Dr. Nina Vyatkina

Nina Vyatkina
  • Professor
  • German Language | Applied Linguistics | Instructed Second Language Acquisition | Corpus-based Language Teaching

Contact Info

Wescoe Hall, Room 2082
1445 Jayhawk Blvd.
Lawrence, KS 66045


Dr. Vyatkina’s research and teaching interests include German language, applied linguistics, instructed second language acquisition, and corpus-based language teaching. Her articles on these topics have appeared in leading Applied Linguistics journals. Her current project that intertwines community-engaged research and teaching is Incorporating Corpora. She serves as an Associate Editor of Language Learning & Technology and Editorial Board member of International Journal of Learner Corpus Research.  


Ph.D. in German (Applied Linguistics Option), Pennsylvania State University

Selected Publications

Vyatkina, N. (2022). Technology and vocabulary [Book Chapters]. In N. Ziegler & M. Gonzalez-Lloret (Eds.), The Routledge handbook of SLA and technology (pp. 201-214). Routledge. https://doi.org/10.4324/9781351117586 

Boulton, A., & Vyatkina, N. (2021). Thirty years of data-driven learning: Taking stock and charting new directions over time [Journal Articles]. Language Learning & Technology, 25(3), 66-89. http://hdl.handle.net/10125/73450 

Vyatkina, N., & Housen, A. (2021). Complexity [Book Chapters]. In N. Tracy-Ventura & M. Paquot (Eds.), The Routledge handbook of second language acquisition and corpora (pp. 320–333). Routledge. http://hdl.handle.net/1808/32787 

Jablonkai, R., Forti, L., Abad Castelló, M., Salengros Iguenane, I., Schaeffer‐Lacroix, E., & Vyatkina, N. (2020). Data‐driven learning for languages other than English: The cases of French, German, Italian, and Spanish [Conference Proceedings]. In K.-M. Frederiksen, S. Larsen, & S. Thouësny (Eds.), CALL for widening participation: Short papers from EUROCALL 2020 (pp. 132–137). Research-publishing.net. https://doi.org/10.14705/rpnet.2020.48.1177

Vyatkina, N. (2020). Discovery learning: Teaching languages with corpora [Web Publishing (article, blog, etc.)]. In CALICO Infobytes. Computer-Assisted Language Instruction Consortium. https://calico.org/infobytes/

Vyatkina, N. (2020). Corpora as open educational resources for language teaching [Journal Articles]. Foreign Language Annals53(2), 359–370. http://hdl.handle.net/1808/30566

Vyatkina, N. (2020). Corpus-informed pedagogy in a language course: Design, implementation, and evaluation [Book Chapters]. In M. Kruk & M. Peterson (Eds.), New technological applications for foreign and second language learning and teaching (pp. 306–335). IGI Global. http://hdl.handle.net/1808/30347

Vyatkina, N. (Ed.). (2020). Incorporating corpora: Using corpora to teach German to English-speaking learners [Instructional Materials]. KU Open Language Resource Center. https://corpora.ku.edu/

Vyatkina, N. (2018). Language corpora for L2 vocabulary learning: Data-driven learning across the curriculum. [Book Chapters]. In P. Ecke & S. Rott (Eds.), Understanding vocabulary learning and teaching: Implications for language program development (pp. 121–145). Cengage Learning. http://hdl.handle.net/1808/27634

Vyatkina, N., & Boulton, A. (2017). Corpora in language learning and teaching [Journal Articles]. Language Learning & Technology21(3), 1–8. https://www.lltjournal.org/collection/col_10125_54261/

Vyatkina, N., & Boulton, A. (Eds.). (2017). Corpora in Language Learning and Teaching [Special Issue] [Journal Articles]. Language Learning & Technology21(3). http://llt.msu.edu/issues/october2017/index.html

Heift, T., & Vyatkina, N. (2017). Technologies for teaching and learning L2 grammar [Book Chapters]. In C. A. Chapelle & S. Sauro (Eds.), The Handbook of Technology in Second Language Teaching and Learning (pp. 26–44). Wiley-Blackwell. http://hdl.handle.net/1808/26422

Vyatkina, N. (2016). Data-driven learning of collocations: Learner performance, proficiency, and perceptions. [Journal Articles]. Language Learning & Technology20(3), 159–179. http://llt.msu.edu/issues/october2016/vyatkina.pdf (.pdf)

Vyatkina, N. (2016). Data-driven learning for beginners: The case of German verb-preposition collocations. [Journal Articles]. ReCALL28(2), 207–226. https://doi.org/10.1017/S0958344015000269

Vyatkina, N. (2016). KANDEL: A developmental corpus of learner German [Journal Articles]. International Journal of Learner Corpus Research2(1), 102–120. http://hdl.handle.net/1808/26558

