Welcome to the web pages of Studies in Second Language Acquisition
A Publication of Cambridge University Press

AUTHOR INDEX, S-Z

Authors of articles, review articles, research notes, and responses are indexed by the last name of the first-named author. Additional authors are cross-referenced.

SAGERS, S. L. See Brown, C., et al. 21 (2). (1999). 259-283.

SAITO, H. Dependence and interaction in frequency data analysis in SLA research. 21 (3). (1999). 453-475.

SANKOFF, D. See Olynyk, M. 5 (2). (1983). 213-236.

SASAKI, Y. Paths of processing strategy transfers in learning Japanese and English as foreign languages: A competition model approach. 16 (1). (1994). 43-72.

SATO, C. J. Origins of complex syntax in interlanguage development. 10 (3). (1988). 371-395.

SAWYER, M. See Harrington, M. 14 (1). (1992). 25-38.

SCARCELLA, R., & PERKINS, L. Shifting gears: Krashen's input hypothesis (Review Article). 9 (3). (1987). 347-353.

SCHACHTER, J. In search of systematicity in interlanguage production. 8 (2). (1986). 119-133.

SCHACHTER, J., & YIP, V. Grammaticality judgments: Why does anyone object to subject extraction? 12 (4). (1990). 379-392.

SCHILS, E. See Weltens, B. 11 (2). (1989). 205-216.

SCHILS, E. See Bongaerts, T. 19 (4). (1997). 447-465.

SCHINKE-LLANO, L. See Neapolitan, D. M. 10 (1). (1988). 1-11.

SCHINKE-LLANO, L. Early childhood bilingualism: In search of explanation (State of the Art). 11 (3). (1989). 223-240.

SCHMIDT, R. Psychological mechanisms underlying second language fluency. 14 (4). (1992). 357-385.

SCHMIDT, R. See Kasper, G. 18 (2). (1996). 149-169.

SCHMIDT, R. See Ellis, N. C. 19 (2). (1997). 145-171.

SCHMITT, N., & MEARA, P. Researching vocabulary through a word knowledge framework: Word associations and verbal suffixes. 19 (1). (1997). 17-36.

SCHNEIDER, M., & CONNOR, U. Analyzing topical structure in ESL essays: Not all topics are equal. 12 (4). (1990). 411-427.

SCHNEIDERMAN, E. I. See Wesche, M. B. 4 (2). (1982). 153-169.

SCHUMANN, J. H. The expression of temporality in basilang speech. 9 (1). (1987). 21-41.

SCHUMANN, J. H. Where is cognition? Emotion and cognition in second language acquisition. 16 (2). (1994). 231-242.

SCHUMANN, J. H. Ad minorem theoriae gloriam: A response to Eubank and Gregg (Response). 17 (1). (1995). 59-63.

SCHWANENFLUGEL, P. See Zareva, A. 27 (4). (2005). 567-595.

SCHWARTZ, B. D. On explicit and negative data effecting and affecting competence and linguistic behavior. 15 (2). (1993). 147-163.

SCHWARTZ, B. D. POINT AND COUNTERPOINT: Let's make up your mind: "Special nativist" perspectives on language, modularity of mind, and nonnative language acquisition. 21 (4). (1999). 635-655.

SCHWARTZ, B. D. See Whong-Barr, M. 24 (4). (2002). 579-616.

SCOTT, M. L. Auditory memory and perception in younger and older second language learners. 16 (3). (1994). 263-281.

Segalowitz, N., & Freed, B. F. Context, contact, and cognition in oral fluency acquisition: Learning Spanish in at home and study abroad contexts. 26 (2). (2004). 173-199.

Segalowitz, N. See Freed, B. F. 26 (2). (2004). 349-356.

Segalowitz, N. See Freed, B. F. 26 (2). (2004). 275-301.

SELINKER, L., & LAMENDELLA, J. T. Updating the interlanguage hypothesis. 3 (2). (1981). 201-220.

SELIPSKY, E. J. See Tollefson, J. W. 6 (1). (1983). 1-16.

SHARMA, D. Language transfer and discourse universals in Indian English article use. 27 (4). (2005). 535-566.

SHARWOOD SMITH, M. A. Applied linguistics and the psychology of instruction--A case for transfusion? 1 (2). (1978). 91-115.

SHARWOOD SMITH, M. A. Optimalizing interlanguage feedback to the foreign language learner. 2 (2). (1979). 17-28.

SHARWOOD SMITH, M. A. See Kruse, H. 9 (2). (1987). 141-154.

SHARWOOD SMITH, M. A. Input enhancement in instructed SLA: Theoretical bases. 15 (2). (1993). 165-179.

SHIRAI, Y. See Anderson, R.W. 16 (2). (1994). 133-156.

