Welcome to the web pages of Studies in Second Language Acquisition
A Publication of Cambridge University Press
TITLE INDEX, N-Z
The titles of journal articles, review articles, research notes, and
responses are alphabetically indexed according to the first major word in each
title.
A narrative perspective on the development of the tense/aspect system in second language acquisition. K. Bardovi-Harlig. 17 (2). (1995). 263-292.
Native reactions to nonnative speech: A review of empirical research. M. Eisenstein. 5 (2). (1983). 160-176.
Native speaker-nonnative speaker interaction among academic peers (Research Note). S. J. Gaies. 5 (1). (1982). 74-81.
Native speaker reactions to approximative systems (Introduction to thematic issue). A. d'Anglejan. 5 (2). (1983). vii-ix.
Nature, nurture, and age in language acquisition: The case of speech perception. H. Wode. 16 (3). (1994). 325-345.
The need for directed language learning in the FL classroom: A response to Collier (Response). H. Hammerly. 14 (2). (1992). 215-216.
Negative feedback and positive evidence in task-based interaction: Differential effects on L2 development. N. Iwashita. 25 (1). (2003). 1-36.
Negative feedback in child NS-NNS conversation. R. Oliver. 17 (4). (1995). 459-481.
Negative items and negation strategies in nonnative Italian. G. Bernini. 22 (3). (2000). 399-440.
Negotiation and oral acquisition of L2 vocabulary: The role of input and output in the receptive and productive acquisition of words. M. J. de la Fuente. 24 (1). 81-112.
Neurobiological differentiation of primary and secondary language acquisition. B. Jacobs. 10 (3). (1988). 303-337.
Neurological bimodality and theories of language teaching. M. Danesi. 10 (1). (1988). 13-31.
A new starting point? Investigating formulaic use and input in future expression. (Peer commentary). K. Bardovi-Harlig. 24 (2). (2002). 189-198.
News flash -- Hume still dead. (Peer commentary). L. Eubank & K. R. Gregg. 24 (2). (2002). 237-247.
Nonnative varieties of English: Nativization, norms, and implications. P. H. Lowenberg. 8 (1). (1986). 1-18.
Nonsegmental factors in foreign accent: Ratings of filtered speech. M. J. Munro. 17 (1). (1995). 17-34.
Nothing does not equal zero: Problems with applying developmental sequence findings to assessment and pedagogy. T. Hudson. 15 (4). (1993). 461-493.
On the acquisition of Esperanto. D. Maxwell. 10 (1). (1988). 51-61.
On CALL: Computer-assisted language instruction (Review Article). W. A. Cook. 8 (1). (1986). 88-91.
On communication strategies: Focus on interaction (Research Note). A. Labarca & R. Khanji. 8 (1). (1986). 68-79.
On determining developmental stages in natural second language acquisition. J. M. Meisel, H. Clahsen, & M. Pienemann. 3 (2). (1981). 109-135.
On explicit and negative data effecting and affecting competence and linguistic behavior. B. D. Schwartz. 15 (2). (1993). 147-163.
On the (in)applicability of Piagetian thought to language learning. S. W. Felix. 3 (2). (1981). 179-192.
On predicting phonological difficulty in second language acquisition. F. R. Eckman. 4 (1). (1981). 18-30.
On the relevance of the pidginization-creolization model for second language learning. A. Valdman 1 (2). (1978). 55-75.
On the reliability of robustness: A reply to DeKeyser. (Response).
On the use of the recall task to measure L2 reading comprehension. J. F. Lee. 8 (2). (1986). 201-211.
On the verbal organization of L2 tense marking in an elicited translation
task by Spanish immigrants in
Optimal L2 syllables: Interactions of transfer and development effects. B. Hancin-Bhatt & R. M. Bhatt. 19 (3). (1997). 331-378.
Optimalizing interlanguage feedback to the foreign language learner. M. A. Sharwood Smith. 2 (2). (1979). 17-28.
Origins of complex syntax in interlanguage development. C. J. Sato. 10 (3). (1988). 371-395.
