Welcome to the web pages of Studies in Second Language Acquisition
A
Publication of
SUBJECT INDEX, I-M
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.
INDIVIDUAL DIFFERENCES
DeKeyser, R. M. The robustness of critical period effects in second language acquisition. 22 (4). (2000). 499-533.
Ioup, G., Boustagui, E., El Tigi, M., &
Moyer, A. Ultimate attainment in L2 phonology: The critical factors of age, motivation, and instruction. 21 (1). (1999). 81-108.
Perdue, C., & Klein, W. Why does the production of some learners not grammaticalize? 14 (3). (1992). 259-272.
Rodgers, T. S. Towards a model of learner variation in autonomous foreign language learning. 2 (1). (1979). 73-97.
Skehan, P. Individual differences in second language learning. 13 (2). (1991). 275-298.
Toth, P. D. The interaction of instruction and learner-internal factors in the acquisition of L2 morphosyntax. 22 (2). (2000). 169-208.
INPUT-OUTPUT RELATIONSHIP
Izumi, S. Output, input enhancement, and the Noticing Hypothesis: An
experimental study on ESL relativization. 24 (4). (2002). 541-577.
INPUT PROCESSING
Allen, L. Q. Form-meaning connections and the French causative: An experiment in processing instruction. 22 (1). (2000). 69-84.
Chaudron, C. Intake: On models and methods for discovering learners' processing of input. 7 (1). (1985). 1-14.
Conrad, L. The effects of time-compressed speech on native and EFL listening comprehension. 11 (1). (1989). 1-16.
Ellis, R., & He, X. The roles of modified input and output in the incidental acquisition of word meanings. 21 (2). (1999). 285-301.
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.
Fraser, C. A. Lexical processing strategy use and vocabulary learning through reading. 21 (2). (1999). 225-241.
Gass, S. M. Sentence processing by L2 learners. 2 (2). (1979). 85-98.
Harrington, M., & Sawyer, M. L2 working memory capacity and L2 reading skill. 14 (1). (1992). 25-38.
Horiba, Y. The role of causal reasoning and language competence in narrative comprehension. 15 (1). (1993). 49-81.
Kempe, V., & MacWhinney, B. The acquisition of case marking by adult learners of Russian and German. 20 (4). (1998). 543-588.
Koda, K. The use of L1 reading strategies in L2 reading: Effects of L1 orthographic structures in L2 phonological recoding strategies. 12 (4). (1990). 393-410.
Leow, R. P. To simplify or not to simplify: A look at intake. 15 (3). (1993). 333-355.
Loschky, L. Comprehensible input and second language acquisition: What is the relationship? 16 (3). (1994). 303-323.
Mackey, A. Input, interaction, and second language development: An empirical study of question formation in ESL. 21 (4). (1999). 557-588.
Martin, A. V. First-language differences in processing spatial/chronological and hierarchical information. (Research Note). 4 (1). (1981). 70-74.
McLaughlin, B. Linguistic input and conversational strategies. 2 (2). (1979). 1-16.
Paribakht, T. S., & Wesche, M. Reading and "incidental" L2 vocabulary acquisition: An introspective study of lexical inferencing. 21 (2). (1999). 195-224.
Pienemann, M., & Hakansson, G. A unified approach toward the development of Swedish as L2: A processability account. 21 (3). (1999). 383-420.
Rott, S. The effect of exposure frequency on intermediate language learners' incidental vocabulary acquisition and retention through reading. 21 (4). (1999). 589-620.
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.
Sharwood Smith, M. A. Input enhancement in instructed
Toth, P. D. The interaction of instruction and learner-internal factors in the acquisition of L2 morphosyntax. 22 (2). (2000). 169-208.
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.
Wolff, D. Some assumptions about second language text comprehension. 9 (3). (1987). 307-326.
Wong, W. Modality and attention to meaning and form in the input. 23 (3). (2001). 345-368.
INSTRUCTED
Allen, L. Q. Form-meaning connections and the French causative: An experiment in processing instruction. 22 (1). (2000). 69-84.
Chaudron, C. Comprehension, comprehensibility, and learning in the second language. 7 (2). (1985). 216-232.
Collentine, J. The effects of learning contexts on morphosyntactic and lexical development. 26 (2). (2004). 227-248.
Collentine, J., & Freed, B. F. Learning context and its effects on second language acquisition: Introduction. 26 (2). (2004). 153-171.
