Welcome to the web pages of Studies in Second Language Acquisition
A
Publication of
SUBJECT INDEX, N-R
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.
NEUROLINGUISTICS
Danesi, M. Neurological bimodality and theories of language teaching. 10 (1). (1988). 13-31.
Eubank, L., & Gregg, K. R. "Et in amygdala ego"?: UG, (S)LA, and neurobiology. 17 (1). (1995). 35-57.
Ioup, G., Boustagui, E., El Tigi, M., &
Jacobs, B. Dis-integrating perspectives of language acquisition: A response to Eubank and Gregg. (Response). 17 (1). (1995). 65-71.
Jacobs, B. Neurobiological differentiation of primary and secondary language acquisition. 10 (3). (1988). 303-337.
Pulvermüller, F. What neurobiology can buy language theory: A response to Eubank and Gregg. (Response). 17 (1). (1995). 73-77.
Schumann, J. H. Ad minorem theoriae gloriam: A response to Eubank and Gregg. (Response). 17 (1). (1995). 59-63.
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., & Villa, V. Attention in cognitive science and second language acquisition. 16 (2). (1994). 183-203.
Wesche, M. B., & Schneiderman, E. I. Language lateralization in adult bilinguals. 4 (2). (1982). 153-169.
NS/NNS SPEECH ACCOMMODATION
Chenoweth, N. A., Day, R. R., Chun, A. E., & Luppescu, S. Attitudes and preferences of ESL students to error correction. (Research Note). 6 (1). (1983). 79-87.
Derwing, T. M. Speech rate is no simple matter: Rate adjustment and NS-NNS communicative success. 12 (3). (1990). 303-313.
Ehrlich, S., Avery, P., & Yorio, C. Discourse structure and the negotiation of comprehensible input. 11 (4). (1989). 397-414.
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.
Kelch, K. Modified input as an aid to comprehension. (Research Note). 7 (1). (1985). 81-90.
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.
Oliver, R. Negative feedback in child NS-NNS conversation. 17 (4). (1995). 459-481.
Olshtain, E. Utilizing redundancy features in TEFL. 2 (2). (1979). 99-109.
Pica, T., Holliday, L., Lewis, N., & Morgenthaler, L. Comprehensible output as an outcome of linguistic demands on the learner. 11 (1). (1989). 63-90.
Ross, S., & Berwick, R. The discourse of accomodation in oral proficiency interviews. 14 (2). (1992). 159-176.
Varonis, E. M., & Gass, S. M. The comprehensibility of nonnative speech. 4 (2). (1982). 114-136.
Huffines, M. L. Acquisition strategies in language death. 13 (1). (1991). 43-55.
PERCEPTION
Bond, Z. S., & Fokes, J. Perception of English voicing by native and nonnative adults. 13 (4). (1991). 471-492.
Flege, J. E., & MacKay, I. R. A. Perceiving vowels in a second language. 26 (1). (2004). 1-34.
Flege, J. E., & Munro, M. J. The word unit in second language speech production and perception. 16 (4). (1994). 381-411.
Mackey, A., Gass, S., & McDonough, K. How do learners perceive interactional feedback? 22 (4). (2000). 471-497.
Mays, D. V. Crosscultural social status perception in speech. (Research Note). 5 (1). (1982). 52-64.
Munro, M. J. Nonsegmental factors in foreign accent: Ratings of filtered speech. 17 (1). (1995). 17-34.
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.
Scott, M. L. Auditory memory and perception in younger and older second language learners. 16 (3). (1994). 263-281.
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.
Wode, H. Nature, nurture, and age in language acquisition: The case of speech perception. 16 (3). (1994). 325-345.
PHONOLOGY
Abrahamsson, N. Development and recoverability of L2 codas: A longitudinal study of Chinese-Swedish interphonology. 25 (3). (2003). 313-349.
Adamson, H. D., & Regan, V. M. The acquisition of community speech norms by Asian immigrants learning English as a second language: A preliminary study. 13 (1). (1991). 1-22.