SHOHAMY, E. A proposed framework for testing the oral language of second/foreign language learners. 10 (2). (1988). 165-180.

SHOMURA, Y. See Sorace, A. 23 (2). (2001). 247-278.

SIEGEL, J. Substrate influence in creoles and the role of transfer in second language acquisition. 25 (2). (2003). 185-209.

SIMARD, D., & WONG, W. Altertness, orientation, and detection: The conceptualization of attentional functions in SLA. 23 (1). (2001). 71-102.

SINGLETON, D. Mother and other tongue influence on learner French: A case study. 9 (3). (1987). 327-345.

SKEHAN, P. Individual differences in second language learning. 13 (2). (1991). 275-298.

SKIBA, R., & DITTMAR, N. Pragmatic, semantic, and syntactic constraints and grammaticalization: A longitudinal perspective. 14 (3). (1992). 323-349.

SLABAKOVA, R. The compounding parameter in second language acquisition. 24 (4). (2002). 507-540.

SLABAKOVA, R. See MONTRUL, S. 25 (3). (2003). 351-398.

SLAVOFF, G. R., & JOHNSON, J. S. The effects of age on the rate of learning a second language. 17 (1). (1995). 1-16.

SMITH, B. Fundamental problems in phonetics, J. C. Catford (Review Article). 6 (1). (1983). 88-93.

SMITH, B. Computer-mediated negotiated interaqction and lexical acquisition. 26 (3). (2004). 365-398.

SOMMERS, M. S. See BARCROFT, J. 27 (3). (2005). 387-414.

SORACE, A., & SHOMURA, Y. Lexical constraints on the acquisition of split intransitivity: Evidence from L2 Japanese. 23 (2). (2001). 247-278.

SOULÉ-SUSBIELLES, N. See Grandcolas, B. 8 (3). (1986). 293-308.

SPADA, N. The interaction between type of contact and type of instruction: Some effects on the L2 proficiency of adult learners. 8 (2). (1986). 181-199.

SPADA, N. See Lightbown, P. M. 12 (4). (1990). 429-448.

SPADA, N., & LIGHTBOWN, P. M. Instruction and the development of questions in L2 classrooms. 15 (2). (1993). 205-224.

SPOLSKY, B. Formulating a theory of second language learning. 7 (3). (1985). 269-288.

STENSON, N. See Gundel, J. K. 6 (2). (1984). 215-225.

STERN, H.H. Some approaches to communicative language teaching in Canada. 3 (1). (1980). 57-63.

SWAIN, M. Immersion education: Applicability for nonvernacular teaching to vernacular speakers. 4 (1). (1981). 1-17.

SWAIN, M. See Carroll, S. 15 (3). (1993). 357-386.

TAKAHASHI, S. Pragmatic transferability. 18 (2). (1996). 189-223.

TANAKA, S., & KAWADE, S. Politeness strategies and second language acquisition. 5 (1). (1982). 18-33.

TANG, G. The effect of graphic representation of knowledge structures on ESL reading comprehension. 14 (2). (1992). 177-195.

TARONE, E. See Gundel, J. K. 6 (2). (1984). 215-225.

TARONE, E. Frequency effects, noticing, and creativity: Factors in a variationist interlanguage framework. 24 (2). (2002). 287-296.

TAUROZA, S. See Flowerdew, J. 17 (4). (1995). 435-458.

THOMAS, M. The interpretation of English reflexive pronouns by nonnative speakers. 11 (3). (1989). 281-303.

TOLLEFSON, J. W., JACOBS, B., & SELIPSKY, E. J. The Monitor Model and neurofunctional theory: An integrated view. 6 (1). (1983). 1-16.

TOMASELLO, M., & HERRON, C. Feedback for language transfer errors: The Garden Path Technique. 11 (4). (1989). 385-395.

TOMASELLO, M., & HERRON, C. Experiments in the real world: A reply to Beck and Eubank (Rebuttal). 13 (4). (1991). 513-517.

TOMLIN, R. S. The treatment of foreground-background information in the online descriptive discourse of second language speakers. 6 (2). (1984). 115-142.

TOMLIN, R. S. Functionalism in second language acquisition. 12 (2). (1990). 155-177.

TOMLIN, R. S., & GERNSBACHER, M. A. Cognitive foundations of second language acquisition: Introduction (Introduction to thematic issue). 16 (2). (1994). 129-132.

TOMLIN, R. S., & VILLA, V. Attention in cognitive science and second language acquisition. 16 (2). (1994). 183-203.

TOTH, P. D. The interaction of instruction and learner-internal factors in the acquisition of L2 morphosyntax. 22 (2). (2000). 169-208.