DeKeyser, R. M. Learning second language grammar rules: An experiment with a miniature linguistic system. 17 (3). (1995). 379-410.
Dewey, D. P. A comparison of reading development by learners of Japanese in intensive domestic immersion and study abroad contexts. 26 (2). (2004). 303-327.
Díaz-Campos, M. Context of learning in the acquisition of Spanish second language phonology. 26 (2). (2004). 249-273.
Doughty, C. Second language instruction does make a difference: Evidence from an empirical study of SL relativization. 13 (4). (1991). 431-469.
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., & Kasper, G. Foreign language learning under classroom conditions. (Introduction to thematic issue). 7 (2). (1985). 131-133.
Freed, B. F., Dewey,
D. P., Segalowitz, N., & Halter, R. The language contact profile. 26 (2). (2004). 349-356.
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.
Harley, B. Instructional strategies and
Lafford, B. A. The effect of the context of learning on the use of communication strategies by learners of Spanish as a second language. 26 (2). (2004). 201-225.
Leow, R. P. Modality and intake in second language acquisition. (Replication study). 17 (1). (1995). 79-89.
Lightbown, P. M., Spada, N., & White, L. The role of instruction in second language acquisition. (Introduction to thematic issue). 15 (2). (1993). 143-145.
Liu, D., & Gleason, J. L. Acquisition of the article the by nonnative speakers of English: An analysis of four nongeneric uses. 24 (2). (2002). 1-26.
Loewen, S. Incidental focus on form and second language learning. 27 (3). (2005). 361-386.
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.
Moyer, A. Ultimate attainment in L2 phonology: The critical factors of age, motivation, and instruction. 21 (1). (1999). 81-108.
Robinson, P. Learning simple and complex second language rules under implicit, incidental, rule-search, and instructed conditions. 18 (1). (1996). 27-67.
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.
Sharwood Smith, M. A. Input enhancement in instructed
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.
Toth, P. D. The interaction of instruction and learner-internal factors in the acquisition of L2 morphosyntax. 22 (2). (2000). 169-208.
Trahey, M., & White, L. Positive evidence and preemption in the second language classroom. 15 (2). (1993). 181-204.
Tomasello, M., & Herron, C. Feedback for language transfer errors: The Garden Path Technique. 11 (4). (1989). 385-395.
VanPatten, B., & Cadierno, T. Explicit instruction and input processing. 15 (2). (1993). 225-243.
INTERACTION
Bardovi-Harlig, K., &
Bardovi-Harlig, K., &
Dabène, L., & Billiez, J. Code-switching in the speech of adolescents born of immigrant parents. 8 (3). (1986). 309-325.
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.
Faerch, C. Meta talk in FL classroom discourse. 7 (2). (1985). 184-199.
Gaies, S. J. Learner feedback and its effects on communication tasks: A pilot study. 4 (1). (1981). 46-59.
Gaies. S. J. Native speaker-nonnative speaker interaction among academic peers. (Research Note). 5 (1). (1982). 74-81.
Gass, S. M., & Varonis, E. M. Input, interaction, and second language production. 16 (3). (1994). 283-302.
Gass, S. M., & Varonis, E. M. Variation in native speaker speech modification to nonnative speakers. 7 (1). (1985). 37-57.
de Heredia, C. Asymmetric communication in bilingual exchanges. 8 (3). (1986). 369-389.
Iwashita, N. Negative feedback and positive evidence in task-based interaction: Differential effects on L2 development. 25 (1). (2003). 1-36.
Kasper, G. Repair in foreign language teaching. 7 (2). (1985). 200-215.
Kasper, G., & Dahl, M. Research methods in interlanguage pragmatics. 13 (2). (1991). 215-247.
Kramsch, C. J. Classroom interaction and discourse options. 7 (2). (1985). 169-183.
Labarca, A., & Khanji, R. On communication strategies: Focus on interaction. (Research Note). 8 (1). (1986). 68-79.
Leeman, J. Recasts and second language development: Beyond negative evidence. 25 (1). (2003). 37-63.
Long, M. H. Linguistic and conversational adjustments to nonnative speakers. 5 (2). (1983). 177-193.
Mackey, A. Input, interaction, and second language development: An empirical study of question formation in ESL. 21 (4). (1999). 557-588.
Mackey, A., Gass, S., & McDonough, K. How do learners perceive interactional feedback? 22 (4). (2000). 471-497.
Oliver, R. Negative feedback in child NS-NNS conversation. 17 (4). (1995). 459-481.
