Jack Hardy

Visiting Assistant Professor of Quantitative Theory and Methods

Jack Hardy

Contact

770.784.8426

Dr. Hardy is an applied linguist with interests in language education and corpus linguistics. Much of his research is motivated by a hope to apply his findings towards the teaching of writing (for both native and non-native speakers). Of particular interest to him is the lexico-grammatical variation found in the writing of different academic disciplines.  

He has published articles and book chapters on research methodology, student writing, online writing, World Englishes, formulaic language, and second language teacher education. In addition to research on English, Dr. Hardy has also worked on projects involving Spanish, French, and Chinese.

In 2014, Corpus-based Sociolinguistics: A Guide for Students, co-authored with Eric Friginal, was published. This is a textbook designed for advanced students to learn about how corpora can be used to study social variables and to explore first-hand how to conduct their own sociolinguistic research using quantitative methods.

Fun Facts about Me :)

I'm a new but avid student of yoga and indoor cycling. My favorite pose is eka pada galavasana (flying pigeon pose).

I taught myself how to crochet at 8 years old. You might find some of my work in my office.

I love to eat: everything from Chinese hot pot to olive oil ice-cream. If you get a chance, join me for one of the faculty-led dinner events in Atlanta. I have great taste [haha!]. 

I actively encourage my students to present at conferences and develop their work for publication. Yes, undergraduate students can get published before graduation!


Education

BA| University of Arizona| 2005

MA| Universidad de las Américas, Puebla| 2007

PhD| Georgia State University| 2014

Courses Taught

Oxford College of Emory University                                                         

  • Quantitative Theory and Methods (QTM100)
  • The English Language (LING360)
  • Topics in Sociolinguistics (LING340)
  • Second Language Acquisition (LING318)
  • Introduction to Linguistics (LING201)
  • History of the American Languages  (LING101)
  • Critical Reading and Writing (ENGL185, ENGL185ML)

Emory College of Arts and Sciences - Linguistics

  • Corpus Linguistics
  • Discourse Analysis (crosslisted with English and Anthropology)
  • Foundations of Linguistics (crosslisted with Anthropology)
  • Introduction to Applied Linguistics
  • Introduction to Sociolinguistics
  • Second Language Acquisition
  • Structure of Modern English (crosslisted with English)

Georgia State University - Applied Linguistics

  • Bilingualism (undergraduate and graduate)
  • English Composition 1
  • English Grammar in Use
  • Intercultural Communication (graduate)
  • Languages of the World
  • Language in Society
  • Sociolinguistics (graduate)
  • Understanding of Miscommunication
  • Undergraduate Internship

Georgia State University - Intensive English Program (ESL for international students)

  • Extensive Reading
  • Reading and Listening for Academic Purposes
  • Oral Communication

College of Southern Nevada

  • English as a Second Language (Levels 1, 2, and 3)

Easy English

  • Reading and Conversation
  • Topics in Second Language Acquisition Theory and Practice

Universidad Iberoamericana, Puebla (Mexico)

  • TOEFL Preparation
  • Advanced English

Publications

(**Indicates undergraduate student)

BOOK
  • Friginal, E., & Hardy, J.A. (2014). Corpus-based sociolinguistics. New York, NY: Routledge.
REFEREED JOURNAL ARTICLES
  • Payant, C., & Hardy, J.A. (2016). The dynamic rhetorical structures of TESOL conference abstracts. BC TEAL Journal, 1(1), 1-17. 
  • Hardy, J.A., & Friginal, E. (2016). Genre variation in student writing: A multi-dimensional analysis. Journal of English for Academic Purposes, 22, 119-131. doi: http://dx.doi.org/10.1016/j.jeap.2016.03.002
  • Hardy, J.A., Roberson, A., & Römer, U. (2015). The power of relevant models: Using a corpus of student writing to introduce disciplinary practices in a first year composition course. Across the Disciplines, 12(1). http://wac.colostate.edu/atd/articles/hardyetal2015.cfm
  • Hardy, J.A., & Römer, U. (2013). Revealing disciplinary variation in student writing: A multi-dimensional analysis of the Michigan Corpus of Upper-level Student Papers. Corpora, 8, 183-207. doi: 10.3366/cor.2013.0040
  • Hardy, J.A., & Friginal, E. (2012). Filipino and American online communication and linguistic variation. World Englishes, 31, 143-161. doi: 10.1111/j.1467-971X.2011.01728.x
REFEREED BOOK CHAPTERS
  • Hardy, J.A. (2018). Disciplinary specificity in student writing: A proposal for corpus collection. In E. Friginal, Corpus linguistics for English teachers: New tools, online resources, and classroom activities (pp. 124-131). New York, NY: Routledge.
  • Coppala, A.C.**, & Hardy, J.A. (2018). Attitudes towards autism of parents raising autistic children: Evidence from “mom” and “dad” blogs. In E. Friginal (Ed.), Studies in corpus-based sociolinguistics. New York, NY: Routledge.
  • Hardy, J.A. (2015). Multi-dimensional analysis of academic discourse. In P. Baker & T. McEnery (Eds.), Corpora and discourse studies: Integrating discourse and corpora (pp. 155-174). New York, NY: Palgrave Macmillan.
  • Friginal, E., & Hardy, J.A. (2014). Conducting multi-dimensional analysis using spss. In T. Berber Sardinha & M. Veirano Pinto (Eds.), Multi-dimensional analysis: Retrospect and prospects (pp. 297-316). Amsterdam: John Benjamins.
  • Hardy, J.A., & Li, M. (2013). Collaborative peer mentoring of GTAs. In D. Soneson & E. Tarone (Eds.), Expanding our horizons: Language teacher education in the 21st Century. (pp. 139-156). Minneapolis, MN: Center for Advanced Research on Language Acquisition.
  • Cortes, V., & Hardy, J.A. (2013). Analyzing the semantic prosody and semantic preference of lexical bundles. In D. Belcher & G. Nelson (Eds.), Critical and corpus-based approaches to intercultural rhetoric (pp. 180-201). Ann Arbor, MI: University of Michigan Press.
BOOK REVIEWS
  • Hardy, J.A. (2015). Review of the book Using Corpora to Analyze Gender. Journal of English Linguistics, 43(2), 168-170. doi: 10.1177/0075424215578282
  • Lee, J.J., & Hardy, J.A. (2012). Review of the book The reflexive teacher educator in tesol: Roots and wings. ELT Journal, 66(2), 277-278. doi: 10.1093/elt/ccs014
  • Hardy, J.A. (2010). Review of the book Multiple perspectives on interaction: Second language research in honor of Susan M. Gass. TESL-EJ, 13(4).

