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TITLE INDEX, A-F

The titles of journal articles, review articles, research notes, and responses are alphabetically indexed according to the first major word in each title.

Abdication and reponsibility in language teaching. D. Allwright. 2 (1). (1979). 105-121.

Accent, intelligibility, and comprehensibility: Evidence from four L1s. T. M. Derwing & M. J. Munro. 19 (1). (1997). 1-16.

Access to L2 data: The CHILDES Archive (Information for the Profession). L. Eubank & K. Earley. 14 (4). (1992). 451-452.

Acquiring nothing?: The use of zero pronouns by nonnative speakers of Chinese and the implications for the acquisition of nominal reference. C. Polio. 17 (3). (1995). 353-377.

Acquiring pronouns in a second language: Evidence for hypothesis testing (Research Note). J. K. Gundel, N. Stenson, & E. Tarone. 6 (2). (1984). 215-225.

The acquisition and interpretation of English locative constructions by native speakers of Korean. R.Bley-Vroman & H.-R. Joo. 23 (2). (2001). 207-219.

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

The acquisition of community speech norms by Asian immigrants learning English as a second language: A preliminary study. H. D. Adamson & V. M. Regan. 13 (1). (1991). 1-22.

The acquisition of complex sentences: A crosslinguistic study (Research Note). J. Myhill. 4 (2). (1982). 193-200.

The acquisition of new word formation processes in second language acquisition. E. Olshtain. 9 (2). (1987). 221-231.

The acquisition of onsets in a mardkedness relationship: A longitudinal study. R. S. Carlisle. 20 (2). (1998). 245-260.

The acquisition of second language speech (State of the Art). J. Leather & A. James. 13 (3). (1991). 305-341.

The acquisition of Spanish copula choice and its relationship to language change. K. L. Geeslin. 24 (3). (2002). 419-450.

Acquisition of the article the by nonnative speakers of English: An analysis of four nongeneric uses. D. Liu & J. L. Gleason. 24 (1). (2002). 1-26.

The acquisition of the IP system in child L2 English. B. Haznedar. 23 (1). (2001). 1-39.

The acquisition of topic marking in L1 Chinese and L1 and L2 French. H. Hendriks. 22 (3). (2000). 369-397.

Acquisition strategies in language death. M. L. Huffines. 13 (1). (1991). 43-55.

Acquisition theory and experimental design: A critique of Tomasello and Herron. (Response). M.-L. Beck & L. Eubank. 13 (1). (1991). 73-76.

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

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

Age and sensitivity to gender in French. S. S. Magnan. 5 (2). (1983). 194-212.

Age and ultimate attainment in the pronunciation of a foreing language. T. Bongaerts, C. van Summeren, B. Planken, & E. Schils. 19 (4). (1997). 447-465.

Agentive verbs of manner of motion in Spanish and English as second language. S. Montrul. 23 (2). (2001). 171-206.

Alertness, orientation, and detection: The conceptualization of attentional functions in SLA. D. Simard & W. Wong. 23 (1). (2001). 103-124.

All of the above: A short introduction (Introduction to thematic issue). R. W. Anderson. 12 (2). (1990). 119-120.

Analysis and control in the development of second language proficiency. E. Bialystok. 16 (2). (1994). 157-168.

The analysis of the foreign language classroom. B. Grandcolas & N. Soulé-Susbielles. 8 (3). (1986). 293-308.

An analysis of French verb errors made by second language learners in a bilingual program. S. Lapkin. 2 (2). (1979). 65-84.

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

Anaphora and relativization in child second language acquisition. B. O. Flanigan. 17 (3). (1995). 331-351.

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

Applied linguistics, linguistics research and the empirical model. E. Ingram. 1 (2). (1978). 37-53.

Apply with caution. E. Hatch. 2 (1). (1979). 123-143.

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

An appropriate metric for cue weighting in L2 speech perception: Response to Escudero and Boersma (2004). (Response). G. S. Morrison. 27 (4). (2005). 597-606.

Are classroom and naturalistic acquisition the same? A study of the classroom acquisition of German word order rules. R. Ellis. 11 (3). (1989). 305-328.

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

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

Asymmetrical knowledge of ungrammaticality in SLA theory. D. Birdsong. 16 (4). (1994). 463-473.

Asymmetric communication in bilingual exchanges. C. de Heredia. 8 (3). (1986). 369-389.