Philp, J. Constraints on “noticing the gap”: Nonnative speakers’ noticing of recasts in NS-NNS interaction. 25 (1). (2003). 99-126.
Pica, T., & Doughty, C. The role of group work in classroom second language acquisition. 7 (2). (1985). 233-248.
Pica, T., Holliday, L., Lewis, N., Berducci, D., & Newman, D. Language learning through interaction: What role does gender play? 13 (3). (1991). 343-376.
Pica, T., Holliday, L., Lewis, N., & Morgenthaler, L. Comprehensible output as an outcome of linguistic demands on the learner. 11 (1). (1989). 63-90.
Py, B. Making sense: Interlanguage's intertalk in exolingual conversation. 8 (3). (1986). 343-353.
Spada, N., & Lightbown, P. M. Instruction and the development of questions in L2 classrooms. 15 (2). (1993). 205-224.
Young, R., & Milanovic, M. Discourse variation in oral proficiency interviews. 14 (4). (1992). 403-424.
INTERLANGUAGE / LEARNER VARIETIES
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.
d'Anglejan, A. Native speaker reactions to approximative systems. (Introduction to thematic issue). 5 (2). (1983). vii-ix.
Bernini, G. Negative items and negation strategies in nonnative Italian. 22 (3). (2000). 399-440.
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.
Cebrian, J. Transferability and productivity of L1 rules in Catalan-English interlanguage. 22 (1). (2000). 1-26.
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.
Corder, S. P. "Simple codes" and the source of the second language learner's initial heuristic hypothesis. 1 (1). (1978). 1-10.
Crookes, G. Planning and interlanguage variation. 11 (4). (1989). 367-383.
Dimroth, C., & Watorek, M. The scope of additive particles in basic learner languages. 22 (3). (2000). 307-336.
Eckman, F. R. On predicting phonological difficulty in second language acquisition. 4 (1). (1981). 18-30.
Eckman, F. R. The structural conformity hypothesis and the acquisition of consonant clusters in the interlanguage of ESL learners. 13 (1). (1991). 23-41.
Hendriks, H. The acquisition of topic marking in L1 Chinese and L1 and L2 French. 22 (3). (2000). 369-397.
Huebner, T. Linguistic systems and linguistic change in an interlanguage. 6 (1). (1983). 33-53.
Kohn, K. Beyond output: The analysis of interlanguage development. 4 (2). (1982). 137-152.
Lepetit, L. Interlangue intonative et fossilisation. (Research Note). 7 (3). (1985). 308-322.
Perdue, C. Introduction: Organizing principles of learner varieties. 22 (3). (2000). 299-305.
Py, B. Making sense: Interlanguage's intertalk in exolingual conversation. 8 (3). (1986). 343-353.
Sato, C. J. Origins of complex syntax in interlanguage development. 10 (3). (1988). 371-395.
Schachter, J. In search of systematicity in interlanguage production. 8 (2). (1986). 119-133.
Schwartz, B. D. On explicit and negative data effecting and affecting competence and linguistic behavior. 15 (2). (1993). 147-163.
Selinker, L., & Lamendella, J. T. Updating the interlanguage hypothesis. 3 (2). (1981). 201-220.
Towell, R., Hawkins, R., & Bazergui, N. Systematic and nonsystematic variability in advanced language learning. 15 (4). (1993). 439-460.
Whyte, S. Specialist knowledge and interlanguage development: A discourse domain approach to text construction. 17 (2). (1995). 153-183.
Young, R. Variation and the interlanguage hypothesis. 10 (3). (1988). 281-302.
Zobl, H. The wave model of linguistic change and the naturalness of interlanguage. 6 (2). (1984). 160-185.
ITALIAN
Bernini, G. Negative items and negation strategies in nonnative Italian. 22 (3). (2000). 399-440.
Ramat, A. G. Grammaticalization processes in the area of temporal and modal relations. 14 (3). (1992). 297-322.
Williams, J. N. Memory, attention, and inductive learning. 21 (1). (1999). 1-48.
JAPANESE
Akiyama, Y. Japanese adult learners' development of the locality condition on English reflexives. 24 (1). 27-54.
Inagaki, S. Motion verbs with goal PPs in the L2 acquisition of English and Japanese. 23 (2). (2000). 153-170.
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.
Dewey, D. P. A comparison of reading development by learners of Japanese in intensive domestic immersion and study abroad contexts. 26 (2). (2004). 303-327.
