Dr Jacqueline Laws
Jacqueline was formerly the Director of, and Admissions Tutor for, the PhD Programmes in Applied Linguistics, and taught modules on Grammar at undergraduate and postgraduate level. She also delivered modules on research design at doctoral level and supervised a number of PhD students, but ceased to take on further supervision in July 2019.
In 2012, Jacqueline won a University Award for Outstanding Contributions to Teaching and Learning.
Areas of Interest
Jacqueline's research interests relate to all aspects of grammar, child language acquisition, cognitive linguistics and corpus linguistics. She recently held a British Academy/Leverhulme grant to support her research on the distributional properties of complex words in adult spoken language and hosted a Workshop on Derivational Morphology and Spoken Language on 22nd June, 2016. In parallel, she is investigating the acquisition of derivational morphology in children with normally developing language. This work has implications for research in multilingualism, literacy, education and clinical studies. Jacqueline has developed a database of 18,000 complex word types in adult speech called MorphoQuantics: A Database of Derivational Morphology in Adult Spoken English.
Jacqueline has also published on the characteristics of split intransitivity in Italian and Mandarin, in particular, the interaction between semantic verb class, aspect and word order effects.
For her PhD in Psycholinguistics (funded by the Social Science Research Council), Jacqueline explored the relationship between human reasoning and accuracy in solving problems in formal logic, specifically linear syllogisms.
Research groups / Centres
- Alangari, M., Jaworska, S. and Laws, J. (2020) Who’s afraid of phrasal verbs? The use of phrasal verbs in expert academic writing in the discipline of linguistics. Journal of English for Academic Purposes, 43. 100814. ISSN 1475-1585 doi: https://doi.org/10.1016/j.jeap.2019.100814
- Laws, J. (2019) Profiling complex word usage in the speech of English preschool children: frequency patterns and transparency characteristics. First Language, 39 (6). pp. 593-617. ISSN 0142-7237 doi: https://doi.org/10.1177/0142723719872669
- Treffers-Daller, J., Alkhudiry, R. and Laws, J. (2019) Using the YARC Secondary with adult Arabic L1 learners of English: an exploration of L2 learners’ reading comprehension and their ability to learn new words. Language Studies Working Papers, 10. pp. 3-16. ISSN 2040-3461
- Laws, J. and Ryder, C. (2018) Register variation in spoken British English: the case of verb-forming suffixation. International Journal of Corpus Linguistics, 23 (1). pp. 1-27. ISSN 1569-9811 doi: https://doi.org/10.1075/ijcl.16036.law
- Laws, J., Ryder, C. and Jaworska, S. (2017) A diachronic corpus-based study into the effects of age and gender on the usage patterns of verb-forming suffixation in spoken British English. International Journal of Corpus Linguistics, 22 (3). pp. 375-402. ISSN 1569-9811 doi: https://doi.org/10.1075/ijcl.22.3.04law
- Laws, J. and Ryder, C. (2014) Getting the measure of derivational morphology in adult speech a corpus analysis using MorphoQuantics. Language Studies Working Papers, 6. pp. 3-17. ISSN 2040-3461
- Laws, J. V. and Yuan, B. (2010) Is the core-peripheral distinction for unaccusative verbs cross-linguistically consistent? Empirical evidence from Mandarin. Chinese Language and Discourse, 1 (2). pp. 220-263. ISSN 1877-8798 doi: https://doi.org/10.1075/cld.1.2.03law
- Laws, J. V. (2010) To 'be', and not to 'have': auxiliary selection in unaccusative verbs in Italian. Language Studies Working Papers, 2. pp. 3-16. ISSN 2040-3461
- Laws, J. (2015). A Grand Tour of English Grammatical Constructions. A review of: Martin Hilpert (2014). Construction Grammar and its Application to English. Edinburgh: Edinburgh University Press. English Today , 31 (3): 66-63.
MA in Linguistics (Reading); PhD in Psycholinguistics (London); BA (Hons) Italian (London), BSc (Hons) Psychology (CNAA), Postgraduate Certificate in Academic Practice (Reading), Fellow of the Higher Education Academy (FHEA).