Asymmetries in second language acquisition data: A response to Birdsong (Response). S.Felix & H. Zobl. 16 (4). (1994). 475-484.

Asymmetries in Universal Grammar: The role of method and statistics. J. C. Paolillo. 22 (2). (2000). 209-228.

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

Attainment of syntactic and morphological accuracy by advanced language learners. K. Bardovi-Harlig & T. Bofman. 11 (1). (1989). 17-34.

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

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

Attitudes and preferences of ESL students to error correction (Research Note). N. A. Chenoweth, R. R. Day, A. E. Chun, & S. Luppescu. 6 (1). (1983). 79-87.

Attrition in the productive lexicon of two Portuguese third language speakers. A. D. Cohen. 11 (2). (1989). 135-149.

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

Avoidance: Grammatical or semantic causes? J. H. Hulstijn & E. Marchena. 11 (3). (1989). 241-255.

Avoidance of phrasal verbs--A case for contrastive analysis (Research Note). M. Dagut & B. Laufer. 7 (1). (1985). 73-80.

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

Beyond explicit rule learning: Automatizing second language morphosyntax. R. M. DeKeyser. 19 (2). (1997). 195-221

Beyond output: The analysis of interlanguage development. K. Kohn. 4 (2). (1982). 137-152.

The Canadian bilingual immersion debate: A synthesis of research findings. (Review Article). V. P. Collier. 14 (1). (1992). 87-97.

Changes over time in global foreign accent and liquid identifiability. T. J. Riney & J. E. Flege. 20 (2). (1998). 213-243.

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

Child second language acquisition of syntax (State of the Art). U. Lakshmanan. 17 (3). (1995). 301-329.

Classroom interaction and discourse options. C. J. Kramsch. 7 (2). (1985). 169-183.

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

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

Code-switching in the speech of adolescents born of immigrant parents. L. Dabène & J. Billiez. 8 (3). (1986). 309-325.

Code-switching in young bilingual children: The acquisition of grammatical constraints. J. M. Meisel. 16 (4). (1994). 413-439.

Cognitive factors in learning about structured sequences: Applications to syntax. T. H. Carr & T. Curran. 16 (2). (1994). 205-230.

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

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

Communicative processes in the foreign language classroom: Preconditions and strategies. H.-J. Krumm. 3 (1). (1980). 71-80.

A comparison of reading development by learners of Japanese in intensive domestic immersion and study abroad contexts. D. P. Dewey. 26 (2). (2004). 303-327.

The comparative study of first and second language development. H. Clahsen. 12 (2). (1990). 135-153.

Comparing the L1 and L2 mental lexicon: A depth of individual word knowledge model. B. Wolter. 23 (1). (2001). 41-69.

Competence similarities between native and near-native speakers: An investigation of the preterite-imperfect contrast in Spanish. S. Montrul & R. Slabakova. 25 (3). (2003). 351-398.

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

Comprehensible input and second language acquisition: What is the relationship? L. Loschky. 16 (3). (1994). 303-323.

Comprehensible output as an outcome of linguistic demands on the learner. T. Pica, L. Holliday, N. Lewis, & L. Morgenthaler. 11 (1). (1989). 63-90.

The comprehensibility of nonnative speech. E. M. Varonis & S. M. Gass. 4 (2). (1982). 114-136.

Comprehension, comprehensibility, and learning in the second language classroom. C. Chaudron. 7 (2). (1985). 216-232.

Connectionism and universals of second language acquisition. M. Gasser. 12 (2). (1990). 179-199.

Constraints on “noticing the gap”: Nonnative speakers’ noticing of recasts in NS-NNS interaction. J. Philp. 25 (1). (2003). 99-126.

Constructing an acquisition-based procedure for second language assessment. M. Pienemann, M. Johnston, & G. Brindley. 10 (2). (1988). 217-243.

The construction of discourse by nonnative speakers: Introduction (Introduction to thematic issue). K. Bardovi-Harlig & B. S. Hartford. 17 (2). (1995). 125-128.

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

 

Context of learning and second language fluency in French: Comparing regular classroom, study abroad, and intensive domestic immersion programs. B. F. Freed, N. Segalowitz, & D. P. Dewey. 26 (2). (2004). 275-301.

 

Context of learning in the acquisition of Spanish second language phonology. M. Díaz-Campos. 26 (2). (2004). 249-273.

