Prof. Keiko Koda

Department of Modern Languages

Carnegie Mellon University, USA

Professor

Email: kkoda@andrew.cmu.edu

Qualifications

1986 Ph.D., University of Illinois

1983 M.A., University of Illinois, Education

1980 B.A., Aoyama Gakuin University, English literature

Publications (Selected)

1. Ke, S., Jin, R., & Koda, K. (2023). Adult L2 learners’ morphological sensitivity in a morphosyllabic language. The Mental Lexicon, 18(3), 446-471.
2. Li, X., & Koda, K. (2022). Linguistic constraints on the cross-linguistic variations in L2 word recognition. Reading and Writing, 35(6), 1401-1424.
3. Chen, T., Ke, S., & Koda, K. (2021). The predictive role of grapho-morphological knowledge in reading comprehension for beginning-level L2 Chinese learners. Frontiers in Psychology, 12, 757934.
4. Zhang, H., & Koda, K. (2021). Early oral language in Chinese heritage language reading development. Foreign Language Annals, 54(4), 1107-1123.
5. Koda, K. (2021). Transfer facilitation effects of morphological awareness on multicharacter word reading in Chinese as a foreign language. Applied Psycholinguistics, 42(5), 1263-1286.
6. Zhang, H., & Koda, K. (2021). Cross-linguistic morphological awareness in Chinese heritage language reading acquisition. Journal of Psycholinguistic Research, 50(2), 335-353.
7. Ke, S., Miller, R. T., Zhang, D., & Koda, K. (2021). Crosslinguistic sharing of morphological awareness in biliteracy development: A systematic review and meta‐analysis of correlation coefficients. Language Learning, 71(1), 8-54.
8. Chen, T., Koda, K., & Wiener, S. (2020). Word-meaning inference in L2 Chinese: An interactive effect of learners’ linguistic knowledge and words’ semantic transparency. Reading and Writing, 33(10), 2639-2660.
9. Zhang, H., Koda, K., Han, Y., & Lin, J. (2019). Word-specific and word-general knowledge in L2 Chinese lexical inference: An exploration of word learning strategies. System, 87, 102146.
10. Ke, S., & Koda, K. (2019). Is vocabulary knowledge sufficient for word-meaning inference? An investigation of the role of morphological awareness in adult L2 learners of Chinese. Applied Linguistics, 40(3), 456-477.
11. Zhang, D., Koda, K., Leong, C. K., & Pang, E. (2019). Cross‐lagged panel analysis of reciprocal effects of morphological processing and reading in Chinese in a multilingual context. Journal of Research in Reading, 42(1), 58-79.
12. Zhang, H., & Koda, K. (2018). Vocabulary knowledge and morphological awareness in Chinese as a heritage language (CHL) reading comprehension ability. Reading and Writing, 31, 53-74.
13. Ke, S. E., & Koda, K. (2017). Contributions of morphological awareness to adult L2 Chinese word meaning inferencing. The Modern Language Journal, 101(4), 742-755.
14. Lü, C., & Koda, K. (2017). The roles of phonological awareness and oral vocabulary knowledge in English-Chinese biliteracy acquisition among Chinese heritage language learners. Heritage Language Journal, 14(1), 30-48.
15. Zhang, D., & Koda, K. (2017). Assessing L2 vocabulary depth with word associates format tests: issues, findings, and suggestions. Asian-Pacific Journal of Second and Foreign Language Education, 2, 1-30.
16. Zhang, H., & Koda, K. (2018). Word-knowledge development in Chinese as a heritage language learners: A comparative study. Studies in Second Language Acquisition, 40(1), 201-223.

Profile Details

https://www.cmu.edu/dietrich/lcal/about-us/filter/emeritus/keiko-koda.html

https://www.linkedin.com/in/keiko-koda-6399287a/

https://www.researchgate.net/scientific-contributions/Keiko-Koda-46862715