Welcome to the web pages of Studies in Second Language Acquisition
A
Publication of
SUBJECT INDEX, A-H
Each listing in the subject index consists of a classificatory heading, followed by names of the author(s), volume number, date and inclusive page numbers. Journal articles are classified according to four criteria:
(1) linguistic field (syntax, phonology,
psycholinguistics, etc.);
(2) skill area (speaking, reading, writing, listening);
(3) language(s) of the study, if other than English (French,
Chinese, Hebrew, etc.); and
(4) SLA key words (child
Each article is indexed under at least two subject headings.
ACCENT
Munro, M. J., & Derwing, T. M. Modeling perceptions of the accentedness
and comprehensibility of L2 speech: The role of speaking rate. 23 (4). (2001).
451-468.
AGE DIFFERENCES/CRITICAL PERIOD
de Bot, K., & Clyne, M. Language reversion revisited. 11 (2). (1989). 167-177.
DeKeyser, R. M. The robustness of critical period effects in second language acquisition. 22 (4). (2000). 499-533.
Flege, J. E., & Liu, S. The effect of experience on adults’ acquisition of a second language. 23 (4). (2001). 527-552.
Flege, J. E., & MacKay, I. R. A. Perceiving vowels in a second language. 26 (1). (2004). 1-34.
Gundel, J. K., Stenson, N., & Tarone, E. Acquiring pronouns in a second language: Evidence for hypothesis testing. (Research Note). 6 (2). (1984). 215-225.
Long, M. H. Maturational constraints on language development. (State of the Art). 12 (3). (1990). 251-285.
Magnan, S. S. Age and sensitivity to gender in French. 5 (2). (1983). 194-212.
Montrul, S., & Slabakova, R. Competence similarities between native and near-native speakers: An investigation of the preterite-imperfect contrast in Spanish. 25 (3). (2003). 351-398.
Moyer, A. Ultimate attainment in L2 phonology: The critical factors of age, motivation, and instruction. 21 (1). (1999). 81-108.
Scott, M. L. Auditory memory and perception in younger and older second language learners. 16 (3). (1994). 263-281.
Slavoff, G. R., & Johnson, J. S. The effects of age on the rate of learning a second language. 17 (1). (1995). 1-16.
Wode, H. Nature, nurture, and age in language acquisition: The case of speech perception. 16 (3). (1994). 325-345.
ARABIC
Ioup, G., Boustagui, E., El Tigi, M., & Moselle, M. Reexamining the critical period hypothesis: A case study of successful adult SLA in a naturalistic environment. 16 (1). (1994). 73-98.
Kraemer, R. Social psychological factors related to the study of Arabic among Israeli high school students: A test of Gardner's socioeducational model. 15 (1). (1993). 83-105.
ARTICLE USE
Butler, Y. G. Second language learners’ theories on the use of English articles: An analysis of the metalinguistic knowledge used by Japanese students in acquiring the English article system. 24 (3). (2002). 451-480.
Jarvis, S. Topic continuity in L2 English article use. 24 (3). (2002). 1-26.
Liu, D., & Gleason, J. L. Acquisition of the article the by nonnative speakers of English: An analysis of four nongeneric uses. 24 (1). (2002). 1-26.
ATTENTION / AWARENESS
Hu, G. Psychological constraints on the utility of metalinguistic knowledge in second language production. 24 (3). (2002). 347-386.
Izumi, S. Output, input enhancement, and the Noticing Hypothesis: An experimental study on ESL relativization. 24 (4). (2002). 541-577.
Leow, R. P. A study of the role of awareness in foreign language behavior:
Aware versus unaware learners. (Replication). 22 (4). (2000). 557-584.
Leow, R. P. Models, attention, and awareness: A response to Simard &
Wong's "Altertness, orientation, and detection: The conceptualization of
attentional functions in SLA" (
Leow, R. P., & Morgan-Short, K. To think aloud or not to think aloud:
The issue of reactivity in
Philp, J. Constraints on “noticing the gap”: Nonnative speakers’ noticing of recasts in NS-NNS interaction. 25 (1). (2003). 99-126.
Simard, D., & Wong, W. Alertness, orientation, and detection: The conceptualization of attentional functions in SLA. 23 (1). (2001). 103-124.
Tomlin, R. S., & Villa, V. Attention in cognitive science and second language acquisition. 16 (2). (1994). 183-203.
AVOIDANCE
Dagut, M., & Laufer, B. Avoidance of phrasal verbs--A case for contrastive analysis. (Research Note). 7 (1). (1985). 73-80.
Hulstijn, J. H., & Marchena, E. Avoidance: Grammatical or semantic causes? 11 (3). (1989). 241-255.
Laufer, B., & Eliasson, S. What causes avoidance in L2 learning: L1-L2 difference, L1-L2 similarity or L2 complexity? 15 (1). (1993). 35-48.