Presentations

 

(** Indicates undergraduate student)
REFEREED CONFERENCE PRESENTATIONS
  • Wald, M., Payant, C., & Hardy, J.A. (May, 2018). Writing successful conference proposals: The moves that work. Paper presented at BC TEAL 2018 Conference, Vancouver, BC. 
  • Paul, J., Hardy, J.A., & Li, H. (March, 2018). Perspectives on teaching Chinese grammar. Paper presented at the American Association of Applied Linguistics Annual Convention, Chicago, IL. 
  • Hardy, J.A., & Coppala, A.C.** (March, 2017). From diagnosis to laughter: A diachronic study of parental ASD blogs Paper presented at the American Association of Applied Linguistics Annual Convention, Seattle, WA. 
  • Franzosi, R., Hardy, J.A., Zaras, D., & Purpura, A. (February, 2017). 100 years of sociological writing: A study in corpus linguistics. Paper presented at the Diversity and Variation in Language (DiVar 1), Atlanta, GA. 
  • Hardy, J.A. (March, 2015). Undergraduate ESP vs. Disciplinary writing: A multidimensional comparison. Paper presented at the AAAL 2015 Annual Conference, Toronto, Canada. 
  • Payant, C., & Hardy, J.A. (October, 2014). Writing conference proposals: You have what it takes! Paper presented at the 41st International MEXTESOL Convention, Puebla, Puebla, Mexico. 
  • Hardy, J.A. (September, 2014). Biology discourse: A multi-dimensional analysis. Paper presented at the American Association for Corpus Linguistics (AACL) 2014, Flagstaff, AZ. 
  • Hardy, J.A., & Friginal, E. (March, 2014). Dimensions of variation across student-written paper types. Paper presented at the American Association of Applied Linguistics Annual Convention, Portland, OR. 
  • Hardy, J.A., Roberson, A., & Römer, U. (March, 2013). Using a corpus of advanced student writing in the first year reading and writing classroom. Paper presented at the American Association for Applied Linguistics Annual Conference, Dallas, TX.
  • Hardy, J.A., Roberson, A., & Römer, U. (March, 2013). Using a corpus of student writing to introduce disciplinary practices in a first-year composition course; Corpora and student ethnographers in freshman English: A case study. Paper presented at the Conference on College Composition and Communication 2013 Convention, Las Vegas, NV.
  • Zhu, Y., Friginal, E., & Hardy, J.A. (January, 2013). Introducing Text X-Ray: An online text parsing and text visualization program. Paper presented at the American Association for Corpus Linguistics (AACL) 2013, San Diego, CA. 
  • Hardy, J.A., Friginal, E., & Römer, U. (January, 2013). When formal vs. informal isn't enough: A multi-dimensional analysis of the Michigan Corpus of Upper-level Student Papers. Paper presented at the American Association for Corpus Linguistics (AACL) 2013, San Diego, CA. 
  • Friginal, E., & Hardy, J.A. (November, 2012). Exploring disciplinary variation in successful college-level student writing: A corpus-based analysis. Paper presented at the National Council of Teachers of English (NCTE) 2012 Annual Convention, Las Vegas, NV. 
  • Hardy, J.A., Roberson, A., & Bell, S. (October, 2012). Placement tests that work: A step-by-step guide to creation, revision, and implementation. Paper presented at the Georgia TESOL Conference, Atlanta, GA.
  • Hardy, J.A. (August, 2012). Psychology research article introductions: An intercultural rhetoric genre analysis Paper presented at the 7th Conference on Intercultural Rhetoric and Discourse, Indianapolis, IN. 
  • Hardy, J.A., & Payant, C. (June, 2012). The rhetoric of psychology research article introductions: A genre-based, intercultural rhetoric study. Paper presented at the Genre 2012: Rethinking Genre 20 Years Later, Ottawa, Canada. 
  • Friginal, E., & Hardy, J.A. (June, 2012). Revealing disciplinary variation in student writing: A multi-dimensional analysis of 16 disciplines. Paper presented at the Genre 2012: Rethinking Genre 20 Years Later, Ottawa, Canada. 
  • Li, M., & Hardy, J.A. (March, 2012). What does research inform us about the teaching and learning of Mandarin tones? Paper presented at the SCOLT 2012, Atlanta, GA. 
  • Hardy, J.A. (October, 2011). University language continued: A multi-dimensional study of undergraduate critical thinking writing in the social sciences. Paper presented at the American Association for Corpus Linguistics (AACL) 2011, Atlanta, GA. 