Barcroft, J., & Sommers, M. S. Effects of acoustic variability on second language vocabulary learning. 27 (3). (2005). 387-414.
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. S., & Fokes, J. Perception of English voicing by native and nonnative adults. 13 (4). (1991). 471-492.
Cebrian, J. Transferability and productivity of L1 rules in Catalan-English interlanguage. 22 (1). (2000). 1-26.
Díaz-Campos, M. Context of learning in the acquisition of Spanish second language phonology. 26 (2). (2004). 249-273.
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.
Edge, B. A. The production of word-final voiced obstruents in English by L1 speakers of Japanese and Cantonese. 13 (3). (1991). 377-393.
Eisenstein, M., & Berkowitz, D. The effect of phonological variation on adult learner comprehension. (Research Note). 4 (1). (1981). 75-80.
Ellis, N. C. Sequencing in
Flege, J. E., & Bohn, O.-S. An instrumental study of vowel reduction and stress placement in Spanish-accented English. 11 (1). (1989). 35-62.
Flege, J. E., & Hammond, R. M. Mimicry of nondistinctive phonetic differences between language varieties. 5 (1). (1982). 1-17.
Flege, J. E., & Munro, M. J. The word unit in second language speech production and perception. 16 (4). (1994). 381-411.
Gutknecht, C. Intonation and language learning: The necessity for an integrative approach. 1 (2). (1978). 25-36.
Hansen, J. G. Developmental sequences in the acquisition of English L2 syllable codas: A preliminary study. 26 (1). (2004). 85-124.
Leather, J., & James, A. The acquisition of second language speech (State of the Art). 13 (3). (1991). 305-341.
Lepetit, D. Interlangue intonative et fossilisation. (Research Note). 7 (3). (1985). 308-322.
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.
Moyer, A. Ultimate attainment in L2 phonology: The critical factors of age, motivation, and instruction. 21 (1). (1999). 81-108.
Munro, M. J. Nonsegmental factors in foreign accent: Ratings of filtered speech. 17 (1). (1995). 17-34.
Roberts, C. D. The structure of intonational meaning: Evidence from English, D. R. Ladd, Jr. (Review Article). 4 (2). (1982). 211-220.
Smith, B. Fundamental problems in phonetics, J. C. Catford. (Review Article). 6 (1). (1983). 88-93.
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.
Wode, H. Nature, nurture, and age in language acquisition: The case of speech perception. 16 (3). (1994). 325-345.
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.
PIDGINIZATION/CREOLIZATION
Becker, A., & Veenstra, T. The survival of inflectional morphology in
French-related creoles: The role of
Chaudenson, R. Roots of language, D. Bickerton. (Review Article). 5 (1). (1982). 82-102.
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.
Clements, J. C. The tense-aspect system in pidgins and naturalistically learned L2. 25 (2). (2003). 245-281.
Helms-Park, R. Transfer in
Mufwene, S. S. Transfer and the substrate hypothesis in creolistics. (State of the Art). 12 (1). (1990). 1-23.
Pfaff, C. W. Incipient creolization in Gastarbeiterdeutsch?: An experimental sociolinguistic study. 3 (2). (1981). 165-178.
Rickford, J., & Hancock, I. The social context of "special" second language acquisition. (Review Article). 7 (3). (1985). 343-350.
Schumann, J. H. The expression of temporality in basilang speech. 9 (1). (1987). 21-41.
Siegel, J. Substrate influence in creoles and the role of transfer in second language acquisition. 25 (2). (2003). 185-209.
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., & Phillips, J. S. Pidginization, creolization and the elaboration of learner systems. 1 (1). (1978). 21-40.
Wode, H. Language acquisition, pidgins and creoles. 3 (2). (1981). 193-200.
POLISH
Krzeszowski, T. P. English reference grammar for Polish learners. 1 (1). (1978). 85-94.
PORTUGUESE
Cohen, A. D. Attrition in the productive lexicon of two Portuguese third language speakers. 11 (2). (1989). 135-149.
Cohen, A. D. Feedback on writing: The use of verbal report. 13 (2). (1991). 133-159.