Vyatkina, N. (2015). New developments in the study of L2 writing complexity [Special issue] [Journal Articles]. Journal of Second Language Writing29, 1–94. https://www.sciencedirect.com/journal/journal-of-second-language-writing/vol/29/suppl/C

Vyatkina, N. (2015). New developments in the study of L2 writing complexity: An editorial [Journal Articles]. Journal of Second Language Writing29, 1–2. http://hdl.handle.net/1808/26568

Vyatkina, N., Hirschmann, H., & Golcher, F. (2015). Syntactic modification at early stages of L2 German writing development: A longitudinal learner corpus study [Journal Articles]. New Developments in the Study of L2 Writing Complexity [Special Issue]29, 28–50. http://hdl.handle.net/1808/26569 

Vyatkina, N. (2015). KanDeL: Kansas Developmental Learner corpus [Web Publishing (article, blog, etc.)]. https://www.linguistik.hu-berlin.de/en/institut-en/professuren-en/korpuslinguistik/research/kandel

Vyatkina, N. (2015). Corpus Activity: German Verb-Preposition Collocations [Web Publishing (article, blog, etc.)]. Center for Applied Second Language Studies (CASLS). http://caslsintercom.uoregon.edu/content/18927

Vyatkina, N. (2015). Corpus-Driven Instruction [Web Publishing (article, blog, etc.)]. Center for Applied Second Language Studies (CASLS). http://caslsintercom.uoregon.edu/content/18926

Vyatkina, N., & Cunningham, D. J. (2015). Learner corpora and pragmatics [Book Chapters]. In S. Granger, F. Meunier, & G. Gilquin (Eds.), The Cambridge Handbook of Learner Corpus Research (pp. 281–305). Cambridge University Press. https://www.cambridge.org/core/books/cambridge-handbook-of-learner-corpus-research/FB183B3454258B542CAB8613EE0494A3

Vyatkina, N. (2013). Analyzing part-of-speech variability in a longitudinal learner corpus and a pedagogic corpus [Conference Proceedings]. In S. Granger, G. Gilquin, & F. Meunier (Eds.), Twenty years of learner corpus research: Looking back, moving ahead. Corpora and Language in Use - Proceedings 1 (pp. 479–491). Presses universitaires de Louvain. http://hdl.handle.net/1808/11215

Vyatkina, N. (2013). Discovery learning and teaching with electronic corpora in an advanced German grammar course [Journal Articles]. Unterrichtspraxis/Teaching German46(1), 44–61. http://hdl.handle.net/1808/26401

Vyatkina, N. (2013). Pragmatics in learner corpora [Encyclopedia/Dictionary Entries]. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Wiley-Blackwell. http://hdl.handle.net/1808/26404

Vyatkina, N. (2013). Specific syntactic complexity: Developmental profiling of individuals based on an annotated learner corpus [Journal Articles]. Modern Language Journal97(s1), 11–30. http://hdl.handle.net/1808/26402

Vyatkina, N. (2012). Applying the methodology of learner corpus analysis to telecollaborative discourse [Book Chapters]. In M. Dooly & R. O’Dowd (Eds.), Researching online foreign language interaction and exchange: Theories, methods and challenges (pp. 267–303). Peter Lang. http://hdl.handle.net/1808/26362

Cunningham, D. J., & Vyatkina, N. (2012). Telecollaboration for professional purposes: Towards developing a formal register in the German classroom [Journal Articles]. Canadian Modern Language Review68(4), 422–450. http://hdl.handle.net/1808/26363

Vyatkina, N. (2012). The development of second language writing complexity in groups and individuals: A longitudinal learner corpus study [Journal Articles]. Modern Language Journal96(4), 572–594. http://hdl.handle.net/1808/26403

Vyatkina, N. (2011). Writing instruction and policies for written corrective feedback in the basic language sequence [Journal Articles]. L2 Journal3, 63–92. http://hdl.handle.net/1808/8688

Vyatkina, N. (2010). The effectiveness of written corrective feedback in teaching beginning German [Journal Articles]. Foreign Language Annals43(4), 671–689. http://hdl.handle.net/1808/10485

Belz, J. A., & Vyatkina, N. (2008). The pedagogical mediation of a developmental learner corpus for classroom-based language instruction [Journal Articles]. Language Learning and Technology12(3), 33–52. https://www.lltjournal.org/item/2640

Vyatkina, N., & Johnson, K. E. (2007). Teaching German modal particles: A corpus-based approach [Other]. CALPER Publications. http://calper.la.psu.edu/content/teaching-german-modal-particles-corpus-based-approach

Vyatkina, N., & Belz, J. A. (2006). A learner corpus-driven intervention for the development of L2 pragmatic competence [Book Chapters]. In K. Bardovi-Harlig, J. C. Félix-Brasdefer, & A. Omar (Eds.), Pragmatics and Language Learning (Vol. 11, pp. 315–357). National Foreign Language Resource Center, University of Hawai’i. http://hdl.handle.net/1808/8686

Belz, J. A., & Vyatkina, N. (2005). Learner corpus analysis and the development of L2 pragmatic competence in networked intercultural language study: The case of German modal particles [Journal Articles]. Canadian Modern Language Review62(1), 17–48.