Output, input enhancement, and the Noticing Hypothesis: An experimental study on ESL relativization. S. Izumi. 24 (4). (2002). 541-577.
Overpassivization errors by second language learners: The effect of conceptualizable agents in discourse. M. K. Ju. 22 (1). (2000). 85-111.
Parsing effects in second language sentence processing: Subject and object asymmetries in wh-extraction. A. Juffs & M. Harrington. 17 (4). (1995). 483-516.
Parsing strategies in L1 and L2 sentence processing: A study of relative clause attachment in Greek. D. Papadopoulou & H. Clahsen. 25 (4). (2003). 501-528.
The partiality and relevance of linguistic descriptions. H. G. Widdowson. 1 (2). (1978). 9-24.
Paths of processing strategy transfers in learning Japanese and English as foreign languages: A competition model approach. Y. Sasaki. 16 (1). (1994). 43-72.
Patterns of vocabulary development in foreign-language learners. R. Palmberg. 9 (2). (1987). 201-219.
Perceiving vowels in a second language. J. E. Flege &
Perception of English voicing by native and nonnative adults. Z. S. Bond & J. Fokes. 13 (4). (1991). 471-492.
Perspective and proficiency in L2 referential communication. T. Bongaerts, E. Kellerman, & A. Bentlage. 9 (2). (1987). 171-199.
Phonological evidence for exemplar storage in multiword sequences. (Peer commentary). J. Bybee. 24 (2). (2002). 215-221.
Phonological similarity, markedness, and rate of L2 acquisition. R. C. Major. 9 (1). (1987). 63-82.
Pidginization and the elaboration of learner-based syllabi in FL instruction. A. Valdman. 2 (1). (1979). 59-72.
Pidginization, creolization and the elaboration of learner systems. A. Valdman & J. S. Phillips. 1 (1). (1978). 21-40.
Planning and focus on form in L2 oral performance. L. Ortega. 21 (1). (1999). 109-148.
Planning and interlanguage variation. G. Crookes. 11 (4). (1989). 367-383.
Politeness strategies and second language acquisition. S. Tanaka & S. Kawade. 5 (1). (1982). 18-33.
Positive evidence and preemption in the second language classroom. M. Trahey & L. White. 15 (2). (1993). 181-204.
Pragmatic, semantic, and syntactic constraints and grammaticalization: A longitudinal perspective. R. Skiba & N. Dittmar. 14 (3). (1992). 323-349.
Pragmatic transferability. S. Takahashi. 18 (2). (1996). 189-223.
Preemption and the learning of L2 grammars. W. E. Rutherford. 11 (4). (1989). 441-457.
The primacy of aspect: Aspectual marking in English interlanguage. R. E. Robison. 12 (3). (1990). 315-330.
Principled theories of L2 acquisition. S. Flynn. 7 (1). (1985). 99-107.
Les problémes de l'élaboration de matériaux spécifiques à l'apprentissage autodirigé. D. Abe, M. J. Gremmo, & O. Regent. 2 (1). (1979). 99-104.
Problems in examining the validity of the ACTFL Oral Proficiency Interview. L. Bachman. 10 (2). (1988). 149-164.
Problems in studying the communicative effect of learners' errors. S. Johannson. 1 (1). (1978). 41-52.
Processability in Scandinavian second language acquisition. E. Glahn, G. Hakansson, B. Hammarberg, A. Holmen, A. Hvenekilde, & K. Lund. 23 (3). 389-416.
The production of new and similar vowels by adult German learners of English. O.-S. Bohn & J. E. Flege. 14 (2). (1992). 131-158.
The production of word-final voiced obstruents in English by L1 speakers of Japanese and Cantonese. B. A. Edge. 13 (3). (1991). 377-393.
Production vs. comprehension: Differences in underlying competences. S. Flynn. 8 (2). (1986). 135-164.
The proficiency movement: Second language acquisition perspectives (Review Article). C. J. Kramsch. 9 (3). (1987). 355-362.
Proficiency: Understanding the construct. J. P. Lantolf & W. Frawley. 10 (2). (1988). 181-195.