PRAGMATICS
Bardovi-Harlig, K., &
Bardovi-Harlig, K., &
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.
Bouton, L. F. A cross-cultural analysis of the structure and content of letters of reference. 17 (2). (1995). 211-244.
Cohen, A. D. Developing the ability to perform speech acts. 18 (2). (1996). 253-267.
Debyser, F. Expressing disagreement (exprimer son désaccord). 3 (1). (1980). 42-56.
Dittmar, N. On the verbal organization of L2 tense marking in an elicited
translation task by Spanish immigrants in
Ellis, R. Learning to communicate in the classroom: A study of two language learners' requests. 14 (1). (1992). 1-23.
Ehrlich, S., Avery, P., & Yorio, C. Discourse structure and the negotiation of comprehensible input. 11 (4). (1989). 397-414.
Gass, S. M. An interactionist approach to L2 sentence interpretation. 8 (1). (1986). 19-37.
House, J. Developing pragmatic fluency in English as a foreign language: Routines and metapragmatic awareness. 18 (2). (1996). 225-252.
Jakobovits, L. A. Empiricism married to phenomenology: A review of Carol Kates, Pragmatics and semantics. (Review Article). 4 (2). (1982). 205-210.
Kasper, G. Introduction: Interlanguage pragmatics in
Kasper, G. Teaching-induced aspects of interlanguage discourse. 4 (2). (1982). 99-113.
Kasper, G., & Dahl, M. Research methods in interlanguage pragmatics. 13 (2). (1991). 215-247.
Kasper, G., & Schmidt, R. Developmental issues in interlanguage pragmatics. 18 (2). (1996). 149-169.
Rose, K. R. An exploratory cross-sectional study of interlanguage pragmatic development. 22 (1). (2000). 27-67.
Tanaka, S., & Kawade, S. Politeness strategies and second language acquisition. 5 (1). (1982). 18-33.
PROCESSING
Dussias, P. Syntactic ambiguity resolution in L2 learners: Some effects of bilinguality on L1 and L2 processing strategies. 25 (4). (2003). 529-557.
Glahn, E., Hakansson, G., Hammerberg, B., Holmen, A., Hvenekilde, A., &
Leow, R. P. A study of the role of awareness in foreign language behavior: Aware versus unaware learners. (Replication). 22 (4). (2000). 557-584.
Papadopoulou, D., & Clahsen, H. Parsing strategies in L1 and L2 sentence processing: A study of relative clause attachment in Greek. 25 (4). (2003). 501-528.
PROFICIENCY
Bachman, L. F. Problems in examining the validity of the ACTFL Oral Proficiency Interview. 10 (2). (1988). 149-164.
Clark, J. L. D., & Clifford, R. T. The FSI/ILR/ACTFL proficiency scales and testing techniques: Development, current status, and needed research. 10 (2). (1988). 129-147.
Collentine, J., & Freed, B. F. Learning context and its effects on second language acquisition: Introduction. 26 (2). (2004). 153-171.
Guntermann, G. Factors in targeting proficiency levels and an approach to "real" and "realistic" practice. 3 (1). (1980). 34-41.
Hudson, T. Nothing does not equal zero: Problems with applying developmental sequence findings to assessment and pedagogy. 15 (4). (1993). 461-493.
Lantolf, J. P., & Frawley, W. Proficiency: Understanding the construct. 10 (2). (1988). 181-195.
Pienemann, M.,
Ross, S., & Berwick. R. The discourse of accommodation in oral proficiency interviews. 14 (2). (1992). 159-176.
Riazantseva, A. Second language proficiency and pausing: A study of Russian speakers of English. 23 (4). (2001). 497-526.
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.
Valdman, A. The assessment of foreign language oral proficiency. (Introduction to thematic issue). 10 (2). (1988). 121-128.
VanPatten, B. The ACTFL proficiency guidelines: Implications for grammatical accuracy in the classroom? 8 (1). (1986). 56-67.
PSYCHOLINGUISTICS
Abraham, R. Relationships between use of the strategy of monitoring and cognitive style. 6 (1). (1983). 17-32.