BILINGUAL EDUCATION
Carlisle, R. S. The writing of Anglo and Hispanic elementary school students in bilingual, submersion, and regular programs. 11 (3). (1989). 257-280.
Collier, V. P. The Canadian bilingual immersion debate: A synthesis of research findings. (Review Article). 14 (1). (1992). 87-97.
Hammerly, H. The need for directed language learning in the FL classroom: A response to Collier. (Response). 14 (2). (1992). 215-216.
Housen, A., & Baetens Beardsmore, H. Curricular and extra-curricular factors in multilingual education. 9 (1). (1987). 83-102.
Lapkin, S. An analysis of French verb errors made by second language learners in a bilingual program. 2 (2). (1979). 65-84.
Swain, M. Immersion education: Applicability for nonvernacular teaching to vernacular speakers. 4 (1). (1981). 1-17.
BILINGUALISM
Bialystok, E. Words as things: Development of word concept by bilingual children. 9 (2). (1987). 133-140.
de Bot, K., & Clyne, M. Language reversion revisited. 11 (2). (1989). 167-177.
Collier, V. P. The Canadian bilingual immersion debate: A synthesis of research findings. (Review Article). 14 (1). (1992). 87-97.
Dabène, L., & Billiez, J. Code-switching in the speech of adolescents born of immigrant parents. 8 (3). (1986). 309-325.
Dussias, P. Syntactic ambiguity resolution in L2 learners: Some effects of bilinguality on L1 and L2 processing strategies. 25 (4). (2003). 529-557.
Flege, J. E., & Munro, M. J. The word unit in second language speech production and perception. 16 (4). (1994). 381-411.
Flege, J. E., & Liu, S. The effect of experience on adults’ acquisition of a second language. 23 (4). (2001). 527-552.
Hüllen, W. Teaching German as a second language in Germany: Bilingualism in the Federal Republic. 3 (2). (1981). 97-108.
Meisel, J. M. Code-switching in young bilingual children: The acquisition of grammatical constraints. 16 (4). (1994). 413-439.
Neapolitan, D. M., Pepperberg, I. M., & Schinke-Llano, L. Second language acquisition: Possible insights from studies on how birds acquire song. 10 (1). (1988). 1-11.
Olynyk, M., Sankoff, D., & d'Anglejan, A. Second language fluency and the subjective evaluation of officer cadets in a military college. 5 (2). (1983). 213-236.
Paradis, J., & Genesee, F. Syntactic acquisition in bilingual children: Autonomous or interdependent? 18 (1). (1996). 1-25.
Schinke-Llano, L. Early childhood bilingualism: In search of explanation. (State of the Art). 11 (3). (1989). 223-240.
Scott, M. L. Auditory memory and perception in younger and older second language learners. 16 (3). (1994). 263-281.
Wesche, M. B., & Schneiderman, E. I. Language lateralization in adult bilinguals. 4 (2). (1982). 153-169.
CALL
Cook, W. A. On CALL: Computer-assisted language instruction. (Review Article). 8 (1). (1986). 88-91.
CATALAN
Cebrian, J. Transferability and productivity of L1 rules in Catalan-English interlanguage. 22 (1). (2000). 1-26.
CHILD SLA
Bialystok, E. Words as things: Development of word concept by bilingual children. 9 (2). (1987). 133-140.
Damhuis, R. Immigrant children in infant-class interactions: Opportunities for second language acquisition of young multilingual children in Dutch infant classes. 15 (3). (1993). 305-331.
Ellis, R. Learning to communicate in the classroom: A study of two language learners' requests. 14 (1). (1992). 1-23.
Eubank, L., & Earley, K. Access to L2 data: The CHILDES Archive. (Information for the Profession). 14 (4). (1992). 451-452.
Flanigan, B. O. Anaphora and relativization in child second language acquisition. 17 (3). (1995). 331-351.
Harley, B., & King, M. L. Verb lexis in the written compositions of young L2 learners. 11 (4). (1989). 415-439.
Haznedar, B. The acquisition of the IP system in child L2 English. 23 (1). (2001). 1-39.
Lakshmanan, U. Child second language acquisition of syntax. (State of the Art). 17 (3). (1995). 301-329.
Long, M. H. Maturational constraints on language development. (State of the Art). 12 (3). (1990). 251-285.
Meisel, J. M. Code-switching in young bilingual children: The acquisition of grammatical constraints. 16 (4). (1994). 413-439.
Oliver, R. Negative feedback in child NS-NNS conversation. 17 (4). (1995). 459-481.
Paradis, J., & Genesee, F. Syntactic acquisition in bilingual children: Autonomous or interdependent? 18 (1). (1996). 1-25.
