Scott Crossley is an Assistant Professor of English as well as the Director of the Teaching English to Speakers of Other Languages program at Mississippi State University. He is also a senior researcher at the Institute for Intelligent Systems at the University of Memphis. He received his Ph.D. from the University of Memphis in 2006. He teaches both graduate and undergraduate classes in second language acquisition, general linguistics, and TESOL approaches and methodology. He has also held various teaching positions both abroad and in the United States. His primary research focuses on corpus linguistics and the application of computational tools in second language learning. He is currently interested in the development of second language learner lexicons and the implications of computational tools in examining lexical growth and lexical proficiency. He also works as a senior researcher on Writing Pal, an intelligent tutoring system under development at the University of Memphis. In Writing Pal, he is responsible for the development of computational algorithms for analyzing writing proficiency and providing automatic feedback to Writing Pal users. To date, he has published 25 peer reviewed articles and has worked as a consultant or researcher on four federally funded grants. His research has appeared in many prestigious journals in the field of second language acquisition including TESOL Quarterly, Language Learning, The Modern Language Journal, Second Language Research, and English for Specific Purposes.
Selected Publications
Crossley, S.A. (2005). Metaphorical considerations in hip-hop music:
Toward a
better understanding of the hip-hop generation. African American
Review, 9,
(4) 501-512. [PDF]
Louwerse, M.M. & Crossley, S.A. (2006). Dialog act classification using
N-Gram algorithms. In G. Sutcliffe & R. Goebel (Eds.), Proceedings of the International Florida Artificial Intelligence Research Society (pp.
758-763).
Menlo Park, California: AAAI Press. [PDF]
Crossley, S.A., McCarthy, P.M. and McNamara, D.S. (2007). Discriminating
between second language learning text-types. In D. Wilson & G. Sutcliffe
(Eds.), Proceedings of the 20th International Florida Artificial
Intelligence
Research Society (pp. 205-210). Menlo Park, California: AAAI Press. [PDF]
McCarthy, P.M., Rus, V., Crossley, S.A., Bigham, S.C., Graesser, A.C. &
McNamara, D.S. (2007). Assessing entailer with a corpus of natural
language
from an intelligent tutoring system. In D. Wilson & G. Sutcliffe (Eds.), Proceedings of the 20th International Florida Artificial Intelligence
Research
Society (pp. 247-252). Menlo Park, California: AAAI Press. [PDF]
Crossley, S.A, Dufty, D.F., McCarthy, P.M. & McNamara, D.S. (2007). Toward a new readability: A mixed model approach. Proceedings of
the
29th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society. [PDF]
Crossley, S. A. (2007). A chronotopic approach to genre analysis: An exploratory study. English for Specific Purposes, 26 (1) 4-24. [PDF]
Crossley, S. A., Louwerse, M. M., McCarthy, P. M. & McNamara, D. S. (2007). A linguistic analysis of simplified and authentic texts. Modern Language Journal, 91, (2) 15-30. [PDF]
Crossley, S. A. & Louwerse, M. M. (2007). Multi-dimensional register classification using bi-grams. International Journal of Corpus Linguistics, 12, (4), 453-478. [PDF]
Crossley, S. A., Salsbury, T. McCarthy, P. M. & McNamara, D. S. (2008). Using Latent Semantic Analysis to explore second language lexical development. In D. Wilson & G. Sutcliffe (Eds.), Proceedings of the 21st International Florida Artificial Intelligence Research Society (pp. 136-141). Menlo Park, California: AAAI Press. [PDF]
McCarthy, P. M., Rus, V., Crossley, S. A., Graesser, A. C., & McNamara, D. S. (2008). Assessing forward-, reverse-, and average entailment indices on natural language input from the intelligent tutoring system, iSTART. In D. Wilson & G. Sutcliffe (Eds.), Proceedings of the 21st International Florida Artificial Intelligence Research Society (pp. 165-170). Menlo Park, California: AAAI Press. [PDF]
Crossley, S. A., Salsbury, T., McCarthy, P. M., & McNamara, D. S. (2008) LSA as a measure of second language natural discourse. In V. Sloutsky, B. Love, and K. McRae (Eds.), Proceedings of the 30th annual conference of the Cognitive Science Society (1906-1911). Washington, D.C.: Cognitive Science Society. [PDF]
Louwerse, M. M., Crossley, S. A., & Jeuniaux, P. (2008). What if? Conditionals in educational registers. Linguistics and Education, 19, 56-69. [PDF]
Crossley, S. A. (2008). The effects of genre analysis pedagogy: A corpus-based and situational analysis. Foreign Languages for Specific Purposes, 7, 20-35. [PDF]
Crossley, S. A., Boggess, G., & Salsbury, T. (2009). Exploring Lexical Network Development in Second Language Learners. . In C.H. Lane & H.W. Guesgen (Eds.), Proceedings of the 22nd International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 225-230). Menlo Park, CA: The AAAI Press.[PDF]
Duran, N.D., Crossley, S.A., Hall, C., McCarthy, P.M., & McNamara, D.S. (2009). Expanding a catalogue of deceptive linguistic features with NLP technologies. In C.H. Lane & H.W. Guesgen (Eds.), Proceedings of the 22nd International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 243-248). Menlo Park, CA: The AAAI Press. [PDF]
Crossley, S. A., Greenfield, J., & McNamara, D. S. (2008). Assessing text readability using cognitively based indices. TESOL Quarterly, 42 (3), 475-493. [PDF]
Crossley, S. A. & McNamara, D. S. (2008). Assessing Second Language Reading Texts at the Intermediate Level: An approximate replication of Crossley, Louwerse, McCarthy, and McNamara (2007). Language Teaching, 41 (3), 409-229. [PDF]
Crossley, S. A., Louwerse, M., & McNamara, D. S. (2009). Identifying linguistic cues that distinguish text types: A comparison of first and second language speakers. Language Research, 42 (2), 361-381. [PDF]
