The Communication of Research Special Interest Group of the American Educational Research Association (AERA), Second Place Award for “Best Article in an Electronic Journal” in 2002: “Social Dimensions of Telecollaborative Foreign Language Study” UC Berkeley, Berkeley Language Center Instructional Development Fellowship, 1996-1997 UC Berkeley, Graduate Division Fellowship for German Studies, Spring 1996 UC Berkeley, Deutscher Akademischer Austauschdienst (DAAD) Scholarship, 1995 UC Berkeley, Phi Beta Kappa Fellowship, 1993-1994 UC Berkeley, Foreign Language and Area Studies Fellowship (FLAS) for Dutch, 1991-1992 UC Berkeley, Outstanding Instructor Award, 1990-1991 Vienna, Austria, Fulbright Teaching Scholar, 1987-1988 University of Vienna, Rotary Foundation Scholar, 1986-1987 University of Illinois at Urbana, B.S. with University distinction, 1986 University of Illinois at Urbana, Goethe Institut Award for Outstanding Senior in German, 1986
Belz, J. A. (to appear). “The Role of Computer Mediation in the Instruction, Development, and Assessment of L2 Pragmatic Competence”. Annual Review of Applied Linguistics, 27.
Belz, J. A. (2007). “The Development of Intercultural Competence in Online Interaction”. In O’Dowd, R. (ed.), On-line Intercultural Exchange: A Practical Introduction for Foreign Language Teachers (pp. 163-215). Clevedon, UK: Multilingual Matters.
Belz, J. A. and Thorne, S. L. (eds). (2006). Internet-Mediated Intercultural Foreign Language Education. Boston, MA: Heinle & Heinle. ISBN: 1413029922, 304 pgs.
Belz, J. A. and Thorne, S. L. (2006). “Internet-Mediated Intercultural Foreign Language Education and the Intercultural Speaker”. In Belz, J. A. and Thorne, S. L. (eds.), Internet-Mediated Intercultural Foreign Language Education (pp. viii-xxv). Boston, MA: Heinle & Heinle.
Belz, J. A. and Vyatkina, N. (2005). “Learner Corpus Research and the Development of L2 Pragmatic Competence in Networked Intercultural Language Study: The Case of German Modal Particles”. Canadian Modern Language Review/Revue canadienne des langues vivantes, 62(1),17-48.
Belz, J. A. (2005). “Corpus-driven Characterizations of Pronominal da-compound Use by Learners and Native Speakers of German”. Die Unterrichtspraxis/Teaching German, 38(1), 43-59.
Kinginger, C. and Belz, J. A. (2005). “Sociocultural Perspectives on Pragmatic Development in Foreign Language Learning: Microgenetic Case Studies from Telecollaboration and Residence Abroad”. Intercultural Pragmatics, 2(4), 369-422.
Belz, J. A. (2005). “Intercultural Questioning, Discovery, and Tension in Internet-Mediated Language Learning Partnerships”. Language and Intercultural Communication, 5(1), 3-39.
Belz, J. A. and Reinhardt, J. (2004). “Aspects of Advanced Foreign Language Proficiency: Internet-mediated German Language Play”. International Journal of Applied Linguistics, 14(3), 324-362.
Belz, J. A. (2004). “Discourse Analysis and Foreign Language Teacher Education”. In Bartels, N. (ed.), Applied Linguistics and Language Teacher Education (pp. 341-364).
Dordrecht: Kluwer. Belz, J. A. (2003). Guest editor of a special issue of Language Learning & Technology on Telecollaboration, 7(2), 1-172.
Belz, J. A. and Kinginger, C. (2003). “Discourse Options and the Development of Pragmatic Competence by Classroom Learners of German: The Case of Address Forms”. Language Learning, 53(4), 591-647.
Belz, J. A. (2003). “Linguistic Perspectives on the Development of Intercultural Competence in Telecollaboration”. Language Learning & Technology, 7(2), 68-117.
Belz, J. A. and Mueller-Hartmann, A. (2003). “Teachers as Intercultural Learners: Negotiating German-American Telecollaboration Along the Institutional Fault Line”. Modern Language Journal, 87(1), 71-89.
Belz, J. A. (2003). “Identity, Deficiency, and L1 Use in Foreign Language Study”. In Blyth, Carl, (ed.), The Sociolinguistics of Foreign Language Classrooms: Contributions of the Native, Near-Native and the Non-Native Speaker (pp. 209-250). Boston, MA: Heinle & Heinle.
Belz, J. A. (2002). “Social Dimensions of Telecollaborative Foreign Language Study”. Language Learning & Technology, 6(1), 60-81.
Belz, J. A. (2002). “Second Language Play as a Representation of the Multicompetent Self in Foreign Language Study”. Journal for Language, Identity, and Education, 1(1), 13-39.
Belz, J. A. (2002). “The Myth of the Deficient Communicator”. Language Teaching Research, 6(1), 59-82.
Applied Linguistics, Editorial Panel, 2005-2008
American Association of University Supervisors and Coordinators, Editorial Board, 2005-present
Program Chair, Executive Committee for the Division on Applied Linguistics in the Modern Language Association, Philadelphia, 2004; San Diego, 2003
Executive Committee for the Division on Applied Linguistics in the Modern Language Association, 2001-2005
Center for Language Acquisition, Penn State, Research Associate, 2000-2003
Center for Advanced Language Proficiency and Education Research, a National Language Resource Center, Project Director, 2002-2006
Reviewer for numerous journals, conferences, and presses
Foreign language use and development (a.k.a. second language acquisition), foreign and second language teaching, technology-enhanced foreign and second language learning and teaching, intercultural foreign language education, discourse analysis, computer-mediated communication, Internet-mediated language and culture learning partnerships (a.k.a. telecollaboration), interlanguage pragmatics, foreign and second language teacher development, methodology and methods in applied linguistics research (especially learner corpus analysis, microgenetic analysis, social realism, qualitative analysis, linguistic criticism, and discourse-based analyses of language use and development)
Learner corpora and corpus linguistics, multilingual language use (especially multilingual writing), language play, language learner identity, cognitive linguistics, the teaching of foreign literatures, academic writing for learners of English, German applied linguistics, German-English bilingual writers, peace education