Pfaff, C. W. The issue of grammaticalization in early German second language. 14 (3). (1992). 273-296.
Prévost, P. Truncation and missing inflection in initial child L2 German. 25 (1). (2003). 65-97.
Rose, K. R. An exploratory cross-sectional study of interlanguage pragmatic development. 22 (1). (2000). 27-67.
Rounds, P. L., & Kanagy, R. Acquiring linguistic cues to identify AGENT: Evidence from children learning Japanese as a second language. 20 (4). (1998). 509-542.
Schinke-Llano, L. Early childhood bilingualism: In search of explanation. (State of the Art). 11 (3). (1989). 223-240.
Slavoff, G. R., & Johnson, J. S. The effects of age on the rate of learning a second language. 17 (1). (1995). 1-16.
Whong-Barr, M., & Schwartz, B. D. Morphological and syntactic transfer in child L2 acquisition of the English dative alternation. 24 (4). (2002). 579-616.
CHINESE
Abrahamsson, N. Development and recoverability of L2 codas: A longitudinal study of Chinese-Swedish interphonology. 25 (3). (2003). 313-349.
Clements, J. C. The tense-aspect system in pidgins and naturalistically learned L2. 25 (2). (2003). 245-281.
Hu, G. Psychological constraints on the utility of metalinguistic knowledge in second language production. 24 (3). (2002). 347-386.
Jiang, N. Form-meaning mapping in vocabulary acquisition in a second language. 24 (4). (2002). 617-637.
Ju, M. K. Overpassivization errors by second language learners: The effect of conceptualizable agents in discourse. 22 (1). (2000). 85-111.
Polio, C. Acquiring nothing?: The use of zero pronouns by nonnative speakers of Chinese and the implications for the acquisition of nominal reference. 17 (3). (1995). 353-377.
Rose, K. R. An exploratory cross-sectional study of interlanguage pragmatic development. 22 (1). (2000). 27-67.
CLASSROOM RESEARCH
Allen, L. Q. Form-meaning connections and the French causative: An experiment in processing instruction. 22 (1). (2000). 69-84.
Breen, M. P. The social context for language learning--A neglected situation? 7 (2). (1985). 135-158.
Chaudron, C. Comprehension, comprehensibility, and learning in the second language classroom. 7 (2). (1985). 216-232.
Chaudron, C. Vocabulary elaboration in teachers' speech to L2 learners. (Research Note). 4 (2). (1982). 170-180.
Edmondson, W. J. Discourse worlds in the classroom and in foreign language learning. 7 (2). (1985). 159-168.
Ellis, R. Learning to communicate in the classroom: A study of two language learners' requests. 14 (1). (1992). 1-23.
Erlam, R. Evaluating the relative effectiveness of structured input and output-based instruction in foreign language learning: Results from an experimental study. 25 (4). (2003). 559-582.
Faerch, C. Meta talk in FL classroom discourse. 7 (2). (1985). 184-199.
Faerch, C., & Kasper, G. Foreign language learning under classroom conditions. (Introduction to thematic issue). 7 (2). (1985). 131-133.
Gaies, S. J. Learner feedback and its effects on communication tasks: A pilot study. 4 (1). (1981). 46-59.
Grandcolas, B., & Soulé-Susbielles, N. The analysis of the foreign language classroom. 8 (3). (1986). 293-308.
Kasper, G. Repair in foreign language teaching. 7 (2). (1985). 200-215.
Kasper, G. Teaching-induced aspects of interlanguage discourse. 4 (2). (1982). 99-113.
Kramsch, C. J. Classroom interaction and discourse options. 7 (2). (1985). 169-183.
Lafayette, R. C., & Buscaglia, M. Students learn language via a civilization course--A comparison of second language classroom environments. (Research Note). 7 (3). (1985). 323-342.
Lightbown, P. M., & Spada, N. Focus-on-form and corrective feedback in communicative language teaching: Effects on second language learning. 12 (4). (1990). 429-448.
Nunan, D. Methods in second language classroom-oriented research: A critical review. 13 (2). (1991). 249-274.
Pica, T., & Doughty, C. The role of group work in classroom second language acquisition. 7 (2). (1985). 233-248.
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., & Lightbown, P. M. Instruction and the development of questions in L2 classrooms. 15 (2). (1993). 205-224.
Tang, G. The effect of graphic representation of knowledge structures on ESL reading comprehension. 14 (2). (1992). 177-195.
Toth, P. D. The interaction of instruction and learner-internal factors in the acquisition of L2 morphosyntax. 22 (2). (2000). 169-208.
Wode, H. Incidental vocabulary acquisition in the foreign language classroom. 21 (2). (1999). 243-258.
COGNITION
Abraham, R. Relationships between use of the strategy of monitoring and cognitive style. 6 (1). (1983). 17-32.