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., & Meisel, J. M. Universals and second language acquisition: Some comments on the state of current theory. 12 (2). (1990). 201-208.
Chaudron, C. Intake: On models and methods for discovering learners' processing of input. 7 (1). (1985). 1-14.
DeKeyser, R. M. Learning second language grammar rules: An experiment with a miniature linguistic system. 17 (3). (1995). 379-410.
Dussias, P. Syntactic ambiguity resolution in L2 learners: Some effects of bilinguality on L1 and L2 processing strategies. 25 (4). (2003). 529-557.
Ellegard, A. Language and brain. 1 (2). (1978). 129-150.
Ellis, N. C. Sequencing in
Frawley, W., & Lantolf, J. P. Speaking and self-order: A critique of orthodox L2 research. 6 (2). (1984). 143-159.
Giacobbe, J., & Cammarota, M.-A. Learners' hypotheses for the acquisition of lexis. 8 (3). (1986). 327-342.
Harrington, M., & Sawyer, M. L2 working memory capacity and L2 reading skill. 14 (1). (1992). 25-38.
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.
Juffs, A., & Harrington, M. Parsing effects in second language sentence processing: Subject and object asymmetries in wh-extraction. 17 (4). (1995). 483-516.
Kormos, J. The timing of self-repairs in second language speech production. 22 (2). (2000). 145-167.
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.
Ortega, L. Planning and focus on form in L2 oral performance. 21 (1). (1999). 109-148.
Papadopoulou, D., & Clahsen, H. Parsing strategies in L1 and L2 sentence processing: A study of relative clause attachment in Greek. 25 (4). (2003). 501-528.
Pienemann, M. Psychological constraints on the teachability of languages. (Research Note). 6 (2). (1984). 186-214.
Robinson, P. J., & Ha, M. A. Instance theory and second language rule learning under explicit conditions. 15 (4). (1993). 413-438.
Sasaki, Y. Paths of processing strategy transfers in learning Japanese and English as foreign languages: A competition model approach. 16 (1). (1994). 43-72.
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.
Walmsley, J. B. "Cloud-Cuckoo-Land" or: Feedback as the central component in foreign-language teaching. 2 (2). (1979). 29-42.
Williams, J. N. Memory, attention, and inductive learning. 21 (1). (1999). 1-48.
Coste, D. Lecture et linéarité. 1 (1). (1978). 135-146.
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.
Fraser, C. A. Lexical processing strategy use and vocabulary learning through reading. 21 (2). (1999). 225-241.
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.
Kern, R. G. The role of mental translation in second language reading. 16 (4). (1994). 441-461.
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.
Lee, J. F. The incidental acquisition of Spanish: Future tense morphology through reading in a second language. 24 (1). (2002). 55-80.
Lee, J. F. On the use of the recall task to measure L2 reading comprehension. 8 (2). (1986). 201-211.
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.
Leow, R. P. To simplify or not to simplify: A look at intake. 15 (3). (1993). 333-355.
Leow, R. P., & Morgan-Short, K. To think aloud or not to think aloud:
The issue of reactivity in
Paribakht, T. S., & Wesche, M. Reading and "incidental" L2 vocabulary acquisition: An introspective study of lexical inferencing. 21 (2). (1999). 195-224.
Rott, S. The effect of exposure frequency on intermediate language learners' incidental vocabulary acquisition and retention through reading. 21 (4). (1999). 589-620.
Tang, G. The effect of graphic representation of knowledge structures on ESL reading comprehension. 14 (2). (1992). 177-195.
Tomlin, R. S., & Gernsbacher, M. A. Cognitive foundations of second language acquisition: Introduction. (Introduction to thematic issue). 16 (2). (1994). 129-132.
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.
RECASTS
Iwashita, N. Negative feedback and positive evidence in task-based interaction: Differential effects on L2 development. 25 (1). (2003). 1-36.
Leeman, J. Recasts and second language development: Beyond negative evidence. 25 (1). (2003). 37-63.