 

Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. R. Lyster & L. Ranta. 19 (1). (1997) 37-66.

A cross-cultural analysis of the structure and content of letters of reference. L. F. Bouton. 17 (2). (1995). 211-244.

Crosscultural social status perception in speech (Research Note). D. V. Mays. 5 (1). (1982). 52-64.

Curricular and extra-curricular factors in multilingual education. A. Housen & H. Baetens Beardsmore. 9 (1). (1987). 83-102.

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). A. Valdman. 6 (2). (1984). 226-232.

Decision making in second language acquisition. D. Birdsong. 16 (2). (1994). 169-182.

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

Developing the ability to perform speech acts. A. D. Cohen. 18 (2). (1996). 253-267.

Developing pragmatic fluency in English as a foreign language: Routines and metapragmatic awareness. J. House. 18 (2). (1996). 225-252.

Development and recoverability of L2 codas: A longitudinal study of Chinese-Swedish interphonology. N. Abrahmsson. 25 (3). (2003). 313-349.

Developmental issues in interlanguage pragmatics. G. Kasper & R. Schmidt. 18 (2). (1996). 149-169.

Developmental sequences in the acquisition of English L2 syllable codas: A preliminary study. J. G. Hansen. 26 (1). (2004). 85-124.

Discourse markedness and structural markedness: The acquisition of English noun phrases. C. Chaudron & K. Parker. 12 (1). (1990). 43-64.

Discourse motivations for some cognitive acquisition principles. R.W. Andersen & Y. Shirai.16 (2). (1994). 133-156.

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

Discourse structure and the negotiation of comprehensible input. S. Ehrlich, P. Avery, & C. Yorio. 11 (4). (1989). 397-414.

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

Discourse variation in oral proficiency interviews. R. Young & M. Milanovic. 14 (4). (1992). 403-424.

Discourse worlds in the classroom and in foreign language learning. W. J. Edmondson. 7 (2). (1985). 159-168.

Discussion: Incidental vocabulary learning. S. Gass. 21 (2). (1999). 319-333.

Discussion: Verb classes, event structure, and second language learners’ knowledge of semantics-syntax correspondences. A. Juffs. 23 (2). (2001). 305-313.

Dis-integrating perspectives of language acquisition: A response to Eubank and Gregg. (Response). B. Jacobs. 17 (1). (1995). 65-71.

Does form-focused instruction affect the acquisition of implicit knowledge? A review of the research. (Peer commentary). R. Ellis. 24 (2). (2002). 223-236.

The dynamics of linguistic systems and the acquisition of French as a second language. R. Chaudenson, A. Valli, & D. Véronique. 8 (3). (1986). 277-292.

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

Easifying second language learning. A. D. Cohen & E. Aphek. 3 (2). (1980). 221-236.

The effect of discourse markers on second language lecture comprehension. J. Flowerdew & S. Tauroza. 17 (4). (1995). 435-458.

The effect of experience on adults’ acquisition of a second language. J. E. Flege & Liu, S. 23 (4). (2001). 527-552.

The effect of exposure frequency on intermediate language learners’ incidental vocabulary acquisition and retention through reading. S. Rott. 21 (4). (1999). 589-619.

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

Effects of acoustic variability on second language vocabulary learning. J. Barcroft & M. S. Sommers. 27 (3). (2005). 387-414.

The effects of learning contexts on morphosyntactic and lexical development. J. Collentine. 26 (2). (2004). 227-248.

The effect of phonological variation on adult learner comprehension. (Research Note). M. Eisenstein & D. Berkowitz. 4 (1). (1981). 75-80.

The effect of prereading, rhetorically-oriented frameworks on the recall of two structurally different expository texts. J. F. Lee & G. L. Riley. 12 (1). (1990). 25-41.

The effect of the context of learning on the use of communication strategies by learners of Spanish as a second language. B. A. Lafford. 26 (2). (2004). 201-225.

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

The effects of induced anxiety on three stages of cognitive processing in computerized vocabulary learning. P. MacIntyre & R. C. Gardner. 16 (1). (1994). 1-17.

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.” J.-A. Mondria. 25 (4). (2003). 473-499.

The effects of noise on the intelligibility of foreing-accented speech. M. J. Munro. 20 (2). (1998). 139-153.