Andersen, R. W., & Shirai, Y. Discourse motivations for some cognitive acquisition principles. 16 (2). (1994). 133-156.
Bialystok, E. Analysis and control in the development of second language proficiency. 16 (2). (1994). 157-168.
Bialystok, E. The role of linguistic knowledge in second language use. 4 (1). (1981). 31-45.
Birdsong, D. Decision making in second language acquisition. 16 (2). (1994). 169-182.
Carr, T. H., & Curran, T. Cognitive factors in learning about structured sequences: Applications to syntax. 16 (2). (1994). 205-230.
Carroll, S., & Swain, M. Explicit and implicit negative feedback: An empirical study of the learning of linguistic generalizations. 15 (3). (1993). 357-386.
DeKeyser, R. M. Learning second language grammar rules: An experiment with a miniature linguistic system. 17 (3). (1995). 379-410.
Edmondson, W. J. Discourse worlds in the classroom and in foreign language learning. 7 (2). (1985). 159-168.
Felix, S. W. On the (in)applicability of Piagetian thought to language learning. 3 (2). (1981). 179-192.
Gasser, M. Connectionism and universals of second language acquisition. 12 (2). (1990). 179-199.
Horwitz, E. K. The relationship between conceptual level and communicative competence in French. (Research Note). 5 (1). (1982). 65-73.
Izumi, S., Bigelow, M., Fujiwara, M., & Fearnow, S. Testing the Output Hypothesis: Effects of output on noticing and second language acquisition. 21 (3). (1999). 421-452.
Kempe, V., & MacWhinney, B. The acquisition of case marking by adult learners of Russian and German. 20 (4). (1998). 543-588.
Kormos, J. The timing of self-repairs in second language speech production. 22 (2). (2000). 145-167.
O'Malley, J. M., Chamot, A. U., & Walker, C. Some applications of cognitive theory to second language acquisition. 9 (3). (1987). 287-306.
Ortega, L. Planning and focus on form in L2 oral performance. 21 (1). (1999). 109-148.
Pienemann, M., & Hakansson, G. A unified approach toward the development of Swedish as L2: A Processability account. 21 (3). (1999). 383-420.
Robinson, P. J., & Ha, M. A. Instance theory and second language rule learning under explicit conditions. 15 (4). (1993). 413-438.
Rosa, E., & O'Neill, M. D. Explicitness, intake, and the issue of awareness: Another piece to the puzzle. 21 (4). (1999). 511-556.
Rounds, P. L., & Kanagy, R. Acquiring linguistic cues to identify AGENT: Evidence from children learning Japanese as a second language. 20 (4). (1998). 509-542.
Schmidt, J. R. Psychological mechanisms underlying second language fluency. 14 (4). (1992). 357-385.
Schumann, J. H. Where is cognition? Emotion and cognition in second language acquisition. 16 (2). (1994). 231-242.
Tollefson, J. W., Jacobs, B., & Selipsky, E. J. The Monitor Model and neurofunctional theory: An integrated view. 6 (1). (1983). 1-16.
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.
Williams, J. N. Memory, attention, and inductive learning. 21 (1). (1999). 1-48.
Wolff, D. Some assumptions about second language text comprehension. 9 (3). (1987). 307-326.
Zobl, H. Sources of linguistic knowledge and uniformity of nonnative performance. 14 (4). (1992). 387-402.
CONNECTIONISM
Ellis, N. C. Sequencing in SLA: Phonological memory, chunking, and points of order. 18 (1). (1996). 91-126.
Gasser, M. Connectionism and universals of second language acquisition. 12 (2). (1990). 179-199.
DISCOURSE
Ahrenholz, B. Modality and referential movement in instructional discourse: Comparing the production of Italian learners of German with native German and native Italian production. 22 (3). (2000). 337-368.
Andersen, R. W., & Shirai, Y. Discourse motivations for some cognitive acquisition principles. 16 (2). (1994). 133-156.
Bardovi-Harlig, K., & Hartford, B. S. The construction of discourse by nonnative speakers: Introduction. (Introduction to thematic issue). 17 (2). (1995). 125-128.
Bardovi-Harlig, K., & Hartford, B. S. Learning the rules of academic talk: A longitudinal study of pragmatic change. 15 (3). (1993). 279-304.
Bardovi-Harlig, K. A narrative perspective on the development of the tense/aspect system in second language acquisition. 17 (2). (1995). 263-292.
Bardovi-Harlig, K. Narrative structure and lexical aspect: Conspiring factors in second language acquisition of tense-aspect morphology. 20 (4). (1998). 471-508.
Bardovi-Harlig, K. From morpheme studies to temporal semantics: Tense-aspect research in SLA. (State of the Art). 21 (3). (1999). 341-382.
