About

Jamie Garner is an Associate Instructional Professor in the Department of Linguistics at the University of Florida. She serves as the Coordinator of the undergraduate Linguistics program, the undergraduate Teaching English as a Second Language (TESL) Certificate, and the graduate Second Language Acquisition and Teaching (SLAT) Certificate at the university. Originally from Alabama, she has taught English as a Second Language (ESL) in Germany, the United States, and South Korea. Her research interests include learner corpus research, phraseology, and second language acquisition. Recently, her research has shifted to focus on transgender comics and comics history, and she is working on a book titled "Can We Offer You an Egg in These Trying Times?: Rhetoric, Memetics, and Transgender Comics," which is under contract with Lexington Books and scheduled for publication in 2026.

Research topics

• Natural Language Processing
• Computer Science
• Linguistics
• Philosophy
• Artificial Intelligence
• Psychology

Selected publications

• A Pragmatic Analysis of How North Carolina School Districts Aim to Differentiate for Gifted High School Students

  Journal of Advanced Academics · 2023-05-01

  article

  We conducted a document analysis study in response to a request from district-level gifted education specialists about additional services to support their gifted high school students. Given the fact that these students are diverse in many ways (e.g., readiness, interest areas, and backgrounds such as race, ethnicity, culture, gender identity, and sexual orientation), it is important they have access to a continuum of differentiated services. Therefore, we applied a pragmatic lens to examine the 2019–2022 North Carolina gifted education plans from one region to identify how districts proposed they would serve gifted high school students. Our analysis yielded six topical themes and related services: (1) acceleration, advanced courses, and programs; (2) differentiation: curriculum, instruction, and assessments; (3) enrichment; (4) collaboration and advising; (5) social and emotional; and (6) learners from diverse groups. We conclude with practical suggestions for educators and recommendations for future research in this under investigated area.

  PublisherDOI

• What can corpus linguistics tell us about second language acquisition?

  Routledge eBooks · 2022 · 6 citations

  Senior authorCorresponding
  • Computer Science
  • Natural Language Processing
  • Linguistics

  This chapter argues that corpus linguistics Corpus Linguistics (CL) has a lot to offer to researchers in the field of second language acquisition Second Language Acquisition (SLA) and that CL can contribute to a better understanding of trajectories in SLA, as well as challenge existing assumptions of SLA. The chapter demonstrates this by showcasing research that, by describing learner performance at various stages of acquiring a second language, highlights the process rather than the product of SLA. This research is based on learner corpora of various types, including cross-sectional learner corpora, longitudinal learner corpora and pseudolongitudinal (or quasi-longitudinal) learner corpora. SLA researchers could benefit from using these corpora types, as they provide a rich amount of empirical data which allow the researcher to study language development. The chapter also outlines avenues for improvement in learner corpus creation that could increase the use and usefulness of this data source in SLA research.

  PublisherDOI

• Review of Schilk (2020): Language Processing in Advanced Learners of English: A Multi-method Approach to Collocation Based on Corpus Linguistics and Experimental Data

  International Journal of Learner Corpus Research · 2021

  1st authorCorresponding
  • Computer Science
  • Natural Language Processing
  • Computer Science

  Abstract This article reviews Language Processing in Advanced Learners of English: A Multi-method Approach to Collocation Based on Corpus Linguistics and Experimental Data 9789027205407

  PublisherDOI

• The cross-sectional development of verb–noun collocations as constructions in L2 writing

  IRAL - International Review of Applied Linguistics in Language Teaching · 2020 · 13 citations

  1st authorCorresponding
  • Computer Science
  • Natural Language Processing
  • Linguistics

  Abstract Previous studies utilizing association measures for collocation analysis have demonstrated significant differences in second language (L2) collocation production across proficiency levels. However, the association strength measures utilized in these previous studies have neglected part of speech and grammatical information when calculating association strength between collocating words. The current study seeks to address these limitations by defining verb–noun collocations as constructions within the framework of Construction Grammar and analyzing their cross-sectional development in L2 writing. Texts from a corpus of L2 writing evenly divided into low, medium, and high proficiency levels were analyzed for verb–noun collocation frequency, diversity, and association strength using covarying collexeme analysis. Results showed that more proficient writers produced a more diverse range of verb–noun collocations that were less frequent and more positively and strongly associated. These results have clear implications for Usage-based Second Language Acquisition research, L2 collocation development research, and L2 writing pedagogy.