Hirakawa, M. L2 acquisition of Japanese unaccusative verbs. 23 (2). (2001). 221-245.
Horiba, Y. The role of causal reasoning and language competence in narrative comprehension. 15 (1). (1993). 49-81.
Iwashita, N. Negative feedback and positive evidence in task-based interaction: Differential effects on L2 development. 25 (1). (2003). 1-36.
Loschky, L. Comprehensible input and second language acquisition: What is the relationship? 16 (3). (1994). 303-323.
Matsumura, M. Japanese learners' acquisition of the locality requirement of English reflexives: Evidence for retreat from overgeneralization. 16 (1). (1994). 19-42.
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.
Sasaki, Y. Paths of processing strategy transfers in learning Japanese and English as foreign languages: A competition model approach. 16 (1). (1994). 43-72.
Sorace, A., & Shomura, Y. Lexical constraints on the acquisition of split intransitivity: Evidence from L2 Japanese. 23 (2). (2001). 247-278.
Whong-Barr, M., & Schwartz, B. D. Morphological and syntactic transfer in child L2 acquisition of the English dative alternation. 24 (4). (2002). 579-616.
KOREAN
Major, R. C., & Faudree, M. C. Markedness universals and the acquisition of voicing contrasts in Korean speakers of English. 18 (1). (1996). 69-90.
O’Grady, W., Lee, M., & Choo, M. A subject-object asymmetry in the acquisition of relative clauses in Korean as a second language. 25 (3). (2003). 433-448.
Whong-Barr, M., & Schwartz, B. D. Morphological and syntactic transfer in child L2 acquisition of the English dative alternation. 24 (4). (2002). 579-616.
L1/L2 DIFFERENCES
Bohn, O.-S., & Flege, J. E. The production of new and similar vowels by adult German learners of English. 14 (2). (1992). 131-158.
Bond, Z. A., & Fokes, J. Perception of English voicing by native and nonnative adults. 13 (4). (1991). 471-492.
Clahsen, H. The comparative study of first and second language development. 12 (2). (1990). 135-153.
Corder, S. P. Language distance and the magnitude of the language learning task. 2 (1). (1979). 27-36.
Flege, J. E., & Hammond, R. M. Mimicry of nondistinctive phonetic differences between language varieties. 5 (1). (1982). 1-17.
Flege, J. E., & Bohn, O.-S. An instrumental study of vowel reduction and stress placement in Spanish-accented English. 11 (1). (1989). 35-62.
Edge, B. A. The production of word-final voiced obstruents in English by L1 speakers of Japanese and Cantonese. 13 (3). (1991). 377-393.
Flynn, S. Production vs. comprehension: Differences in underlying competences. 8 (2). (1986). 135-164.
Hulstijn, J. H., & Marchena, E. Avoidance: Grammatical or semantic causes? 11 (3). (1989). 241-255.
Jarvis, S. Topic continuity in L2 English article use. 24 (3). (2002). 1-26.
Kern, R. G. The role of mental translation in second language reading. 16 (4). (1994). 441-461.
Klein, W. A. A theory of language acquisition is not so easy. 12 (2). (1990). 219-231.
Koda, K. The use of L1 reading strategies in L2 reading: Effects of L1 orthographic structures in L2 phonological recoding strategies. 12 (4). (1990). 393-410.
Laufer, B., & Eliasson, S. What causes avoidance in L2 learning: L1-L2 difference, L1-L2 similarity, or L2 complexity? 15 (1). (1993). 35-48.
Lee, J. F. On the use of the recall task to measure L2 reading comprehension. 8 (2). (1986). 201-211.
Martin, A. V. First-language differences in processing spatial/chronological and hierarchical information. (Research Note). 4 (1). (1981). 70-74.
Myhill, J. The acquisition of complex sentences: A crosslinguistic study. (Research Note). 4 (2). (1982). 193-200.
O'Grady, W. Toward a new nativism. POINT AND COUNTERPOINT. 21 (4). (1999). 621-634.
O’Grady, W., Lee, M., & Choo, M. A subject-object asymmetry in the acquisition of relative clauses in Korean as a second language. 25 (3). (2003). 433-448.
Schwartz, B. D. Let's make up your mind: "Special nativist" perspectives on language, modularity of mind, and nonnative language acquisition. POINT AND COUNTERPOINT. 21 (4). (1999). 635-656.