Bartelt, H. G. Tense switching in narrative English discourse of Navajo and Western Apache speakers. (Research Note). 4 (2). (1982). 201-204.
Bouton, L. F. A cross-cultural analysis of the structure and content of letters of reference. 17 (2). (1995). 211-244.
Carroll, M., Murcia-Serra, J., Watorek, M., & Bendiscioli, A. The relevance of information organization to second language acquisition studies: The descriptive discourse of advanced adult learners of German. 22 (3). (2000). 441-466.
Chaudron, C., & Parker, K. Discourse markedness and structural markedness: The acquisition of English noun phrases. 12 (1). (1990). 43-64.
Edmondson, W. J. Discourse worlds in the classroom and in foreign language learning. 7 (2). (1985). 159-168.
Ehrlich, S., Avery, P., & Yorio, C. Discourse structure and the negotiation of comprehensible input. 11 (4). (1989). 397-414.
Ellis, R., & Yuan, F. The effects of planning on fluency, complexity, and accuracy in second language narrative writing. 26 (1). (2004). 59-84.
Faerch, C. Meta talk in FL classroom discourse. 7 (2). (1985). 184-199.
Flowerdew, J., & Tauroza, S. The effect of discourse markers on second language lecture comprehension. 17 (4). (1995). 435-458.
Frawley, W. P., & Lantolf, J. P. Speaking and self-order: A critique of orthodox L2 research. 6 (2). (1984). 143-159.
Giacomi, A., & Vion, R. Metadiscursive processes in the acquisition of a second language. 8 (3). (1986). 355-368.
Hartford, B. S. Zero anaphora in nonnative texts: Null-object anaphora in Nepali English. 17 (2). (1995). 245-261.
Hendriks, H. The acquisition of topic marking in L1 Chinese and L1 and L2 French. 22 (3). (2000). 369-397.
Jarvis, S. Topic continuity in L2 English article use. 24 (3). (2002). 1-26.
Ju, M. K. Overpassivization errors by second language learners: The effect of conceptualizable agents in discourse. 22 (1). (2000). 85-111.
Kasper, G. Repair in foreign language teaching. 7 (2). (1985). 200-215.
Kramsch, C. J. Classroom interaction and discourse options. 7 (2). (1985). 169-183.
Lee, J. F., & Riley, G. L. The effect of prereading, rhetorically-oriented frameworks on the recall of two structurally different expository texts. 12 (1). (1990). 25-41.
Muñoz, C. Markedness and the acquisition of referential forms: The case of zero anaphora. (Replication study). 17 (4). (1995). 517-527.
Pavesi, M. Markedness, discoursal modes, and relative clause formation in a formal and an informal context. 8 (1). (1986). 38-55.
Perdue, C. Introduction: Organizing principles of learner varieties. 22 (3). (2000). 299-305.
Polio, C. Acquiring nothing?: The use of zero pronouns by nonnative speakers of Chinese and the implications for the acquisition of nominal reference. 17 (3). (1995). 353-377.
Reynolds, D. W. Repetition in nonnative speaker writing: More than quantity. 17 (2). (1995). 185-209.
Schneider, M., & Connor, U. Analyzing topical structure in ESL essays: Not all topics are equal. 12 (4). (1990). 411-427.
Tomlin, R. S. The treatment of foreground-background information in the online descriptive discourse of second language speakers. 6 (2). (1984). 115-142.
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 processing effort and perceptions of comprehensibility in nonnative discourse: The effect of ordering and interpretive cues revisited. (Replication Study). 15 (4). (1993). 505-522.
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.
Varonis, E. M., & Gass, S. The comprehensibility of nonnative speech. 4 (2). (1982). 114-136.
Whyte, S. Specialist knowledge and interlanguage development: A discourse domain approach to text construction. 17 (2). (1995). 153-183.
Williams, J. Zero anaphora in second language acquisition: A comparison among three varieties of English. 10 (3). (1988). 339-370.
DUTCH
Damhuis, R. Immigrant children in infant-class interactions: Opportunities for second language acquisition of young multilingual children in Dutch infant classes. 15 (3). (1993). 305-331.
Dimroth, C., & Watorek, M. The scope of additive particles in basic learner languages. 22 (3). (2000). 307-336.
Shohamy, E. A proposed framework for testing the oral language of second/foreign language learners. 10 (2). (1988). 165-180.
ERROR ANALYSIS
Johannson, S. Problems in studying the communicative effect of learners' errors. 1 (1). (1978). 41-52.
Levelt, W. J. M. Skill theory and language teaching. 1 (1). (1978). 53-70.
Singleton, D. Mother and other tongue influence on learner French: A case study. 9 (3). (1987). 327-345.
Widdowson, H. G. The significance of simplification. 1 (1). (1978). 11-20.