  PublisherDOI

• The development of verb constructions in spoken learner English

  International Journal of Learner Corpus Research · 2019-09-24 · 22 citations

  articleSenior author

  Abstract Based on datasets of L1 Italian and Spanish learner language culled from the Trinity Lancaster Corpus Sample, this paper investigates how verb-argument constructions (VACs) develop in the spoken English of L2 learners across proficiency levels. In addition to proficiency and L1 effects, we focus on the potential influence of native English usage on learner VAC production. Insights into learners’ productive knowledge of five target VACs and the verbs used in those VACs are gained through (1) comparisons of normalized entropy scores for verbs in VACs; (2) correlation analyses comparing for each VAC the verbs produced by groups of learners and by native English speakers; and (3) regression analyses comparing learner verb-VAC associations against indices of VAC usage, including verb-VAC frequency, VAC-verb association strength and contingency. Results indicate that, across L1 backgrounds, more proficient learners are more productive in their VAC use and closer to patterns in L1 English usage than less proficient learners.

  PublisherDOI

• A Latent Curve Model Approach To Studying L2 N‐Gram Development

  Modern Language Journal · 2018-07-12 · 37 citations

  articleOpen access1st authorCorresponding

  Abstract Current quantitative methods in second language (L2) acquisition have proven useful in examining how phraseological unit production changes over time. However, these methods are limited in that they do not allow for the analysis of individual differences in those changes. This study demonstrates the potential for Latent Curve Modeling, a type of Structural Equation Modeling, to address questions about productive phraseological knowledge development. It examines growth in multiple indices of bigram and trigram use (frequency, association strength, proportion) in the spoken output of L2 speakers over the course of a 4‐month study. Results for unconditional latent curve models indicate that spoken bigram and trigram proportions increased for the entire group over the study period. Conditional latent curve models showed that growth in bigram frequency and bigram proportion was predicted by proficiency, with less proficient writers experiencing greater growth. These models also demonstrated that conversation dyad predicted growth in spoken bigram frequency in that L2 speakers with L2 conversation partners, as compared to first language (L1) partners, produced more high‐frequency bigrams over time. These results have implications for research on L2 productive phraseological knowledge development specifically and longitudinal L2 research in general.

  PublisherOA PDFDOI

• Beginning and intermediate L2 writer’s use of N-grams: an association measures study

  IRAL - International Review of Applied Linguistics in Language Teaching · 2018-06-22 · 30 citations

  articleOpen access1st authorCorresponding

  Abstract Acommon approach to analyzing phraseological knowledge in first language (L1) and second language (L2) learners is to employ raw frequency data. Several studies have also analyzed n-gram use on the basis of statistical association scores. Results from n-gram studies have found significant differences between L1 and L2 writers and between intermediate and advanced L2 writers in terms of their bigram use. The current study expands on this research by investigating the connection between bigram and trigram association measures and human judgments of L2 writing quality. Using multiple statistical association indices, it examines bigram and trigram use by beginner and intermediate L1 Korean learners of English in English placement test essays. Results of a logistic regression indicated that intermediate writers employed a greater number of strongly associated academic bigrams and spoken trigrams. These findings have important implications for understanding lexical development in L2 writers and notions of writing proficiency.

  PublisherOA PDFDOI

• A better participant experience using sms for real time data collection

  Trials · 2015-11-16 · 2 citations

  articleOpen access1st authorCorresponding

  High quality, error free and complete data is the Holy Grail for healthcare researchers.

