
2010. Development of perception of second language Japanese geminates: Role of duration, sonority, and segmentation strategy. With M. Motohashi Saigo. Applied Psycholinguistics, 31, 81-99.
2010. Visual and auditory input in second-language speech processing [Research Timeline]. Language Teaching, 43, 84-95.
2009. Guest editor, Technology and learning pronunciation [Special issue]. Language Learning & Technology, 13(3).
2009. Acquisition of L2 Japanese geminates: Training with waveform displays. With M. Motohashi Saigo. Language Learning & Technology, 13, 29-47. Available at http://llt.msu.edu/vol13num2/motohashisaigohardison.pdf
2009. Implementing education reform: EFL teachers' perspectives. With L. Prapaisit de Segovia. ELT Journal, 63, 154-162.
Technologies for prosody in context: Past and future of L2 research and
practice. With D. M. Chun & M. C. Pennington. In J. Hansen Edwards & M.
Zampini (Eds.), Phonology and second language
acquisition (pp. 323-346). Amsterdam: Benjamins.
2007. The visual element in phonological perception and learning. In M. C. Pennington (Ed.), Phonology in context (pp. 135-158). New York: Palgrave Macmillan.
2006. Effects of familiarity with faces and voices on L2 spoken language processing: Components of memory traces. In Proceedings of the Ninth International Conference on Spoken Language Processing (Interspeech 2006 - ICSLP) (pp. 2462-2465). Bonn, Germany: International Speech Communication Association. Hardison.ICSLP2006.pdf
2005. Contextualized computer-based L2 prosody training: Evaluating the effects of discourse context and video input. CALICO Journal, 22, 175-190.
2005. The role of gestures and facial cues in second-language listening comprehension. With A. Sueyoshi. Language Learning, 55, 661-699.
2005. Second-language spoken word identification: Effects of perceptual training, visual cues, and phonetic environment. Applied Psycholinguistics, 26, 579-596.
2005. Theatre voice training and technology in teaching oral skills: Integrating the components of a speech event. With C. Sonchaeng. System, 33, 593-608.
2005. Variability in bimodal spoken language processing by native and nonnative speakers of English: A closer look at effects of speech style. Speech Communication, 46, 73-93.
2004. Generalization of computer-assisted prosody training: Quantitative and qualitative findings. Language Learning & Technology, 8, 34-52. Available at http://llt.msu.edu/vol8num1/pdf/hardison.pdf
2003. Acquisition of second-language speech: Effects of visual cues, context, and talker variability. Applied Psycholinguistics, 24, 495-522.
2000. The neurocognitive foundation of second-language speech: A proposed scenario of bimodal development. In B. Swierzbin, F. Morris, M. E. Anderson, C. A. Klee, & E. Tarone (Eds.), Social and cognitive factors in second language acquisition (pp. 312-325). Somerville, MA: Cascadilla Press.
1999. Bimodal speech perception by native and nonnative speakers of English: Factors influencing the McGurk effect. Language Learning, 49, 213-283.