ESPERANTO
Maxwell, D. On the acquisition of Esperanto. 10 (1). (1988). 51-61.
FLUENCY
Freed, B. F., Segalowitz, N., & Dewey, D. P. Context of learning and second language fluency in French: Comparing regular classroom, study abroad, and intensive domestic immersion programs. 26 (2). (2004). 275-301.
House, J. Developing pragmatic fluency in English as a foreign language: Routines and metapragmatic awareness. 18 (2). (1996). 225-252.
Kormos, J. The timing of self-repairs in second language speech production. 22 (2). (2000). 145-167.
Olynyk, M., Sankoff, D., & d'Anglejan, A. Second language fluency and the subjective evaluation of officer cadets in a military college. 5 (2). (1983). 213-236.
Schmidt, R. Psychological mechanisms underlying second language fluency. 14 (4). (1992). 357-385.
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.
FORM/MEANING
Allen, L. Q. Form-meaning connections and the French causative: An experiment in processing instruction. 22 (1). (2000). 69-84.
Erlam, R. Evaluating the relative effectiveness of structured input and output-based instruction in foreign language learning: Results from an experimental study. 25 (4). (2003). 559-582.
Huebner, T. Linguistic systems and linguistic change in an interlanguage. 6 (1). (1983). 33-53.
Jiang, N. Form-meaning mapping in vocabulary acquisition in a second language. 24 (4). (2002). 617-637.
Lightbown, P. M., & Spada, N. Focus-on-form and corrective feedback in communicative language teaching: Effects on second language learning. 12 (4). (1990). 429-448.
Loewen, S. Incidental focus on form and second language learning. 27 (3). (2005). 361-386.
Ortega, L. Planning and focus on form in L2 oral performance. 21 (1). (1999). 109-148.
VanPatten, B. Attending to form and content in the input: An experiment in consciousness. 12 (3). (1990). 287-301.
Wong, W. Modality and attention to meaning and form in the input. 23 (3). (2001). 345-368.
FRENCH
Allen, L. Q. Form-meaning connections and the French causative: An experiment in processing instruction. 22 (1). (2000). 69-84.
Becker, A., & Veenstra, T. The survival of inflectional morphology in French-related creoles: The role of SLA processes. 25 (2). (2003). 283-306.
Bogaards, P. Lexical units and the learning of foreign language vocabulary. 23 (3). (2001). 321-343.
Chaudenson, R., Valli, A., & Véronique, D. The dynamics of linguistic systems and the acquisition of French as a second language. 8 (3). (1986). 277-292.
Dabène, L., & Billiez, J. Code-switching in the speech of adolescents born of immigrant parents. 8 (3). (1986). 309-325.
Erlam, R. Evaluating the relative effectiveness of structured input and output-based instruction in foreign language learning: Results from an experimental study. 25 (4). (2003). 559-582.
Freed, B. F., Segalowitz, N., & Dewey, D. P. Context of learning and second language fluency in French: Comparing regular classroom, study abroad, and intensive domestic immersion programs. 26 (2). (2004). 275-301.
Gardner, R. C., Day, J. B., & MacIntyre, P. D. Integrative motivation, induced anxiety, and language learning in a controlled environment. 14 (2). (1992). 197-214.
Gardner, R. C., & MacIntyre, P. D. An instrumental motivation in language study: Who says it isn't effective? 13 (1). (1991). 57-72.
Giacobbe, J., & Cammarota, M.-A. Learners' hypotheses for the acquisition of lexis. 8 (3). (1986). 327-342.
Giacomi, A., & Vion, R. Metadiscursive processes in the acquisition of a second language. 8 (3). (1986). 355-368.
Grandcolas, B., & Soulé-Susbielles, N. The analysis of the foreign language classroom. 8 (3). (1986). 293-308.
Gundel, J. K., Stenson, N., & Tarone, E. Acquiring pronouns in a second language: Evidence for hypothesis testing. (Research Note). 6 (2). (1984). 215-225.
Hammerly, H. The need for directed language learning in the FL classroom: A response to Collier. (Response). 14 (2). (1992). 215-216.
Harley, B. Instructional strategies and SLA in early French immersion. 15 (2). (1993). 245-259.
Harley, B., & King, M. L. Verb lexis in the written compositions of young L2 learners. 11 (4). (1989). 415-439.
Hendriks, H. The acquisition of topic marking in L1 Chinese and L1 and L2 French. 22 (3). (2000). 369-397.
de Heredia, C. Asymmetric communication in bilingual exchanges. 8 (3). (1986). 369-389.
Horwitz, E. K. The relationship between conceptual level and communicative competence in French. (Research Note). 5 (1). (1982). 65-73.
Kern, R. G. The role of mental translation in second language reading. 16 (4). (1994). 441-461.