Selected Presentations

Vyatkina, N., & Boulton, A. (2023, March 19). Expanding methodological approaches in DDL research [Paper presentation]. In S. C. Deshors & C. Polio (Organizers), Theoretical perspectives on data-driven learning: Moving forward with research and pedagogy [Invited colloquium]. American Association for Applied Linguistics Annual Conference, Portland, OR, United States

Vyatkina, N. (2022, August 26). Data-driven learning beyond ESL: A scoping review. European Second Language Association (EuroSLA), Fribourg, Switzerland.

Boulton, A., & Vyatkina, N. (2022, July 16). Atheoretical or agnostic? A corpus-based overview of theoretical underpinnings of data-driven learning.&Teaching and Language Corpora (TaLC), Limerick, Ireland. 

Johnson, A. J., & Vyatkina, N. (2022, June 3). Talk and don’t explode! What features of L2 language use in gamified TBLT can defuse a bomb? Computer Assisted Language Instruction Consortium (CALICO), Seattle, WA.

Oberlin, A., Vyatkina, N., & Van Orden, S. (2021, November 19-21). Corpus-based approaches to teaching German and creating open resources. American Council on the Teaching of Foreign Languages (ACTFL) conference, San Diego, CA. Web.

Oberlin, A., & Vyatkina, N. (2021, October 1-3). Corpus-based and data-driven approaches to teaching German across the curriculum. Seminar conducted at the German Studies Association (GSA) conference, Indianapolis, IN. Web.

Vyatkina, N., & Boulton, A. (2021, August 19). Data-driven learning: Expanding corpus-based applications and evaluating their effectiveness. Symposium conducted at the 19th World Congress of Applied Linguistics, International Association of Applied Linguistics (AILA), Groningen, the Netherlands. Web.

Vyatkina, N. (8/21/2020). DDL for German: Available resources, learning outcomes, and future directions. EUROCALL Symposium Data-driven learning for languages other than English. Copenhagen, Denmark

Vyatkina, N., & Kourehpaz, S. (2/8/2020). DIY resources for learning German: New corpus-based open educational materials. Midwest Association of Language Learning Technology (MWALLT). Lawrence, KS

Vyatkina, N. (1/9/2020). Corpora as open educational resources for language teaching. Modern Language Association (MLA). Seattle, WA

Vyatkina, N. (3/21/2019). Incorporating corpora into language teaching. International Association for Language Learning Technology (IALLT) webinar series. web

Vyatkina, N. (11/16/2018). Language corpora for L2 vocabulary learning: Data-driven learning across the curriculum. American Council on the Teaching of Foreign Languages (ACTFL). New Orleans, LA

Vyatkina, N. (10/5/2018). Corpus-based approaches to instructed second language acquisition. Cognitive Approaches to Language Acquisition. The Pennsylvania State University

Vyatkina, N. (7/19/2018). Data-driven learning beyond concordancing for improving the breadth and depth of L2 vocabulary knowledge. Teaching and Language Corpora (TaLC). Cambridge, UK

Vyatkina, N. (7/5/2018). The use of corpus-based OERs across a German Studies curriculum. Computer Assisted Language Learning (CALL). Bruges, Belgium

Vyatkina, N. (4/4/2018). Collecting, annotating, and analyzing a second language acquisition corpus. Hall Center Faculty Seminar in Digital Humanities, University of Kansas

Vyatkina, N. (3/26/2018). Data-driven learning for instructed second language acquisition: Deepening the l2 vocabulary knowledge. American Association of Applied Linguistics (AAAL). Chicago, IL

Vyatkina, N. (3/25/2018). Looking back and looking forward: The research of telecollaboration two decades on. American Association of Applied Linguistics (AAAL). Chicago, IL

Vyatkina, N. (10/4/2017). The interfaces between learner corpus research and second language acquisition. Invited workshop 'Learner corpus research at the interfaces’, Learner Corpus Research (LCR) Conference. Bolzano, Italy

Vyatkina, N. (7/27/2017). Data-driven language learning across the curriculum: Learning outcomes and learner perceptions. 18th World Congress of Applied Linguistics, International Association of Applied Linguistics (AILA). Rio de Janeiro, Brazil

