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John Murphy

Professor    
Specializations

Second Language (L2) teacher development (teacher reasoning, teacher cognition, teacher education)
Methods of L2 instruction
Teaching of ESL oral communication (listening, speaking, and pronunciation)

Biography

John Murphy began his career as a teacher of English to speakers of other languages in the mid-1970s. He joined Georgia State University as an educator of second language (L2) teachers in 1988 where he currently serves as Professor in the AL/ESL Department. He received his doctorate in the teaching of English to speakers of other languages from Teachers College of Columbia University. In previous appointments he was an Assistant Professor of ESL at Brooklyn College of the City University of New York (1979-1988); an ESL teacher in New Jersey public schools (1977-1978); and a lecturer of ESL at the Pontificia Universidad Catolica Madre y Maestra in the Dominican Republic (1974-1977). Dr. Murphy has held short-term guest lectureships in Barcelona, Spain and the Peoples Republic of China. His contributions include invited plenaries at conferences in Peru, Costa Rica, the Dominican Republic, El Salvador, Egypt, Mexico, Spain and at several regional conferences in the United States. John’s publications include five books: Teaching the Pronunciation of English: Focus on Whole Courses (Ed., 2017, University of Michigan Press); The Routledge Handbook of Second Language Pronunciation (2017; co-edited with Okim Kang and Ron Thomson);  Teaching Pronunciation (2013; TESOL International); Understanding the Course We Teach: Local Perspective on English Language Teaching (2001, co-edited with Pat Byrd, University of Michigan Press); and Essentials in Teaching Academic Oral Communication (2005; Houghton Mifflin). He has also published numerous articles in leading Applied Linguistics journals (e.g., TESOL Quarterly, TESOL Journal, TESL Canada Journal, Journal of Second Language Writing, English for Specific Purposes, System), along with book chapters, and additional publications. John has served on editorial boards for System, TESOL Journal, and TESOL Quarterly, as guest co-editor for TESOL Journal, and as Chair of International TESOL’s Book Publications Committee. Dr. Murphy’s research interests span three areas of Applied Linguistics: L2 teacher education (teacher reasoning, teacher cognition), approaches to L2 instruction, and the teaching of ESL oral communication (listening, speaking, and pronunciation). His contributions in research and teaching are informed by both social-cognitive and socio-cultural understandings of how L2 teachers and L2 learners develop new abilities. Beyond academia, John also teaches Yoga (twice weekly) in the lineage of Pranakriya Hatha Yoga.

COURSES COMMONLY TAUGHT

  • AL 8450:  Approaches to Teaching ESL/EFL to Adults
  • AL 8320:   Sound System of English: Teaching the Pronunciation of ESL/EFL
  • AL 8480:   Classroom Practices in ESL/EFL
  • AL 8990:  Research/Theory of Second Language Teacher Development
  • AL 8900:   Practicum in ESL/EFL Teaching
  • AL 8610:  Supervision in Second Language Teaching
  • AL 9370:   Seminar in Language, Cognition, And Communication
    (Advanced Topics in Research/Theory of Second Language Teacher Development)
Publications

Book Publications

  • Murphy, J. M. (Ed.). (2017).  Teaching the Pronunciation of English:  Focus on Whole Courses.  University of Michigan Press.  Ann Arbor, Michigan.
  • Kang, O., Thomson, R., & Murphy, J. (Eds.). (2017).  The Routledge Handbook of Second Language Pronunciation.  Routledge:  United Kingdom.
  • Murphy, J. (2013).  Teaching pronunciation.  [English language teacher development series]. Alexandria, VA.  Teachers of English to Speakers of Other Languages.
  • Murphy, J. M. (2005).  Essentials in teaching academic oral communication.  Houghton Mifflin:  Boston, MA.
  • Murphy, J. M., and Byrd, H. P. (Eds.). (2001). Understanding the courses we teach: Local perspectives on English language teaching.  Ann Arbor, Michigan:  University of Michigan Press.