Labarca, A., & Khanji, R. On communication strategies: Focus on interaction. (Research Note). 8 (1). (1986). 68-79.
Lafayette, R. C., & Buscaglia, M. Students learn language via a civilization course--A comparison of second language classroom environments. (Research Note). 7 (3). (1985). 323-342.
Lapkin, S. An analysis of French verb errors made by second language learners in a bilingual program. 2 (2). (1979). 65-84.
Lee, J. F., & Riley, G. L. The effect of prereading, rhetorically-oriented frameworks on the recall of two structurally different expository texts. 12 (1). (1990). 25-41.
Lepetit, D. Interlangue intonative et fossilisation. (Research Note). 7 (3). (1985). 308-322.
MacIntyre, P. D., Baker, S. C., Clément, R., & Conrod, S. Willingness to communicate, social support, and language learning orientations of immersion students. 23 (3). (2001). 369-388.
MacIntyre, P., & Gardner, R. C. The effects of induced anxiety on three stages of cognitive processing in computerized vocabulary learning. 16 (1). (1994). 1-17.
Magnan, S. S. Age and sensitivity to gender in French. 5 (2). (1983). 194-212.
Meisel, J. M. Code-switching in young bilingual children: The acquisition of grammatical constraints. 16 (4). (1994). 413-439.
Mondria, J.-A. The effects of inferring, verifying, and memorizing on the retention of L2 word meanings: An experimental analysis of the “meaning-inferred method” and a comparison with the “meaning-given method.” 25 (4). (2003). 473-499.
Myles, F., Mitchell, R., & Hooper, J. Interrogative chunks in French L2: A basis for creative construction? 21 (1). (1999). 49-80.
Noyau, C., & Véronique, D. SLA research in France & Switzerland. (Introduction to thematic issue). 8 (3). (1986). 245-263.
Paradis, J., & Genesee, F. Syntactic acquisition in bilingual children: Autonomous or interdependent? 18 (1). (1996). 1-25.
Py, B. Making sense: Interlanguage's intertalk in exolingual conversation. 8 (3). (1986). 343-353.
Raffaldini, T. The use of situation tests as measures of communicative ability. 10 (2). (1988). 197-216.
Rehner, K., Mougeon, R., & Nadasdi, T. The learning of sociolinguistic variation by advanced FSL learners: The case of nous versus on in immersion French. 25 (1). (2003). 127-156.
Singleton, D. Mother and other tongue influence on learner French: A case study. 9 (3). (1987). 327-345.
Swain, M. Immersion education: Applicability for nonvernacular teaching to vernacular speakers. 4 (1). (1981). 1-17.
Tomasello, M., & Herron, C. Feedback for language transfer errors: The Garden Path Technique. 11 (4). (1989). 385-395.
Towell, R., Hawkins, R., & Bazergui, N. Systematic and nonsystematic variability in advanced language learning. 15 (4). (1993). 439-460.
Trévise, A., & Porquier, R. Second language acquisition by adult immigrants: Exemplified methodology. 8 (3). (1986). 265-275.
Valdman, A. D'accord: La prononciation du français international et perfectionnement, S. Carduner & M. P. Hagiwara. Méthodologie de l'enseignement de la prononciation, M. Callamand. (Review Article). 6 (2). (1984). 226-232.
Valdman, A. Toward a modified structural syllabus. 5 (1). (1982). 34-51.
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. 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.
FREQUENCY EFFECTS
Bardovi-Harlig, K. A new starting point? Investigating formulaic use and input in future expression. 24 (2). (2002). 189-198.
Biber, D., & Reppen, R. What does frequency have to do with grammar teaching? 24 (2). (2002). 199-208
Bley-Vroman, R. Frequency in production, comprehension, and acquisition. 24 (2). (2002). 209-213.
Bybee, J. Phonological evidence for exemplar storage of multiword sequences. 24 (2). (2002). 215-221.
Ellis, N. C. Frequency effects in language processing: A review with implications for theories of implicit and explicit language acquisition. 24 (2). (2002). 143-188.
Ellis, N. C. Reflections on frequency effects in language processing. 24 (2). (2002). 297-339.
Ellis, R. Does form-focused instruction effect the acquisition of implicit knowledge? A review of the research. 24 (2). (2002). 223-236.
Eubank, L., & Gregg, K. News flash: Hume still dead. 24 (2). (2002). 237-247.
Gass, S., & Mackey, A. Frequency effects and second language acquisition: A complex picture? 24 (2). (2002). 249-260.
Harrington, M., & Dennis, S. Input-driven language learning. 24 (2). (2002). 261-268.
Hulstijn, J. What does the impact of frequency tell us about the language acquisition device? 24 (2). (2002). 269-273.
Larsen-Freeman, D. Making sense of frequency. 24 (2). (2002). 275-285.