Slabakova, R. The compounding parameter in second language acquisition. 24 (4). (2002). 507-540.
Slavoff, G. R., & Johnson, J. S. The effects of age on the rate of learning a second language. 17 (1). (1995). 1-16.
Tomlin, R. S. The treatment of foreground-background information in the online descriptive discourse of second language speakers. 6 (2). (1984). 115-142.
Whong-Barr, M., & Schwartz, B. D. Morphological and syntactic transfer in child L2 acquisition of the English dative alternation. 24 (4). (2002). 579-616.
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). 41-69.
LANGUAGE ATTRITION
de Bot, K., & Clyne, M. Language reversion revisited. 11 (2). (1989). 167-177.
Cohen, A. D. Attrition in the productive lexicon of two Portuguese third language speakers. 11 (2). (1989). 135-149.
Edwards, J. Language revival: Specifics and generalities. (Review Article). 15 (1). (1993). 107-113.
Huffines, M. L. Acquisition strategies in language death. 13 (1). (1991). 43-55.
Jordens, P., de Bot, K., & Trapman, H. Linguistic aspects of regression in German case marking. 11 (2). (1989). 179-204.
Olshtain, E. Is second language attrition the reversal of second language acquisition? 11 (2). (1989). 151-165.
Raffaldini, T. The loss of language skills, R. D. Lambert & B. Freed. (Review Article). 6 (1). (1983). 94-100.
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.
LANGUAGE SKILLS
Gadalla, B. J. Language acquisition research and the language teacher. 4 (1). (1981). 60-69.
Levelt, W. J. M. Skill theory and language teaching. 1 (1). (1978). 53-70.
Weltens, B., van Els, T. J. M., & Schils, E. The long-term retention of French by Dutch students. 11 (2). (1989). 205-216.
LANGUAGE TEACHING
Abe, D., Gremmo, M. J., & Regent, O. Les problémes de l'élaboration de matériaux spécifiques à l'apprentissage autodirigé. 2 (1). (1979). 99-104.
Altman, R. Getting the subtle distinctions: Should versus had better. (Research Note). 8 (1). (1986). 80-87.
Brumfit, C. J. From defining to designing: Communicative specifications versus communicative methodology in foreign language teaching. 3 (1). (1980). 1-9.
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.
Collentine, J. The effects of learning contexts on morphosyntactic and lexical development. 26 (2). (2004). 227-248.
Collentine, J., & Freed, B. F. Learning context and its effects on second language acquisition: Introduction. 26 (2). (2004). 153-171.
Cook, W. A. On CALL: Computer-assisted language instruction. (Review Article). 8 (1). (1986). 88-91.
Coste, D. Quelques remarques sur la notion de situation en linguistique appliquée à la didactique des langues. 1 (2). (1978). 117-128.
Debyser, F. Expressing disagreement (exprimer son désaccord). 3 (1). (1980). 42-56.
Dewey, D. P. A comparison of reading development by learners of Japanese in intensive domestic immersion and study abroad contexts. 26 (2). (2004). 303-327.
Díaz-Campos, M. Context of learning in the acquisition of Spanish second language phonology. 26 (2). (2004). 249-273.
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.
Guntermann, G. Factors in targeting proficiency levels and an approach to "real" and "realistic" practice. 3 (1). (1980). 34-41.
Gutknecht, C. Intonation and language learning: The necessity for an integrative approach. 1 (2). (1978). 25-36.
Holec, H. Synthése de discussion. 1 (2). (1978). 151-154.
House, J. Developing pragmatic fluency in English as a foreign language: Routines and metapragmatic awareness. 18 (2). (1996). 225-252.
Hüllen, W. Teaching German as a second language in
Kasper, G. Introduction: Interlanguage pragmatics in
Kasper, G. Teaching-induced aspects of interlanguage discourse. 4 (2). (1982). 99-113.
Kramsch, C. The proficiency movement: Second language acquisition perspectives. (Review Article). 9 (3). (1987). 355-362.
Krumm, H.-J. Communicative processes in the foreign language classroom: Preconditions and strategies. 3 (1). (1980). 71-80.
Labarca, A., & Khanji, R. On communication strategies: Focus on interaction. (Research Note). 8 (1). (1986). 68-79.
Lafford, B. A. The effect of the context of learning on the use of communication strategies by learners of Spanish as a second language. 26 (2). (2004). 201-225.
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.