A proposed framework for testing the oral language of second/foreign language learners. E. Shohamy. 10 (2). (1988). 165-180.
Psychological constraints on the teachability of languages (Research Note). M. Pienemann. 6 (2). (1984). 186-214.
Psychological constraints on the utility of metalinguistic knowledge in second language production. G. Hu. 24 (3). (2002). 347-386.
Psychological mechanisms underlying second language fluency. R. Schmidt. 14 (4). (1992). 357-385.
Pure and applied research in linguistics: Is the difference merely one of motivation? S. P. Corder. 1 (2). (1978). 77-90.
Quelle recentration sur quel apprenant? D. Coste. 2 (1). (1979). 1-14.
Quelques remarques sur la notion de situation en linguistique appliquée à la didactique des langues. D. Coste. 1 (2). (1978). 117-128.
Reactivity and type of verbal report in
Recasts and second language development: Beyond negative evidence. J. Leeman. 25 (1). (2003). 37-63.
Reexamining the critical period hypothesis: A case study of successful adult
Reflections on frequency effects in language processing. (Response to peer commentaries). N. C. Ellis. 24 (2). (2002). 297-339.
The relationship between conceptual level and communicative competence in French (Research Note). E. K. Horwitz. 5 (1). (1982). 65-73.
Relationship between lexical competence and language proficiency: Variable sensitivity. A. Zareva, P. Schwanenflugel, & Y. Nikolova. 27 (4). (2005). 567-595.
Relationships between use of the strategy of monitoring and cognitive style. R. Abraham. 6 (1). (1983). 17-32.
The relevance of informational organization to second language acquisition studies: The descriptive discourse of advanced adult learners of German. M. Carroll, J. Murcia-Serra, M. Watorek, & A. Bendiscioli. 22 (3). (2000). 441-466.
Repair in foreign language teaching. G. Kasper. 7 (2). (1985). 200-215.
Repetition in nonnative speaker writing: More than quantity. D. W. Reynolds. 17 (2). (1995). 185-209.
Replication and reporting: A commentary. C. Polio & S. Gass. 19 (4). (1997). 499-508.
Research methods in interlanguage pragmatics. G. Kasper & M. Dahl. 13 (2). (1991). 215-247.
The research programme subjective theories: A new approach in second language research. R. Grotjahn. 13 (2). (1991). 187-214.
Researching vocabulary through a word knowledge framework: Word associations and verbal suffixes. N. Schmitt & P. Meara. 19 (1). (1997). 17-36.
The robustness of critical period effects in second language acquisition. R. M. DeKeyser. 22 (4). (2000). 499-533.
The role of the first language in second language reading. T. A. Upton & L.-C. Lee-Thompson. 23 (4). (2001). 469-495.
The role of mental translation in second language reading. R. G. Kern. 16 (4). (1994). 441-461.
The roles of modified input and output in the incidental acquisition of word meanings. R. Ellis & X. He. 21 (2). (1999). 285-301.
Roots of language, D. Bickerton (Review Article). R. Chaudenson. 5 (1). (1982). 82-102.
The role of causal reasoning and language competence in narrative comprehension. Y. Horiba. 15 (1). (1993). 49-81.
The role of fallacies in diachrony of sentence connectives. W. Abraham. 1 (1). (1978). 95-134.
The role of instruction in second language acquisition (Introduction to thematic issue). P. M. Lightbown, N. Spada, & L. White. 15 (2). (1993). 143-145.
The role of group work in classroom second language acquisition. T. Pica & C. Doughty. 7 (2). (1985). 233-248.
The role of linguistic knowledge in second language use.
The scope of additive particles in basic learner languages. C. Dimroth & M. Watorek. 22 (3). (2000). 307-336.
The search for universal operating principles in language acquisition (Review Article). C. Pléh. 12 (2). (1990). 233-241.
Second language acquisition and language universals research. B. Comrie. 12 (2). (1990). 209-218.
Second language acquisition and Universal Grammar. L. White. 12 (2). (1990). 121-133.