Vyatkina, N., Hirschmann, H., & Golcher, F. (7/25/2017). Instructed second language acquisition and the emergence of L2 writing complexity. Invited workshop 'Linguistic Complexity and Instruction', 18th World Congress of Applied Linguistics, International Association of Applied Linguistics (AILA). Rio de Janeiro, Brazil

Vyatkina, N. (5/18/2017). Bridging the gap between Data-Driven Learning and Instructed Second Language Acquisition: The case of L2 vocabulary. Computer Assisted Language Instruction Consortium (CALICO). Flagstaff, AZ

Vyatkina, N. (3/18/2017). Corpora in Language Learning and Teaching. American Association of Applied Linguistics (AAAL). Portland, OR

Vyatkina, N., Hirschmann, H., & F. G. (3/31/2017). Syntactic and lexical complexity in L2 German writing at early stages of instructed SLA. Learner corpus based approaches to second language acquisition. Utrecht, the Netherlands

Vyatkina, N. (11/19/2016). Learners as corpus research apprentices: Data-driven learning across a German Studies curriculum. American Council on the Teaching of Foreign Languages (ACTFL). Boston, MA

Vyatkina, N., Hirschmann, H., & Golcher, F. (7/21/2016). Instructed second language acquisition and longitudinal learner corpus research: The case of lexical and syntactic complexity. Teaching and Language Corpora (TaLC). Giessen, Germany

Vyatkina, N. (4/12/2016). What can multilingual discourse-annotated corpora do for language learning and teaching?. TextLink: Structuring Discourse in Multilingual Europe (Second Action Conference). Budapest, Hungary. http://textlink.ii.metu.edu.tr/sites/default/files/Conference Handbook_beliv.pdf

Awards & Honors

Fulbright US Scholar
The Council for International Exchange of Scholars (CIES), the scholar division of the Institute of International Education (IIE)

Paul Pimsleur Award for Research in Foreign Language Education
American Council on the Teaching of Foreign Languages/The Modern Language Journal

Grants & Other Funded Activity

Incorporating corpora. The KU Open Language Resource Center grant. CFDA 84.229A. US Department of Education. $159000.00 ($31,500). (9/1/2018 - 8/31/2022). Federal. Status: Funded

Longitudinal learner development in German as a second language; Introduction to second language acquisition research. Fulbright Scholar Program. $14450.00. (10/1/2014 - 12/31/2014). Foundation. Status: Funded

Data-driven language learning: Learner proficiency, performance, and perception. Fulbright EU Inter-Country Lecturing Program, UK-US Fulbright Commission. (11/30/2014). Foundation. Status: Funded

Comparing meaning in context: Components of a shallow semantic analysis. German Research Foundation (DFG). $24223.00. (1/1/2010 - 12/31/2013). Foreign (company, govt, agencies, etc.). Status: Funded

Digital resources for second language acquisition research: An annotated longitudinal corpus of learner German. The Revise & Resubmit Incentive Fund, Hall Center for the Humanities, University of Kansas. $4000.00. (1/1/2012 - 12/31/2013). University (KU or KUMC). Status: Funded

Digital resources for second language acquisition research: An annotated longitudinal corpus of learner German. Institute for Digital Research in the Humanities, Digital Humanities Seed Grant, University of Kansas. $15000.00. (1/1/2011 - 12/31/2012). University (KU or KUMC). Status: Funded

The dynamics of second language writing development: Measuring complexity and variability. Language Learning Small Grants Research Program. $10000.00. (1/1/2011 - 12/31/2012). Not-for-Profit (not Foundation). Status: Funded

Longitudinal development of language learners: a corpus-based approach. University of Kansas. $4170.00. (1/1/2010 - 12/31/2011). University (KU or KUMC). Status: Funded

Linguistic annotation of a longitudinal learner corpus of German. German Academic Exchange Service (DAAD), Faculty Research Visit Grants. (3/1/2010 - 5/31/2010). Not-for-Profit (not Foundation). Status: Funded

Effects of teacher corrective feedback on writing accuracy in elementary German. University of Kansas. $5888.00. (1/1/2009 - 12/31/2010). University (KU or KUMC). Status: Funded

Collection and analysis of a longitudinal corpus of learner German. University of Kansas. $8000.00. (1/1/2008 - 12/31/2009). University (KU or KUMC). Status: Funded

Object and color naming in Ukrainian, Russian, and English as a first and second language. Temple University research fund. $2500.00. (1/1/2008 - 12/31/2009). Other University. Status: Funded. Co-I. Subaward amount

Continuous improvement of second language pragmatic competence: Data-driven teaching based on a learner corpus. Joseph M. Juran Center for Leadership in Quality, University of Minnesota. $10000.00. (1/1/2006 - 12/31/2007). Other University. Status: Funded. Juran Dissertation Fellowship