Müller, K. E. The foreign language syllabus and communicative approaches to teaching: Proceedings of a European-American seminar. (Introduction to thematic issue). 3 (1). (1980). v-vii.
Osterloh, K.-H. Intercultural differences and communicative approaches to
foreign language teaching in the
Politzer, R. L. An exploratory study of self-reported language learning behaviors and their relation to achievement. (Research Note). 6 (1). (1983). 54-68.
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.
Sharwood Smith, M. A. Optimalizing interlanguage feedback to the foreign language learner. 2 (2). (1979). 17-28.
Stern, H. H. Some approaches to communicative language teaching in
Swain, M. Immersion education: Applicability for nonvernacular teaching to vernacular speakers. 4 (1). (1981). 1-17.
Tang, G. The effect of graphic representation of knowledge structures on ESL reading comprehension. 14 (2). (1992). 177-195.
Tomasello, M., & Herron, C. Experiments in the real world: A reply to Beck and Eubank. (Rebuttal). 13 (4). (1991). 513-517.
Valdman, A. Pidginization and the elaboration of learner-based syllabi in FL instruction. 2 (1). (1979). 59-72.
Walmsley, J. B. "Cloud-Cuckoo-Land" or: Feedback as the central component in foreign-language teaching. 2 (2). (1979). 29-42.
Widdowson, H. G. The partiality and relevance of linguistic descriptions. 1 (2). (1978). 9-24.
Widdowson, H. G. The significance of simplification. 1 (1). (1978). 11-20.
LANGUAGE TEACHING THEORY
Allwright, D. Abdication and reponsibility in language teaching. 2 (1). (1979). 105-121.
Collentine, J. The effects of learning contexts on morphosyntactic and lexical development. 26 (2). (2004). 227-248.
Collentine, J., & Freed, B. F. Learning context and its effects on second language acquisition: Introduction. 26 (2). (2004). 153-171.
Coste, D. Quelle recentration sur quel apprenant? 2 (1). (1979). 1-14.
Danesi, M. Neurological bimodality and theories of language teaching. 10 (1). (1988). 13-31.
Dewey, D. P. A comparison of reading development by learners of Japanese in intensive domestic immersion and study abroad contexts. 26 (2). (2004). 303-327.
Díaz-Campos, M. Context of learning in the acquisition of Spanish second language phonology. 26 (2). (2004). 249-273.
Eckman, F. R. Some theoretical and pedagogical implications of the markedness differential hypothesis. 7 (3). (1985). 289-307.
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.
Harley, B. Instructional strategies and
Hatch, E. Apply with caution. 2 (1). (1979). 123-143.
Holec, H. Learner-centered communicative language teaching: Needs analysis revisited. 3 (1). (1980). 26-33.
Hüllen, W. Invitations and negative questions: On some problems in the communicative approach to foreign language teaching. 3 (1). (1980). 17-25.
Lafford, B. A. The effect of the context of learning on the use of communication strategies by learners of Spanish as a second language. 26 (2). (2004). 201-225.
Maley, A. Teaching for communicative competence: Reality and illusion. 3 (1). (1980). 10-16.
McLaughlin, B. Linguistic input and conversational strategies in L1 and L2. 2 (2). (1979). 1-16.
Olshtain, E. Utilizing redundancy features in TEFL. 2 (2). (1979). 99-109.
Pica, T., & Doughty, C. The role of group work in classroom second language acquisition. 7 (2). (1985). 233-248.
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.
Sharwood Smith, M. A. Applied linguistics and the psychology of instruction--A case for transfusion? 1 (2). (1978). 91-115.
Spolsky, B. Formulating a theory of second language learning. 7 (3). (1985). 269-288.
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.
VanPatten, B. The ACTFL proficiency guidelines: Implications for grammatical accuracy in the classroom? 8 (1). (1986). 56-67.
Widdowson, H. G. The acquisition and use of language system. 2 (1). (1979). 15-26.
LANGUAGE VARIETIES
Flege, J. E., & Hammond, R. M. Mimicry of nondistinctive phonetic differences between language varieties. 5 (1). (1982). 1-17.
Lowenberg, P. H. Nonnative varieties of English: Nativization, norms, and implications. 8 (1). (1986). 1-18.
Williams, J. Zero anaphora in second language acquisition: A comparison among three varieties of English. 10 (3). (1988). 339-370.
LEARNABILITY
Carroll, S., & Swain, M. Explicit and implicit negative feedback: An empirical study of the learning of linguistic generalizations. 15 (3). (1993). 357-386.