Philp, J. Constraints on “noticing the gap”: Nonnative
speakers’ noticing of recasts in NS-NNS interaction. 25 (1). (2003).
99-126.
RESEARCH METHODOLOGY
Beck, M.-L., & Eubank, L. Acquisition theory and experimental design: A critique of Tomasello and Herron. (Response). 13 (1). (1991). 73-76.
Cohen, A. D. Feedback on writing: The use of verbal report. 13 (2). (1991). 133-159.
Crookes, G. Second language speech production research: A methodologically oriented review. 13 (2). (1991). 113-132.
Ellis, R. Grammaticality judgments and second language acquisition. 13 (2). (1991). 161-186.
Eubank, L., & Earley, K. Access to L2 data: The CHILDES Archive. (Information for the Profession). 14 (4). (1992). 451-452.
Flynn, S. Production vs. comprehension: Differences in underlying competences. 8 (2). (1986). 135-164.
Freed, B. F., Dewey,
D. P., Segalowitz, N., & Halter, R. The language contact profile. 26 (2). (2004). 349-356.
Gardner, R. C., & MacIntyre, P. D. An instrumental motivation in language study: Who says it isn't effective? 13 (1). (1991). 57-72.
Grandcolas, B., & Soulé-Susbielles, N. The analysis of the foreign language classroom. 8 (3). (1986). 293-308.
Grotjahn, R. Introducing (applied) linguists to statistics: A review of two books and some general remarks. (Review Article). 10 (1). (1988). 63-68.
Grotjahn, R. The research programme subjective theories: A new approach in second language research. 13 (2). (1991). 187-214.
Ingram, E. Applied linguistics, linguistics research and the empirical model. 1 (2). (1978). 37-53.
Kasper, G., & Dahl. M. Research methods in interlanguage pragmatics. 13 (2). (1991). 215-247.
Kasper, G., & Grotjahn, R. Methods in second language research. (Introduction to thematic issue). 13 (2). (1991). 109-112.
Kohn, K. Beyond output: The analysis of interlanguage development. 4 (2). (1982). 137-152.
Lazar, N. A. A short survey on causal inference, with implications for context of learning studies of second language acquisition. 26 (2). (2004). 329-347.
Leow, R. P., & Morgan-Short, K. To think aloud or not to think aloud:
The issue of reactivity in
Nunan, D. Methods in second language classroom-oriented research: A critical review. 13 (2). (1991). 249-274.
Paolillo, J. C. Asymmetries in Universal Grammar: The role of method and statistics. 22 (2). (2000). 209-228.
Pica, T. Methods of morpheme quantification: Their effect on the interpretation of second language data. (Research Note). 6 (1). (1983). 69-78.
Reynolds, D. W. Repetition in nonnative speaker writing: More than quantity. 17 (2). (1995). 185-209.
Saito, H. Dependence and interaction in frequency data analysis in
Schachter, J., & Yip, V. Grammaticality judgments: Why does anyone object to subject extraction? 12 (4). (1990). 379-392.
Skehan, P. Individual differences in second language learning. 13 (2). (1991). 275-298.
Tomasello, M., & Herron, C. Experiments in the real world: A reply to Beck and Eubank. (Rebuttal). 13 (4). (1991). 513-517.
Trévise, A., & Porquier, R. Second language acquisition by adult immigrants: Exemplified methodology. 8 (3). (1986). 265-275.
Young, R., & Yandell, B. Top-down versus bottom-up analyses of interlanguage data: A reply to Saito. (Response). 21 (3). (1999). 477-488.
Zobl, H. Sources of linguistic knowledge and uniformity of nonnative performance. 14 (4). (1992). 387-402.
RUSSIAN
Kempe, V., & MacWhinney, B. The acquisition of
case marking by adult learners of Russian and German. 20 (4). (1998). 543-588.
Riazantseva, A. Second language proficiency and pausing: A study of Russian speakers of English. 23 (4). (2001). 497-526.
Zsiga, E. C. Articulatory timing in a second language: Evidence from Russian and English. 25 (3). (2003). 399-432.