Ph.D. in Second Language Studies, Indiana University (2015)
M.A. in TESOL and Applied Linguistics, Indiana University (2009)
M.A. in Japanese, Indiana University (2009)
M.A. in International Studies, Kobe University (1996)
B.A. in Linguistics, Northwestern University (1986)
Teaching and Research Interests:
Pronunciation Pedagogy, Second Language Phonology, Foreign/Second Language Teaching Methodology, Teaching Less Commonly Taught Languages, Teaching Language Variation
LIN 200 Introduction to Linguistic Science
LIN 250 Introduction to TESOL
LIN 303 Phonology
LIN 339 Structure of a Less Commonly Taught Language (East Asian Languages)
LIN 350 Teaching English as a Second Language
TESL 395 Second Language Acquisition
LIN 497 Undergraduate Thesis
LIN 501 Seminar in Linguistics (Translation and Interpretation)
LIN 511/TESL 536 Dialects of English/World Englishes
LIN 603/TESL 612 Seminar in Phonology (Second Language Phonology)
LIN 650 Seminar in Second Language Acquisition
LIN 651 Instructed Second Language Acquisition
LIN 652 Advanced Methods of Teaching Second Language (Teaching Less Commonly Taught Languages)
LIN 670/TESL 680 Critical Issues in Applied Linguistics (Teaching Pronunciation)
LIN 687 Practicum in Teaching English as a Second Language
LIN 799 Independent Project
Schaefer, V., & Darcy, I. (2020). Applying a newly learned second language dimension to the unknown: The influence of second language Mandarin tones on the naïve perception of Thai tones. Psychology of Language and Communication, 24(1), 90-123.
Schaefer, V., & Abe, L. (2020). The art of imitation: How to use outlines to teach rhetorical prosody and structure. English Teaching Forum, 58(2), 2-13.
Schaefer, V., & Warhol, T. (2020). There ain’t no doubt about it: Teaching EALs to recognize variation and switch/shift between varieties and registers is crucial to communicative competence. TESOL Journal, 11(3), e504. DOI: https://doi.org/10.1002/tesj.504
Schaefer, V., & Darcy, I. (2019). Fried persimmons and dried oysters or why teaching pitch accent matters: A practical guide for teachers of Japanese as a foreign language. The Journal of the National Council of Less Commonly Taught Languages, 26, 127-159.
Schaefer, V. (2019).The influence of L1 English word stress and L1 Japanese pitch accent on the naïve perception of Thai tones in monosyllabic vs disyllabic stimuli. Southern Journal of Linguistics, 43(1), 101-143.
Schaefer, V., Darcy, I., & Abe, L. (2019). The distress in not stressing and destressing stress in English: Using wordplay to boost awareness, intelligibility, and communicative competence. TESOL Journal, 10(3), e00411.DOI: https://doi.org/10.1002/tesj.411
Schaefer, V. & Darcy, I. (2014). Lexical function of pitch in the first language shapes cross-linguistic perception of Thai tones. Laboratory Phonology, 5(4), 489-522. DOI: https://doi.org/10.1515/lp-2014-0016
Awards and Honors:
College of Liberal Arts Summer Research Grant, 2016, 2017