Matsumura, M. Japanese learners' acquisition of the locality requirement of English reflexives: Evidence for retreat from overgeneralization. 16 (1). (1994). 19-42.
Quintero, K. W. Learnability and the acquisition of extraction in relative clauses and wh-questions. 14 (1). (1992). 39-70.
LEARNING STRATEGIES
Cohen, A. D. The use of verbal and imagery mnemonics in second-language vocabulary learning. 9 (1). (1987). 43-61.
Cohen, A. D., & Aphek, E. Easifying second language learning. 3 (2). (1980). 221-236.
Ellis, R., & Yuan, F. The effects of planning on fluency, complexity, and accuracy in second language narrative writing. 26 (1). (2004). 59-84.
Lafford, B. A. The effect of the context of learning on the use of communication strategies by learners of Spanish as a second language. 26 (2). (2004). 201-225.
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.
Politzer, R. L. An exploratory study of self-reported language learning behaviors and their relation to achievement. (Research Note). 6 (1). (1983). 54-68.
LEXIS
Ard, J., & Gass, S. M. Lexical constraints on syntactic acquisition. 9 (2). (1987). 233-252.
Blum, S., & Levenston, E. A. 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.
Bogaards, P. Lexical units and the learning of foreign language vocabulary. 23 (3). (2001). 321-343.
Bongaerts, T., Kellerman, E., & Bentlage, A. Perspective and proficiency in L2 referential communication. 9 (2). (1987). 171-199.
Cohen, A. D. Attrition in the productive lexicon of two Portuguese third language speakers. 11 (2). (1989). 135-149.
Collentine, J. The effects of learning contexts on morphosyntactic and lexical development. 26 (2). (2004). 227-248.
Fraser, C. A. Lexical processing strategy use and vocabulary learning through reading. 21 (2). (1999). 225-241.
Gass, S. M. The use and acquisition of the second language lexicon. (Introduction to thematic issue). 9 (2). (1987). 129-132.
Harley, B., & King, M. L. Verb lexis in the written compositions of young L2 learners. 11 (4). (1989). 415-439.
Kruse, H., Pankhurst, J., & Sharwood Smith, M. A. A multiple word association probe in second language acquisition research. 9 (2). (1987). 141-154.
Laufer, B., & Eliasson, S. What causes avoidance in L2 learning: L1-L2 difference, L1-L2 similarity or L2 complexity? 15 (1). (1993). 35-48.
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.
Olshtain, E. The acquisition of new word formation processes in second language acquisition. 9 (2). (1987). 221-231.
Palmberg, R. Patterns of vocabulary development in foreign-language learners. 9 (2). (1987). 201-219.
Wolter, B. Comparing the L1 and L2 mental lexicon: A depth of individual word knowledge model. 23 (1). (2001). 41-69.
LINGUISTICS EDUCATION
Bardovi-Harlig, K. Introductions to linguistics for second language acquisition specialists. (Review Article). 9 (1). (1987). 103-107.
Smith, B. Fundamental problems in phonetics, J. C. Catford. (Review Article). 6 (1). (1983). 88-93.
LISTENING
Conrad, L. The effects of time-compressed speech on native and EFL listening comprehension. 11 (1). (1989). 1-16.
Conrad, L. Semantic versus syntactic cues in listening comprehension. 7 (1). (1985). 59-72.
Flowerdew, J., & Tauroza, S. The effect of discourse markers on second language lecture comprehension. 17 (4). (1995). 435-458.
Kelch, K. Modified input as an aid to comprehension. (Research Note). 7 (1). (1985). 81-90.
Leow, R. P. Modality and intake in second language acquisition. (Replication study). 17 (1). (1995). 79-89.
Long, D. R. What you don't know can't help you: An exploratory study of background knowledge and second language listening comprehension. 12 (1). (1990). 65-80.
Munro, M. J. Nonsegmental factors in foreign accent: Ratings of filtered speech. 17 (1). (1995). 17-34.
MARKEDNESS
Chaudron, C., & Parker, K. Discourse markedness and structural markedness: The acquisition of English noun phrases. 12 (1). (1990). 43-64.
Doughty, C. Second language instruction does make a difference: Evidence from an empirical study of SL relativization. 13 (4). (1991). 431-469.
Eckman, F. R. On predicting phonological difficulty in second language acquisition. 4 (1). (1981). 18-30.
