Ron Thomson
Professor
Department of Teacher Education
Brock University
Canada
Biography
Dr. Thomson completed his PhD in Linguistics at the University of Alberta in 2007. He also holds a BA in Political Science (University of Calgary, 1995) and an MEd in TESL (University of Alberta, 2001). Professor Thomson's substantial cross-cultural experience significantly informs his worldview, and his sense of humour. After spending his formative years among the Siksiká (Southern Alberta), Muhajirs and Punjabis (Pakistan), he went on to study in India, to volunteer in the Dominican Republic, and to teach English in Korea, Oman, and Canada.
Research Interest
Dr. Thomson’s research focuses on the development of L2 pronunciation and fluency. He is currently examining how L2 learners process L2 sounds and the role the learners’ L1 plays. Dr. Thomson is also interested in how computer-mediated instruction may facilitate easier and more rapid development of L2 speech perception and production.
Publications
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Thomson, R. I. (2011). Computer Assisted Pronunciation Training: Targeting second language vowel perception improves pronunciation. CALICO Journal, 28, 744-765.
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Thomson, R. I. (2012). Demystifying pronunciation research to inform practice. In McGarrell, H.M. & Courchêne, R. (Eds.) Special Research Symposium Issue of CONTACT, 38, (2), 63-75.
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Derwing, T. M., Thomson, R. I., Foote, J. A., & Munro, M. J. (2012). A Longitudinal study of listening perception in adult learners of English: Implications for teachers. Canadian Modern Language Review, 68, 247-266.
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Thomson, R. I. (2012). Improving L2 listeners’ perception of English vowels: A computer-mediated approach. Language Learning, 62, 1231-1258.
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Isaacs, T. & Thomson, R. I. (2013). Rater experience, rating scale length, and judgments of L2: Revisiting research conventions. Language Assessment Quarterly, 10, (2), 135-159.
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Thomson, R. I. & Derwing, T. M. (2015). The Effectiveness of L2 Pronunciation Instruction: A Narrative Review. Applied Linguistics, 36(3): 326-344.
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Munro, M. J., Derwing, T. M., & Thomson, R. I. (2015). Setting segmental priorities for English learners: Evidence from a longitudinal study. International Review of Applied Linguistics in Language Teaching, 53(1), 39-60.
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Galante, A., & Thomson, R. I. (2017). The effectiveness of drama as an instructional approach for the development of L2 fluency, comprehensibility, and accentedness. TESOL Quarterly, 51,(1), 115-142.