Tarone, E. Frequency, noticing, and creativity: Factors in a variationist interlanguage framework. 24 (2). (2002). 287-296.
FUNCTIONALISM
Klein, W. A. A theory of language acquisition is not so easy. 12 (2). (1990). 219-231. Sato, C. J. Origins of complex syntax in interlanguage development. 10 (3). (1988). 371-395.
Tomlin, R. S. Functionalism in second language acquisition. 12 (2). (1990). 155-177.
GENDER DIFFERENCES
Mays, D. V. Crosscultural social status perception in speech. (Research Note). 5 (1). (1982). 52-64.
Pica, T., Holliday, L., Lewis, N., Berducci, D., & Newman, J. Language learning through interaction: What role does gender play? 13 (3). (1991). 343-376.
GERMAN
Abraham, W. The role of fallacies in diachrony of sentence connectives. 1 (1). (1978). 95-134.
Ahrenholz, B. Modality and referential movement in instructional discourse: Comparing the production of Italian learners of German with native German and native Italian production. 22 (3). (2000). 337-368.
Beck, M.-L. L2 acquisition and obligatory head movement: English-speaking learners of German and the Local Impairment Hypothesis. 20 (3). (1998). 311-349.
Carroll, M., Murcia-Serra, J., Watorek, M., & Bendiscioli, A. The relevance of information organization to second language acquisition studies: The descriptive discourse of advanced adult learners of German. 22 (3). (2000). 441-466.
Clahsen, H. The comparative study of first and second language development. 12 (2). (1990). 135-153.
Dimroth, C., & Watorek, M. The scope of additive particles in basic learner languages. 22 (3). (2000). 307-336.
Dittmar, N. On the verbal organization of L2 tense marking in an elicited translation task by Spanish immigrants in Germany. 3 (2). (1981). 136-164.
Ellis, R. Are classroom and naturalistic acquisition the same? A study of the classroom acquisition of German word order rules. 11 (3). (1989). 305-328.
Hüllen, W. Teaching German as a second language in Germany: Bilingualism in the Federal Republic. 3 (2). (1980). 97-108.
Jordens, P., de Bot, K., & Trapman, H. Linguistic aspects of regression in German case marking. 11 (2). (1989). 179-204.
Kempe, V., & MacWhinney, B. The acquisition of case marking by adult learners of Russian and German. 20 (4). (1998). 543-588.
Meisel, J. M. Code-switching in young bilingual children: The acquisition of grammatical constraints. 16 (4). (1994). 413-439.
Moyer, A. Ultimate attainment in L2 phonology: The critical factors of age, motivation, and instruction. 21 (1). (1999). 81-108.
Pfaff, C. W. Incipient creolization in Gastarbeiterdeutsch?: An experimental sociolinguistic study. 3 (2). (1981). 165-178.
Pfaff, C. W. The issue of grammaticalization in early German second language. 14 (3). (1992). 273-296.
Pienemann, M. Psychological constraints on the teachability of languages. (Research Note). 6 (2). (1984). 186-214.
Prévost, P. Truncation and missing inflection in initial child L2 German. 25 (1). (2003). 65-97.
Rott, S. The effect of exposure frequency on intermediate language learners' incidental vocabulary acquisition and retention through reading. 21 (4). (1999). 589-620.
Skiba, R., & Dittmar, N. Pragmatic, semantic, and syntactic constraints and grammaticalization: A longitudinal perspective. 14 (3). (1992). 323-249.
GRAMMATICALIZATION
Dittmar, N. Grammaticalization in second language acquisition. (Introduction to thematic issue). 14 (3). (1992). 249-257.
Perdue, C., & Klein, W. Why does the production of some learners not grammaticalize? 14 (3). (1992). 259-272.
Pfaff, C. W. The issue of grammaticalization in early German second language. 14 (3). (1992). 273-296.
Ramat, A. G. Grammaticalization processes in the area of temporal and modal relations. 14 (3). (1992). 297-322.
Skiba, R., & Dittmar, N. Pragmatic, semantic, and syntactic constraints and grammaticalization: A longitudinal perspective. 14 (3). (1992). 323-349.
HEBREW
Blum, S., & Levenston, E. Lexical simplification in second language acquisition. 2 (2). (1979). 43-63.
Blum-Kulka, S., & Levenston, E. A. Lexical-grammatical pragmatic indicators. 9 (2). 155-170.
Blum-Kulka, S., & Olshtain, E. Too many words: Length of utterance and pragmatic failure. 8 (2). (1986). 165-179.
Cohen, A. D., & Aphek, E. Easifying second language learning. 3 (2). (1981). 221-236.
Olshtain, E. The acquisition of new word formation processes in second
language acquisition. 9 (2). (1987). 221-231.