Charles Nagle

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Associate Professor

University of Texas at Austin

United States

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Dr. Charles Nagle is an Associate Professor at the University of Texas at Austin, USA. His research interests encompass language learning, pronunciation instruction, and perceptual training, with recent publications exploring topics such as the impact of age on language acquisition and the beliefs of Spanish teachers regarding pronunciation instruction. Dr. Nagle’s work contributes to a deeper understanding of individual differences in language learning and the dynamics of open research practices.

Recent Grants

Grant: Close

Collaborative Research: A longitudinal approach to examining perception-production links in second language speech sound learning.

Open Date: 2021-09-01

Close Date: 2024-08-01

Articles (13)

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2025

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2023

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2023

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2023

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2023

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2023

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2023

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2023

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2022

Collaborators (4)

Danielle Daidone

Assistant Professor

University of North Carolina Wilmington

UNITED STATES

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Amanda Huensch

University of Pittsburgh

UNITED STATES

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Phil Hiver

Florida State University

UNITED STATES

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Murray Munro

Professor

Simon Fraser University

CANADA

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Charles Nagle

Research Interests

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Contact this professor

About

Recent Grants

Articles (13)

Age still matters after early adulthood

Does timing matter?

Comparing lower and higher variability multi-talker perceptual training

Revisiting the moderating effect of speaker proficiency on the relationships among intelligibility, comprehensibility, and accentedness in L2 Spanish

Spanish teachers’ beliefs on the usefulness of pronunciation knowledge, skills, and activities and their confidence in implementing them

From an Individualistic to a Collectivistic Mindset in Open Research: A Commentary on “(Why) Are Open Research Practices the Future for the Study of Language Learning?”

Optimizing second language pronunciation instruction: Replications of Martin and Sippel (2021), Olson and Offerman (2021), and Thomson (2012)

A design framework for longitudinal individual difference research: Conceptual, methodological, and analytical considerations

Reconceptualizing the (book) review

Teaching perspectives

Exploring phonetic predictors of intelligibility, comprehensibility, and foreign accent in L2 Spanish speech

Framing second language comprehensibility: Do interlocutors’ ratings predict their perceived communicative experience?

Comprehensible to Whom? Examining Rater, Speaker, and Interlocutor Perspectives on Comprehensibility in an Interactive Context

Collaborators (4)

Danielle Daidone

Amanda Huensch

Phil Hiver

Murray Munro

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