The effects of planning on fluency, complexity, and accuracy in second language narrative writing.  R. Ellis & F. Yuan. 26 (1). (2004). 59-84.

The effects of time-compressed speech on native and EFL listening comprehension. L. Conrad. 11 (1). (1989). 1-16.

The emergence of the unmarked in second language phonology. E. Broselow, S.-I. Chen, & C. Wang. 20 (2). (1998). 261-280.

Empiricism married to phenomenology: A review of Carol Kates, Pragmatics and semantics. (Review Article). L. A. Jakobovits. 4 (2). (1982). 205-210.

English reference grammar for Polish learners. T. P. Krzeszowski. 1 (1). (1978). 85-94.

"Et in amygdala ego"?: UG, (S)LA, and neurobiology. L. Eubank & K. R. Gregg. 17 (1). (1995). 35-57.

Evaluating the relative effectiveness of structured input and output-based instruction in foreign language learning: Results from an experimental study. R. Erlam. 25 (4). (2003). 559-582.

Evidence of lexical transfer in learner syntax: The acquisition of English causatives by speakers of Hindi-Urdu and Vietnamese. R. Helms-Park. 23 (1). (2001). 71-102.

The eXperanto experiment: Effects of explicit instruction on second language acquisition. R. de Graaff. 19 (2). (1997). 249-275.

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

Explicit and implicit negative feedback: An empirical study of the learning of linguistic generalizations. S. Carroll & M. Swain. 15 (3). (1993). 357-386.

Explicit instruction and input processing. B. VanPatten & T. Cadierno. 15 (2). (1993). 225-243.

Explicitness, intake, and the issue of awareness: Another piece to the puzzle. E. Rosa & M. D. O’Neill. 21 (4). (1999). 511-556.

An exploratory cross-sectional study of interlanguage pragmatic development. K. R. Rose. 22 (1). (2000). 27-67.

An exploratory study of self-reported language learning behaviors and their relation to achievement (Research Note). R. L. Politzer. 6 (1). (1983). 54-68.

Expressing disagreement (exprimer son désaccord). F. Debyser. 3 (1). (1980). 42-56.

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

Factors in targeting proficiency levels and an approach to "real" and "realistic" practice. G. Guntermann. 3 (1). (1980). 34-41.

Le faire et le dire dans la grammaire de l'anglais. H. Adamczewski. 1 (1). (1978). 71-84.

Feedback for language transfer errors: The Garden Path Technique. M. Tomasello & C. Herron. 11 (4). (1983). 385-395.

Feedback on writing: The use of verbal report. A. D. Cohen. 13 (2). (1991). 133-159.

First-language differences in processing spatial/chronological and hierarchical information. (Research Note). A. V. Martin. 4 (1). (1981). 70-74.

Focus-on-form and corrective feedback in communicative language teaching: Effects on second language learning. P. M. Lightbown & N. Spada. 12 (4). (1990). 429-448.

Foreign language learning under classroom conditions (Introduction to thematic issue). C. Faerch & G. Kasper. 7 (2). (1985). 131-133.

The foreign language syllabus and communicative approaches to teaching: Proceedings of a European-American seminar (Introduction to thematic issue). K. E. Müller. 3 (1). (1980). v-vii.

Form-meaning connections and the French causative: An experiment in processing instruction. L. Q. Allen. 22 (1). (2000). 69-84.

Form-meaning mapping in vocabulary acquisition in a second language. N. Jiang. 24 (4). (2002). 617-637.

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

Frequency effects and second language acquisition: A complex picture? (Peer commentary). S. M. Gass & A. Mackey. 24 (2). (2002). 249-260.

Frequency effects in language processing: A review with implications for theories of implicit and explicit language acquisition. N. C. Ellis. 24 (2). (2002). 143-188.

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

Frequency in production, comprehension, and acquisition. (Peer commentary). R. Bley-Vroman. 24 (2). 209-213.

From defining to designing: Communicative specifications versus communicative methodology in foreign language teaching. C. J. Brumfit. 3 (1). (1980). 1-9.

From morpheme studies to temporal semantics: Tense-aspect research in SLA (State of the Art). K. Bardovi-Harlig. 21 (3). (1999). 341-382.

The FSI/ILR/ACTFL proficiency scales and testing techniques: Development, current status, and needed research. J. L. D. Clark & R. T. Clifford. 10 (2). (1988). 129-147.

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

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