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Marnie Reed

Clinical Professor

Dr. Marnie Reed is a clinical professor for TESOL education at Boston University Wheelock College of Education & Human Development. Her research, publications, and conference presentations focus on second-language acquisition, specifically in phonology. Dr. Reed’s current areas of interest and research are the role of auditory feedback in the perception and production of connected discourse, the role of metalinguistic feedback in the acquisition of morphosyntax, and the role of metacognition in cross-linguistic awareness of the pragmatic functions of English prosody.

Dr. Reed has served as the program coordinator for the graduate TESOL certificate; advisor for the graduate TESOL program; and faculty advisor to the EdM and EdD in Language Education. She has also been a consultant to academic institutions, government, and industry, both domestically and internationally. She has served as chair of the Interest Section Leadership Council, Teachers of English to Speakers of Other Languages International Association (2013-2015) and has been a member of the steering committee since 2009.

Dr. Reed was the co-chair of Teaching and Learning Pronunciation: Local and Global Perspectives on Research and Practice, Pronunciation Symposium, Australian Council of Teachers of English to Speakers of Other Languages Associations, Cairns, Australia (July 2012). She serves on the advisory board for the Journal of Second Language Pronunciation, and is a member of several professional organizations, including the American Association for Applied Linguistics, the International Association for Applied Linguistics, the Linguistic Society of America, and the Society for Language Development.

EdD, Applied Psycholinguistics, Boston University

EdM, Childhood and Curriculum, Boston University

AB, English/French, West Chester University

SED LS565 Applied Linguistics: Language and Linguistics Survey

SED LS610 Applied Phonology: Strategies for Assessment and Instruction of English Pronunciation

SED LS658  Second Language Acquisition

SED TL835 Advanced Seminar in TESOL Pedagogy

Books

Reed, M., & Michaud, C. (In Preparation) Sound Concepts: Guide to Listening, Speaking, Pronunciation, 2nd Edition. Ann Arbor, MI: University of Michigan Press.

Reed, M., & Levis, J. (Eds.) (2015). The Handbook of English Pronunciation. West Sussex, UK: John Wiley & Sons, Inc.

Reed, M., Michaud, C. (2011). An Integrated Approach to Pronunciation: Listening Comprehension and Intelligibility in Theory and Practice. In J. Levis & K. LaVelle (Eds.), Proceedings of the Pronunciation in Second Language Learning and Teaching conference, September 2010, Ames: IA: Iowa State University.

Reed, M., & Michaud, C. (2010). Goal-Driven Lesson Planning for Teaching English to Speakers of Other Language. Ann Arbor, MI: University of Michigan Press.

Reed, M., & Michaud, C. (2006). Teacher’s Manual: Sound Concepts: An Integrated Pronunciation Course. New York: McGraw-Hill.

Reed, M., & Michaud, C. (2005).  Sound Concepts: An Integrated Pronunciation Course. New York: McGraw-Hill.

Book Chapters

Michaud, C., Reed, M. (In Press). ESL Pronunciation Small Group Tutoring, In J. Murphy (Ed.), Teaching the Pronunciation of ESL:  Focus on Whole Courses, Ann Arbor, MI: University of Michigan Press.

Reed, M. (2015). Pronunciation, Stress and Intonation, and Communicative Listening Skills. In (T. Jones, Ed.), Integrating Pronunciation with other Skills Areas, Alexandria, VA: TESOL Press. Pp. 75-87. 

Reed, M., Michaud, C. (2015). Intonation in research and practice: The importance of metacognition. In Reed, M. and Levis, J. (Eds), The Handbook  of English Pronunciation, West Sussex, UK: John Wiley & Sons, Inc. Pp. 454-470.

Proceedings

Reed, M. (2014). The English syllable: Big news, bad news, and its importance for intelligibility. In J. Levis & S. McCrocklin (Eds.), Proceedings of the 5th Pronunciation in Second Language Learning and Teaching Conference, Sept. 2013. Ames, IA: Iowa State University.

Reed, M. (2012). The effect of metacognitive feedback on second language morphophonology. In J. Levis & K. LaVelle (Eds.), Proceedings of the 3rd Pronunciation in Second Language Learning and Teaching Conference (pp. 168-177). Ames, IA: Iowa State University.

Reed, M., & Michaud, C. (2011). Listening comprehension and intelligibility in theory and practice. In J. Levis & K. LaVelle (Eds.), Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference (pp. 95-104). Ames, IA: Iowa State University.  

Articles

Reed, M., & Michaud, C. (2010). He who hesitates: Hesitation phenomena as quality control in speech production, Obstacles in non-native speech perception. Journal of Education 82(3). Pp. 67-91.

Reed, M., Liu, D. (2019). Differential focus-marking in L2 processing, perception, and production of English intonational contrast: An eye-tracking study. New Sounds: The 9th International Symposium on the Acquisition of Second Language Speech, August 30-September 1, 2019, Waseda University, Tokyo, Japan.

Reed, M. (April, 2016). Pronunciation, stress and intonation, and communicative listening skills. Teachers of English to Speakers of Other Languages Annual Convention, Baltimore, MD.

Reed, M. (March, 2016). A lesson planning paradigm shift: Tools to measure learning outcomes. Applied Linguistics Winter Conference, Teachers College, Columbia University, New York, NY. 

Lacroix, J., Reed, M. (December, 2015). Teaching effective listening skills, connected speech, and non-standard stress. TESOL Regional Conference, National Institute of Education, Singapore. 

Reed, M., Lacroix, J. (October, 2015). Metacognitive strategy instruction improves L2 skills processing aural input. Pronunciation in 2nd Language Learning & Teaching Conference, Dallas, TX. 