TOWELL, R., HAWKINS, R., & BAZERGUI, N. Systematic and nonsystematic variability in advanced language learning. 15 (4). (1993). 439-460.

TRAHEY, M., & WHITE, L. Positive evidence and preemption in the second language classroom. 15 (2). (1993). 181-204.

TRAPMAN, H. See Jordens, P. 11 (2). (1989). 179-204.

TRÉVISE, A., & PORQUIER, R. Second language acquisition by adult immigrants: Exemplified methodology. 8 (3). (1986). 265-275.

TYLER, A. The coconstruction of cross-cultural miscommunication: Conflicts in perception, negotiation, and enactment of participant role and status. 17 (2). (1995). 129-152.

TYLER, A., & BRO, J. Discourse structure in nonnative English discourse: The effect of ordering and interpretive cues on perceptions of comprehensibility. 14 (1). (1992). 71-86.

TYLER, A., & BRO, J. Discourse processing effort and perceptions of comprehensibility in nonnative discourse: The effect of ordering and interpretive cues revisited (Replication Study). 15 (4). (1993). 505-522.

UPTON, T. A., & LEE-THOMPSON, L.-C. The role of the first language in second language reading. 23 (4). (2001). 469-495.

VALDMAN, A. On the relevance of the pidginization-creolization model for second language learning. 1 (2). (1978). 55-75.

VALDMAN, A. Pidginization and the elaboration of learner-based syllabi in FL instruction. 2 (1). (1979). 59-72.

VALDMAN, A. Communicative ability and syllabus design for global foreign language courses. 3 (1). (1980). 81-96.

VALDMAN, A. Toward a modified structural syllabus. 5 (1). (1982). 34-51.

VALDMAN, A. D'accord: La prononciation du francais international et perfectionnement, S. Carduner & M. P. Hagiwara. Methodologie de l'enseignement de la prononciation, M. Callamand (Review Article). 6 (2). (1984). 226-232.

VALDMAN, A. The assessment of foreign language oral proficiency (Introduction to thematic issue). 10 (2). (1988). 121-128.

VALDMAN, A. A note from the editor: 20th Anniversary of SSLA. 20 (4). 463-470.

VALDMAN, A. Introduction (Introduction to thematic issue). 24 (2). (2002). 141-142.

VALDMAN, A. Chaudenson, R. (2004). La créolisation: Théorie, application, implications (Review article). 27 (3). (2005). 441-463.

VALDMAN, A., & PHILLIPS, J. S. Pidginization, creolization and the elaboration of learner systems. 1 (1). (1978). 21-40.

VALLI, A. See Chaudenson, R. 8 (3). (1986). 277-292.

VAN ELS, T. J. M. See Weltens, B. 11 (2). (1989). 205-216.

VAN SUMMEREN, C. See Bongaerts, T. 19 (4). (1997). 447-465.

VANPATTEN, B. The ACTFL proficiency guidelines: Implications for grammatical accuracy in the classroom? 8 (1). (1986). 56-67.

VANPATTEN, B. Attending to form and content in the input: An experiment in consciousness. 12 (3). (1990). 287-301.

VANPATTEN, B., & CADIERNO, T. Explicit instruction and input processing. 15 (2). (1993). 225-243.

VARONIS, E. M. See Gass, S. M. 7 (1). (1985). 37-57.

VARONIS, E. M. See Gass, S. M. 16 (3). (1994). 283-302.

VARONIS, E. M., & GASS, S. The comprehensibility of nonnative speech. 4 (2). (1982). 114-136.

VEENSTRA, T. See Becker, A. 25 (2). (2003). 283-306.

VÉRONIQUE, D. See Noyau, C. 8 (3). (1986). 245-263.

VÉRONIQUE, D. See Chaudenson, R. 8 (3). (1986). 277-292.

VILLA, V. See Tomlin, R. S. 16 (2). (1994). 183-203.

VION, R. See Giacomi, A. 8 (3). (1986). 355-368.

WALKER, C. See O'Malley, J. M. 9 (3). (1987). 287-306.

WALLEY, A. C. See Flege, J. E. 20 (2). (1998). 155-187.

WALMSLEY, J. B. "Cloud-Cuckoo-Land" or: Feedback as the central component in foreign-language teaching. 2 (2). (1979). 29-42.

WANG, C. See Broselow, E. 20 (2). (1998). 261-280.

WATANABE, Y. Input, intake, and retention: Effects of increased processing on incidental learning of foreign language vocabulary. 19 (3). (1997). 287-307.

WATOREK, M. See Dimroth, C. 22 (3). (2000). 307-336.

WATOREK, M. See Carroll, M. 22 (3). (2000). 441-466.