Journal Articles (selected):

  • Jung, Y., Kim, Y., & Murphy, J. (2017). The role of task repetition in learning word stress patterns through auditory priming tasks.  Studies in Second Language Acquisition, 39(2), 319-346.
  • Lee, J., Murphy, J., & Baker, A. (2016).  Teachers are not empty vessels”: A reception study of Freeman and Johnson’s (1998) ‘Reconceptualization of the knowledge base of second language teacher education’.  TESL Canada Journal, 33(1), pp. 1-21.
  • Murphy, J. M. (2014).  Intelligible, comprehensible, nonnative models in ESL/EFL pronunciation teaching.  System: An International Journal of Educational Technology and Applied Linguistic, 42, pp, 258-269.
  • Payant, C., & Murphy, J. (2012).  Cooperating Teachers’ Roles and Responsibilities in an MATESOL Practicum.  TESL Canada Journal, 29, 1-23.
  • Baker, A., & Murphy, J. (2011).  Knowledge Base of Pronunciation Teaching: Identifying a Research Agenda.  TESL Canada Journal, 28, 29-50.
  • Murphy, J. M. (2004).  Attending to word-stress while learning new vocabulary.  English for Specific Purposes Journal, 23(1), 67-83.

Book Chapters (selected):

  • Murphy, J. M. (2017a). Teacher training in the teaching of pronunciation.  Chapter 18 in O. Kang, R. Thomson, & J. Murphy (Eds). The Routledge Handbook of Second Language Pronunciation (pp. 298-319).  Routledge:  United Kingdom.
  • Murphy, J. M. (2017b). Introduction.  In J. Murphy (Ed.), Teaching the Pronunciation of English:  Focus on Whole Courses (pp. 1-29). University of Michigan Press.  Ann Arbor, Michigan.
  • Murphy, J. M. (2017c). Suprasegmentals:  Thought groups, prominence, word stress, intonation, and pitch jumps.  Chapter One in J. Murphy (Ed.), Teaching the Pronunciation of English:  Focus on Whole Courses (pp. 31-69).  University of Michigan Press.  Ann Arbor, Michigan.
  • Murphy, J. M. (2017d). Segmentals:  Phonemes, allophones, vowel sounds, consonants, and squeeze zones.  Chapter Two in J. Murphy (Ed.), Teaching the Pronunciation of English:  Focus on Whole Courses (pp. 70-106).  University of Michigan Press.  Ann Arbor, Michigan.
  • Murphy, J. M. (2017e). Epilogue:  Where do we go from here?  In J. Murphy (Ed.), Teaching the Pronunciation of English:  Focus on Whole Courses (pp. 327-340).  University of Michigan Press.  Ann Arbor, Michigan.
  • Murphy, J. M., & Baker, A. A. (2015).  History of ESL pronunciation teaching.  In John Levis and Marnie Reed (Eds), Wiley-Blackwell handbook of English pronunciation (pp. 36-65).  Blackwell Handbooks in Linguistics Series.
  • Murphy, J. M. (2014).  ESL teachers are ready to teach pronunciation.  In L. Grant (Ed.), Pronunciation myths (pp.29-57).  Ann Arbor, Michigan:  University of Michigan Press.

Book Chapters (selected, pedagogy focused):

  • Murphy, J. (2016). Pronunciation, thought grouping, & general listening skills. In T. Jones (Ed.), Integrating pronunciation with other skills areas, 57-74. Alexandria, VA: TESOL International Association.
  • Murphy, J. (2015). Clearer speech through the process of thought grouping.  In M. Lewis and H. Reinders (Eds.), New ways in teaching adults, 121-123.  Alexandria, VA:  Teachers of English to Speakers of Other Languages.
  • Murphy, J. (2014).  Learning word stress along with new vocabulary.  Coxhead (Ed.), New Ways in Teaching Vocabulary, Revised (pp. 21-24).  Alexandria, VA:  Teachers of English to Speakers of Other Languages.