  PublisherOA PDFDOI

• Women, Families, and Feminist Politics

  2014-07-16 · 1 citations

  book1st authorCorresponding

  Women and their roles within families must be understood within the context of ethnic traditions, religion, and culture. Women, Families, and Feminist Politics: A Global Exploration combines all of these aspects to evaluate the similarities and differences of women around the world. Readers will learn about diverse theories relating to women and their familial roles, the different categories of feminism, and how cultures and ethnic traditions shape and sometimes restrict a woman’s identity. Using feminist and sociocultural theories to critically examine the role of adult women within their families, Women, Families, and Feminist Politics offers ideas and suggestions on what has to be done in order for all of women’s experiences and concerns to be valued and looked upon as important. In addition to providing you with an understanding of how customs and cultures contribute to societal standards set for women, Women, Families, and Feminist Politics discusses several factors that contribute to the formation of women’s roles and identity, including: the economic situation of the family and the country in which the woman lives (a developed or developing country) cultural diversity in monogamous heterosexual marriage relations and specific marriage traditions, such as dowries family structures, such as nonnuclear, extended, polygamous, mixed religion relationships, mixed race relationships, or same-sex relationships reproduction and sexual standards in relation to religion, government policies, and world population gender equity in the workplace and programs for women in global development the health care needs of women and how they vary depending on culture, political philosophies, and resources women and violence in societal and family contexts, from war rapes, female circumcision, and footbinding to battery and sexual harassmentWomen, Families, and Feminist Politics looks at the daily challenges and concerns of adult women within the context of family to help you understand the different needs of women in relation to their culture and ethnic background. Focusing on the importance of views concerning the meaning of women’s social status, power, and success, Women, Families, and Feminist Politics contains case studies and statistical data that identify critical issues pertaining to you personally and to all women throughout the world. By understanding how women’s families help shape their identities, you will be able to learn about the vast experiences of women and the inequalities we have yet to overcome.

  PublisherDOI

• Breast Cancer

  2013-12-16

  bookSenior author

  “I will always and forever feel I have a 'hole' in my life where my mother once existed.”“I think, when you have to think about the fact you might have to take care of your parents someday and juggle kids at the same time…It's a scary proposition.”“We had open communication during and before the breast cancer. But then after the breast cancer, I was often afraid to bring things up, in trying to protect Mom.”This insightful book tells the stories of women whose mothers had breast cancer. It uses their own voices to express the common fears and expectations of daughters in the periods before and during their mothers' illnesses, involving genetic risks, death and dying, and changes in their relationships. The case studies, tables and figures, and two appendices will benefit health professionals and counselors, while the poignant narratives will help mothers and daughters better understand their experiences with breast cancer.“I was kind of surprised to be alive and free of cancer at age 42, when at this point my mother was crippled by metastases. When I get to be 43—the age at which my mother died, or maybe when I get to 44—it's like, 'what do I do?' I have this life that I didn't expect to have.”Breast Cancer: Daughters Tell Their Stories presents the results of a qualitative, grounded theory study of breast cancer survivors, providing in-depth information about an aspect of breast cancer that has been previously overlooked. The book examines the daughters' experiences through four phases—the period prior to mother's illness, the period during mother's illness and treatment, the period following mother's death (if mother dies), and the long-term impact. From this study, recommendations are compiled for providing or improving services for tomorrow's daughters.“The radical mastectomy left her scarred and disfigured below her nightgown. It was bruised and nasty looking. That was kind of scary. I think that has terrified me since. Sometimes I'll have pains in my left breast and that's what I visualize. It's terrifying.”“I'm not really obsessed about dying of cancer. I'm more along the line of, 'If this is going to happen to me, and there's a chance it's going to, I'm gonna survive. I'm not going to die from it.”From an empathetic perspective, this book reveals how many daughters react to and deal with their mothers' diagnoses, depending on their age and family situation at the time of their mothers' illnesses. It shows how daughters can gain a more accurate idea of their level of risk by providing educational materials and developing new strategies for communication. It also helps breast cancer survivors see how their illnesses can shape their daughters' future outlook, offering new inspiration for resolving and preventing family crises.

  PublisherDOI

Frequent coauthors

• Ute Römer

  Georgia State University

  2 shared

• Rhiannon Whitaker

  Betsi Cadwaladr University Health Board

  1 shared

• SCOTT CROSSLEY

  Georgia State University

  1 shared

• Alexandria Airhart

  University of North Carolina at Charlotte

  1 shared

• Travis S. Taylor

  1 shared

• Benna S. Haas

  University of North Carolina at Charlotte

  1 shared

• Josefina Figueira‐McDonough

  1 shared

• Julianne S. Oktay

  1 shared

Education

• PhD-Teacher Education and School Improvement, Education

  University of Massachusetts Amherst

• MA-Educational Psychology/Gifted Education, Education

  University of Connecticut

  2011

• BA-Middle Grades Education, Education

  Northern Kentucky University

  2010