WEBB, S. Receptive and productive vocabulary learning: The effects of reading and writing on word knowledge. 27 (1). (2005). 33-52.

WELTENS, B., & COHEN, A. D. Language attrition research: An introduction (Introduction
to thematic issue). 11 (2). (1989). 127-133.

WELTENS, B., VAN ELS, T. J. M., & SCHILS, E. The long-term retention of French by Dutch students. 11 (2). (1989). 205-216.

WESCHE, M. See Paribakht, S. 21 (2). (1999). 195-224.

WESCHE, M. B. See de Bot, K. 19 (3). (1997). 309-329.

WESCHE, M., & PARIBAKHT, T. S. Introduction (to Thematic Issue). 21 (2). (1999). 175-180.

WESCHE, M. B., & SCHNEIDERMAN, E. I. Language lateralization in adult bilinguals. 4 (2). (1982). 153-169.

WHITE, L. Markedness and second language acquisition: The question of transfer. 9 (3). (1987). 261-285.

WHITE, L. Second language acquisition and Universal Grammar. 12 (2). (1990). 121-133.

WHITE, L. See Lightbown, P. M. 15 (2). (1993).

WHITE, L. See Trahey, M. 15 (2). (1993). 181-204.

WHONG-BARR, M., & SCHWARTZ, B. D. Morphological and syntactic transfer in child L2 acquisition of the English dative alternation. 24 (4). (2002). 579-616.

WHYTE, S. Specialist knowledge and interlanguage development: A discourse domain approach to text construction. 17 (2). (1995). 153-183.

WIDDOWSON, H. G. The significance of simplification. 1 (1). (1978). 11-20.

WIDDOWSON, H. G. The partiality and relevance of linguistic descriptions. 1 (2). (1978). 9-24.

WIDDOWSON, H. G. The acquisition and use of language system. 2 (1). (1979). 15-26.

WILLIAMS, J. Zero anaphora in second language acquisition: A comparison among three varieties of English. 10 (3). (1988). 339-370.

WILLIAMS, J. N. Memory, attention, and inductive learning. 21 (1). (1999). 1-48.

WODE, H. Language acquisition, pidgins and creoles. 3 (2). (1981). 193-200.

WODE, H. Nature, nurture, and age in language acquisition: The case of speech perception. 16 (3). (1994). 325-345.

WODE, H. Incidental vocabulary acquisition in the foreign language classroom. 21 (2). (1999). 243-258.

WOLFF, D. Some assumptions about second language text comprehension. 9 (3). (1987). 307-326.

WOLTER, B. Comparing the L1 and L2 mental lexicon: A depth of individual word knowledge model. 23 (1). (2001). 103-124.

WONG, W. See Simard, D. 23 (1). (2001). 71-102.

WONG, W. Modality and attention to meaning and form in the input. 23 (3). (2001). 345-368.

YANDELL, B. See Young, R. 21 (3). (1999). 477-488.

YANG, L. R., & GIVON, T. Benefits and drawbacks of controlled laboratory studies of second language acquisition: The Keck second language learning project. 19 (2). (1997). 173-193.

YIP, V. See Schachter, J. 12 (4). (1990). 379-392.

YORIO, C. See Ehrlich, S. 11 (4). (1989). 397-414.

YOUNG, R. Variation and the interlanguage hypothesis. 10 (3). (1988). 281-302.

YOUNG, R., & MILANOVIC, M. Discourse variation in oral proficiency interviews. 14 (4). (1992). 403-424.

YOUNG, R., & YANDELL, B. Top-down versus bottom-up analyses of interlanguage data: A reply to Saito. 21 (3). (1999). 477-488.

YUAN, B. Asymmetry of null subjects and null objects in Chinese speakers’ L2 English. 19 (4). (1997). 467-497.

YUAN, F. See Ellis, R. 26 (1). (2004). 59-84.

ZAREVA, A., SCHWANENFLUGEL, P., & NIKOLOVA, Y. Relationship between lexical competence and language proficiency: Variable sensitivity. 27 (4). (2005). 567-595.

ZOBL, H. The wave model of linguistic change and the naturalness of interlanguage. 6 (2). (1984). 160-185).

ZOBL, H. Sources of linguistic knowledge and uniformity of nonnative performance. 14 (4). (1992). 387-402.

ZOBL, H. See Felix, S. 16 (4). (1994). 475-484.

ZSIGA, E. C. Articulatory timing in a second language: Evidence from Russian and English. 25 (3). (2003). 399-432.

ZUENGLER, J. Applying accomodation theory to variable performance data in L2 (Research Note). 4 (2). (1982). 181-192.

ZUENGLER, J. Identity markers and L2 pronunciation. 10 (1). (1988). 33-49.