  • Hardy, J.A. (May, 2011). Collaborative peer mentoring of GTAs: A case study. Paper presented at the 7th International Conference on Language Teacher Education: “Expanding Our Horizons”, Minneapolis, MN. 
  • Hardy, J.A. (April, 2011). Blogs and opinion columns. Paper presented at the Exploring the Boundaries and Applications of Corpus Linguistics, 2011 Symposium at the University of Alabama, Tuscaloosa, AL. 
  • Hardy, J.A. (March, 2011). Vocabulary intuitions of Spanish instructors. Paper presented at the American Association for Applied Linguistics 2011, Chicago, IL. 
  • Hardy, J.A. (March, 2011). Linguistic variation: A study of online Filipino and American Englishes. Paper presented at the 45th Annual TESOL Convention and Exhibit, New Orleans, LA. 
  • Cortes, V., & Hardy, J.A. (February, 2011). A comparative analysis of lexical bundles in history writing in English and Spanish. Paper presented at the Writing Research Across Borders II, Fairfax, VA. 
REFEREED CONFERENCE POSTERS
  • Hardy, J.A., & Carter, K.E. (January, 2017). Psychology writing: From novices to experts. Poster presented at the National Institute for the Teaching of Psychology, St. Pete's Beach, FL. 
  • Smith, C.G.**, Carter, K.E., & Hardy, J.A. (August, 2013). Synaptic snacks: Using food to teach. Poster presented at the American Psychological Association Convention, Honolulu, HI.
  • Friginal, E., Hardy, J.A., Römer, U. (July, 2013). A multi-dimensional analysis of the Michigan Corpus of Upper-level Student Papers (MICUSP). Poster presented at the Corpus Linguistics Conference 2013, Corpus Approaches to Social Science (CASS), Lancaster, UK.
  • Hardy, J.A., Friginal, E., Römer, U., & Carter, K.E. (January, 2013). Understanding the 'personality' of psychology student writing. Poster presented at the National Institute on the Teaching of Psychology, St. Pete Beach, FL. 
WORKSHOPS and DISCUSSIONS
  • Hardy, J.A. (October, 2015). Teaching grammar in the second langauge classroom. Roundtable for Emory College Language Center. Emory College of Arts and Sciences. Atlanta, GA. 
  • Hardy, J.A. (July, 2015). Practicing innovation in the English language classroom. Workshop presented at the GSU Global TESOL Program 2015, Guangzhou, China. 
  • Payant, C., Junqueira, L., Hardy, J.A., & Snell, D. (March, 2015). Corrective feedback practices: L2 writing teachers and students' responsibilities. Discussion presented at the TESOL 2015 International Convention & English Language Expo, Toronto, Canada.  
  • Payant, C., & Hardy, J.A. (October, 2012). Mentoring practices in teacher development: A sociocultural model. Workshop presented at the MEXTESOL Conference, Puerto Vallarta, Mexico. 
  • Friginal, E., & Hardy, J.A. (2012). New approaches to teaching grammar. Workshop for University of Baghdad and Georgia State University: University Linkages Program (ULP). Georgia State University. Atlanta, GA.

 

Research Interests

Research Projects in Progress

Corpus Linguistics in Language Teaching

Under contract to revise and add to Using Corpora in the Language Classroom w/ Gena Bennett for Univ. of Michigan Press.

Oxford Research Scholars are currently learning about Data-Driven Learning (DDL) and will create lessons in foreign languages that use these methods. This empirical research will be included in 

Undergraduate Student Writing

Book proposal on disciplinary variation currently under review.

Making connections with findings to faculty and writing program directors.

Comparisons of student writing to published writing.

Further collection data from other disciplines and genres.

Conference Proposals

Analyses of nearly 3,000 proposals from an international convention.

Workshops associated with helping novice scholars develop successful projects: from design to proposal, to presentation.

Student-Driven Projects

Many of my courses require students to complete empirical research studies. Some of those studies are being further developed for workshops, regional and international conferences, and publication. Some projects that are being developed include:

Tutor-Tutee Politeness

British Poetry, Pre- and Post-WWI

The Language of Milton

The Language of Hymns