His teaching and research interests include second language acquisition, communicative
focus on form in second language classrooms, L2 reading processes and lexical inferencing,
classroom discourse, and the application of the socio-cultural approaches to second language
research and pedagogy.
In 2001, he was awarded the twenty-first annual Kenneth W. Mildenberger
Prize of Modern Language Association of America for the article he co-authored
with Gordon Wells of the University of California, Santa Cruz, What's
the Use of Triadic Dialogue?: An Investigation of Teacher-Student Interaction.
Publications
BOOK
Fotos, S. & Nassaji, H. (Eds.) (2007). Form-focused instruction and teacher education: Studies in honour of Rod Ellis. Oxford: Oxford University Press.
ARTICLES IN REFEREED JOURNALS
Nassaji, H. (to appear). The Effects of Recasts and Elicitations in Dyadic Interaction and the Role of Feedback Explicitness. Language Learning, 59/2.
Nassaji, H. (2007). Elicitation and Reformulation and their Relationship with Learner Repair in Dyadic Interaction, Language Learning, 57, 4, 511-548.
Nassaji, H. (2007). The development of spelling and orthographic knowledge in English as an L2: A longitudinal case study. The Canadian Journal of Applied Linguistics, 10, 77-98.
Nassaji, H. (2007). Schema theory and knowledge-based processes in second language reading comprehension: A need for alternative perspectives. Language Learning, 57, supplement 1, 79-113.
Nassaji, H. (2006) The relationship between depth of vocabulary knowledge and L2 learners' lexical inferencing strategy use and success (exchange article), Modern Language Journal, 90, 387-401.
Nassaji, H. (2004). The relationship between depth of vocabulary knowledge and L2 learners' lexical inferencing strategy use and success, Canadian Modern Language Review, 61, 1, 107-134.
Nassaji, H. & Fotos, S. (2004). Current developments in research on the teaching of grammar. Annual Review of Applied Linguistics, 24, 126-145.
Nassaji, H. (2004). Input modality and remembering name-referent associations in vocabulary learning. Canadian Journal of Applied Linguistics, 7, 39-55.
Nassaji, H. (2003). L2 vocabulary learning from context: Strategies, knowledge sources, and their relationship with success in L2 lexical inferencing. TESOL Quarterly, 37, 645-670.
Nassaji, H. (2003). Higher-level and lower-level text processing skills in advanced ESL reading comprehension. The Modern Language Journal, 87, 261-276.
Nassaji, H. (2002) Schema theory and knowledge-based processes in second language reading comprehension: A need for alternative perspectives, Language Learning, 52, 439-481.
Nassaji, H. (2000). Towards integrating form-focussed instruction and communicative interaction in the second Language classroom: Some pedagogical possibilities (Exchange article). The Modern Language Journal, 84, 241-250.
Nassaji, H. (2000). A reply to Sheen. The Canadian Modern Language Review, 56, 507-513.
Nassaji, H. & Cumming, A. (2000). What is in ZPD: A case study of a young ESL student and teacher interacting through dialogue journals. Language Teaching Research, 4, 95-121.
Nassaji, H. & Swain, M. (2000). A Vygotskian perspective on corrective feedback: The effect of random versus negotiated help on the learning of English articles. Language Awareness, 9, 34-51.
Nassaji H. & Wells, G. (2000). What's the use of 'triadic dialogue'?: An investigation of teacher-student interaction. Applied Linguistics, 21, 376-406.
Nassaji, H. (1999). Towards integrating form-focused instruction and communicative interaction in the second language classroom: Some pedagogical possibilities. The Canadian Modern Language Review, 55, 385-402.
Nassaji, H. & Geva, E (1999). The contribution of phonological and orthographic processing skills to adult ESL reading: Evidence from native speakers of Farsi. Applied Psycholinguistics, 20, 241-267.
BOOK CHAPTERS
Nassaji H. & Fotos, S. (2007) Current issues in form-focused instruction. In. S. Fotos & H. Nassaji (Eds.). Form-focused instruction and teacher education: Studies in honour of Rod Ellis (pp. 7-15). Oxford: Oxford University Press.
Nassaji, H. (2007). Reactive focus on form through negotiation on learners’ written errors, In. S. Fotos & H. Nassaji (Eds.). Form-focused instruction and teacher education: Studies in honour of Rod Ellis (pp. 117-129). Oxford: Oxford University Press.
Nassaji, H. (2007) focus on from through recasts in dyadic student-teacher interaction: A case for recast enhancement. In C. Gascoigne (Ed.), Assessing the impact of input enhancement in second Language Education (pp. 53-69). Stillwater, OK: New Forums Press.
BOOK REVIEWS
Nassaji, H. (2008) Review of Ädel, Annelie. Metadiscourse in L1 and L2 English: Studies in Corpus Linguistics. Amsterdam/Philadelphia: John Benjamins, 2006, Modern Language Journal, 92, 332-333.
Nassaji, H. (2007). Review of “Task-based language education: From theory to practice” by K. Van den Branden, K. (Ed.), 2006. Cambridge: Cambridge University Press, Modern Language Journal, 91, 707–708.
Nassaji, H. (2007). Review of “The Annual Review of Applied Linguistics (Vol 25). A Survey of Applied Linguistics, M. McGroarty (Ed.), New York: Cambridge University Press, 2005.” Modern Language Journal, 91,130-132.
Nassaji. H. (2006). Review of “Vygotsky's and A.A. Leontiev's semiotics and psycholinguistics: Applications for education, second language acquisition, and theories of language” by D. Robbins, 2003. Westport, CT: Praeger Publishers. Modern Language Journal, 90, 133-134.
Nassaji, H. (2004) Book Review, “Second language acquisition and universal grammar,” by L. White, 2003. Cambridge: Cambridge University Press. The Canadian Journal of Applied Linguistics, 7, 160-163.
Nassaji, H. (2004) Review of “Words count: Effective vocabulary instruction in action,” by S. C. Greenwood, 2004. Portsmouth, NH: Heinemann, Education Review, http://edrev.asu.edu/brief/oct04.html#5.
Nassaji, H. (1999). "Content-based instruction in foreign language education" by S. B. Stryker and B. L. Leaver (Eds.), book review. The Canadian Modern Language Review, 55, 416-420.