Eckman, F. R. Some theoretical and pedagogical implications of the markedness differential hypothesis. 7 (3). (1985). 289-307.
Eckman, F. R. The structural conformity hypothesis and the acquisition of consonant clusters in the interlanguage of ESL learners. 13 (1). (1991). 23-41.
Edge, B. A. The production of word-final voiced obstruents in English by L1 speakers of Japanese and Cantonese. 13 (3). (1991). 377-393.
Kellerman, E. Transfer and non-transfer: Where we are now. 2 (1). (1979). 37-57.
Major, R. C. Phonological similarity, markedness, and rate of L2 acquisition. 9 (1). (1987). 63-82.
Major, R. C., & Faudree, M. C. Markedness universals and the acquisition of voicing contrasts in Korean speakers of English. 18 (1). (1996). 69-90.
Mazurkewich, I. Syntactic markedness and language acquisition. 7 (1). (1985). 15-35.
Mufwene, S. S. Transfer and the substrate hypothesis in creolistics. (State of the Art). 12 (1). (1990). 1-23.
Muñoz, C. Markedness and the acquisition of referential forms: The case of zero anaphora. (Replication study). 17 (4). (1995). 517-527.
O’Grady, W., Lee, M., & Choo, M. A subject-object asymmetry in the acquisition of relative clauses in Korean as a second language. 25 (3). (2003). 433-448.
Pavesi, M. Markedness, discoursal modes, and relative clause formation in a formal and an informal context. 8 (1). (1986). 38-55.
White, L. Markedness and second language acquisition: The question of transfer. 9 (3). (1987). 261-285.
METALINGUISTIC KNOWLEDGE
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.
Hu, G. Psychological constraints on the utility of metalinguistic knowledge in second language production. 24 (3). (2002). 347-386.
MORPHOLOGY
Abraham, R. Relationships between use of the strategy of monitoring and cognitive style. 6 (1). (1983). 17-32.
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
Bardovi-Harlig, K., & Bofman, T. Attainment of syntactic and morphological accuracy by advanced language learners. 11 (1). (1989). 17-34.
Becker, A., & Veenstra, T. The survival of inflectional morphology in
French-related creoles: The role of
Collentine, J. The effects of learning contexts on morphosyntactic and lexical development. 26 (2). (2004). 227-248.
Flege, J. E., & Bohn, O.-S. An instrumental study of vowel reduction and stress placement in Spanish-accented English. 11 (1). (1989). 35-62.
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.
Jarvis, S., & Odlin, T. Morphological type, spatial reference, and language transfer. 22 (4). (2000). 535-556.
Jordens, P., de Bot, K., & Trapman, H. Linguistic aspects of regression in German case marking. 11 (2). (1989). 179-204.
Ju, M. K. Overpassivization errors by second language learners: The effect of conceptualizable agents in discourse. 22 (1). (2000). 85-111.
Kempe, V., & MacWhinney, B. The acquisition of case marking by adult learners of Russian and German. 20 (4). (1998). 543-588.
Leow, R. P. A study of the role of awareness in foreign language behavior: Aware versus unaware learners. (Replication). 22 (4). (2000). 557-584.
Montrul, S. Transitivity alternations in L2 acquisition: Toward a modular view of transfer. 22 (2). (2000). 229-273.
Olshtain, E. The acquisition of new word formation processes in second language acquisition. 9 (2). (1987). 221-231.
Ortega, L. Planning and focus on form in L2 oral performance. 21 (1). (1999). 109-148.
Pica, T. Methods of morpheme quantification: Their effect on the interpretation of second language data. (Research Note). 6 (1). (1983). 69-78.
Robison, R. E. The primacy of aspect: Aspectual marking in English interlanguage. 12 (3). (1990). 315-330.
Toth, P. D. The interaction of instruction and learner-internal factors in the acquisition of L2 morphosyntax. 22 (2). (2000). 169-208.
Williams, J. N. Memory, attention, and inductive learning. 21 (1). (1999). 1-48.
Young, R. Variation and the interlanguage hypothesis. 10 (3). (1988). 281-302.
MOTIVATION
Kraemer, R. Social psychological factors related to the study of Arabic
among Israeli high school students: A test of
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.
Moyer, A. Ultimate attainment in L2 phonology: The critical factors of age, motivation, and instruction. 21 (1). (1999). 81-108.
Perdue, C., & Klein, W. Why does the production of some learners not grammaticalize? 14 (3). (1992). 259-272.