Zielinski, B., Meyers, C., McGregor, A., Reed, M. (October, 2015). In search of a teachable model of intonation. Pronunciation in 2nd Language Learning & Teaching Conference, Dallas, TX. 

Reed, M. (May, 2015). Five Recommendations for a Metacognitive-Focused Approach to Teaching Intonation. Massachusetts Association of Teachers to Speakers of Other Languages Annual Conference, Boston, MA. 

Reed, M. (March, 2015). The melody of English: Teaching pragmatic functions of intonation. Academic Session, Pedagogical Priorities for Improving Pronunciation, Listening, Speaking Skills, Teachers of English to Speakers of Other Languages Annual Convention, Toronto, Canada. 

Reed, M., Michaud, C. (March, 2015). Lesson planning myths: Reconceptualizing our role. Teachers of English to Speakers of Other Languages Annual Convention, Toronto, Canada. 

Reed, M., Lacroix, J. (March, 2015). Processing Aural Input at Metacognitive and Skill Levels. Applied Linguistics Winter Conference, Teachers College, Columbia University, New York, NY. 

Reed, M. (September, 2014). Metacognitive Pronunciation Instruction: Matching Teaching Talk to Student Tell Backs. Pronunciation in 2nd Language Learning & Teaching Conference, Ames, IA.

Reed, M. (August, 2014). Relating intonation research to language teaching: Metacognitive strategies bridge leaner gaps in understanding speaker intent. 17th International Association of Applied Linguistics World Congress, Brisbane, Australia.

Reed, M., Michaud, C.  (March, 2014). Listen again: Strategies for an integrated approach to listening skills. Pre-Convention Institute, Teachers of English to Speakers of Other Languages Annual Convention, Portland, OR.

Reed, M. (March, 2014). L2 listening: Metacognitive strategies for processing the pragmatic functions of intonation. American Association for Applied Linguistics Annual Conference, Portland, OR.

Reed, M. (August, 2013). Metacognitive instruction for L2 listening: Addressing the instruction gap in teaching learners how to process listening input. European Second Language Association Conference, Amsterdam, Holland.

Reed, M. (May, 2013). Investigating metacognition in L2 listening: Evidence to support a strategic approach. International Symposium on the Acquisition of Second Language Speech, Montreal, Canada.

Reed, M. (March, 2013). Pragmatics and pronunciation: The challenges of listening for speaker intent. Panelist: Academic Session Teaching Listening: From perception to Comprehension. Teachers of English to Speakers of Other Languages Annual Convention, Dallas, TX.

Reed, M. (March, 2013). Metacognitive Instruction for Second Language Listening: Answering the Call for a Strategy-Based, Learner-Oriented Approach. American Association for Applied Linguistics Annual Conference, Dallas, TX.

Reed, M. (March, 2013). Listening, the neglected core skill: Metacognitive strategies for teaching listening. The 34th Annual Applied Linguistics Winter Conference. Teachers College, Columbia University, New York, NY.

Reed, M. (September, 2012). Pragmatics of suprasegmental phonology: Intersection of applied linguistics and TESOL research. European Second Language Association Conference, Poznan, Poland.

Reed, M. (August, 2012). Operationalizing curriculum objectives: Integrating and assessing listening and speaking in an Intensive English Program. Pronunciation in Second Language Learning and Teaching Conference, Vancouver, Canada.

Reed, M. (July, 2012). The pragmatic functions of intonation: Bridging learner and instructor metacognitive gaps with research-informed pedagogy. Australian Council of TESOL Associates International Conference, Cairns, Australia.

Reed, M. (March, 2012). Conceptualizing the functions of intonation: Learner and instructor metacognitive gaps and implications for pedagogy. American Association for Applied Linguistics Annual Conference, Boston, MA.

Reed, M. (August, 2011). A partnership approach to language learning: Teachers, students, and strategies for independence. The 16th World Congress of the International Association for Applied Linguistics, Beijing, China.

Reed, M. (August, 2011). Teaching talk: The role of metalinguistic prompts in the classroom. The 16th World Congress, International Association for Applied Linguistics, Beijing, China.

Reed, M. (February, 2011). Applying linguistics: Connecting pronunciation training to linguistics in Applied Linguistics Programs. The 32nd Annual Applied Linguistics Winter Conference. Teachers College, Columbia University, New York, NY.

Reed, M., & Michaud, C. (February, 2010). Unexpected payoffs of English Language Teaching pronunciation instruction. International Congress of Professional Development for Teachers of English. Universidad de Palermo, Buenos Aires, Argentina.

Reed, M., & Michaud, C. (February, 2010). Speech production and perception: Improving academic listening. International Congress of Professional Development for Teachers of English. Universidad de Palermo, Buenos Aires, Argentina.

Reed, M., & Warsi, J. (May, 2005). Can speech production facilitate perception: The role of convergent output in L2 speech perception. 1st Acoustical Society of America Workshop on Second Language Speech Learning, Vancouver, Canada.

Reed, M., & Fassihi, P. (June, 2005). Teaching pronunciation to adults. The Third International Conference on Issues in English Language Teaching in Iran, Teheran, Iran.

Reed, M., & Warsi, J. (March, 2002). Feedback on corrective feedback: Sensitizing the L2 learner to phonetic categories. American Association for Applied Linguistics Annual Conference, Salt Lake City, UT.

Reed, Marnie (Nov. 1991). Durational properties in speech production and speech perception of native and non-native speakers. Boston University Conference on Language Development, Boston, MA.