Second language acquisition by adult immigrants: Exemplified methodology. A. Trévise & R. Porquier. 8 (3). (1986). 265-275.
Second language acquisition: Possible insights from studies on how birds
acquire song. D. M. Neapolitan,
Second language acquisition research in the laboratory: Possibilities and limitations. J. H. Hulstijn. 19 (2). (1997). 131-143.
Second language fluency and the subjective evaluation of officer cadets in a military college. M. Olynyk, D. Sankoff, & A. d'Anglejan. 5 (2). (1983). 213-236.
Second language instruction does make a difference: Evidence from an empirical study of SL relativization. C. Doughty. 13 (4). (1991). 431-469.
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. Y. G. Butler. 24 (3). (2002). 451-480.
Second language phonology, phonetics, and typology. J. Archibald. 20 (2). (1998). 189-211.
Second language proficiency and pausing: A study of Russian speakers of English. A. Riazantseva. 23 (4). (2001). 497-526.
Second language speech production research: A methodologically oriented review. G. Crookes. 13 (2). (1991). 113-132.
Semantic versus syntactic cues in listening comprehension. L. Conrad. 7 (1). (1985). 59-72.
Sentence processing by L2 learners. S. M. Gass. 2 (2). (1979). 85-98.
Sequencing in
Shifting gears: Krashen's input hypothesis (Review Article). R. Scarcella & L. Perkins. 9 (3). (1987). 347-353.
A short survey on causal inference, with implications for context of learning studies of second language acquisition. N. A. Lazar. 26 (2). (2004). 329-347.
The significance of simplification. H. G. Widdowson. 1 (1). (1978). 11-20.
"Simple codes" and the source of the second language learner's initial heuristic hypothesis. S. P. Corder. 1 (1). (1978). 1-10.
Skill theory and language teaching. W. J. M. Levelt. 1 (1). (1978). 53-70.
SLA research in
The social context for language learning--A neglected situation? M. P. Breen. 7 (2). (1985). 135-158.
The social context of "special" second language acquisition
(Review Article). J. Rickford &
Social psychological factors related to the study of Arabic among Israeli
high school students: A test of
Social psychological mechanisms underlying native speaker evaluations of nonnative speech. E. B. Ryan. 5 (2). (1983). 148-159.
Some applications of cognitive theory to second language acquisition. J. M. O'Malley, A. U. Chamot, & C. Walker. 9 (3). (1987). 287-306.
Some approaches to communicative language teaching in
Some assumptions about second language text comprehension. D. Wolff. 9 (3). (1987). 307-326.
Some theoretical and pedagogical implications of the markedness differential hypothesis. F. R. Eckman. 7 (3). (1985). 289-307.
Sources of linguistic knowledge and uniformity of nonnative performance. H. Zobl. 14 (4). (1992). 387-402.
Speaking and self-order: A critique of orthodox L2 research. W. Frawley & J. P. Lantolf. 6 (2). (1984). 143-159.
Specialist knowledge and interlanguage development: A discourse domain approach to text construction. S. Whyte. 17 (2). (1995). 153-183.
Speech rate is no simple matter: Rate adjustment and NS-NNS communicative success. T. M. Derwing. 12 (3). (1990). 303-313.
The structural conformity hypothesis and the acquisition of consonant clusters in the interlanguage of ESL learners. F. R. Eckman. 13 (1). (1991). 23-41.
The structure of intonational meaning: Evidence from English, D. R. Ladd Jr. (Review Article). C. D. Roberts. 4 (2). (1982). 211-220.
Students learn language via a civilization course--A comparison of second language classroom environments (Research Note). R. C. Lafayette & M. Buscaglia. 7 (3). (1985). 323-342.
A study of the role of awareness in foreign language behavior: Aware versus unaware learners (Replication). R. P. Leow. 22 (4). (2000). 557-584.
A subject-object asymmetry in the acquisition of relative clauses in Korean as a second language. W. O’Grady, M. Lee, & M. Choo. 25 (3). (2003). 433-448.
Substrate influence in creoles and the role of transfer in second language acquisition. J. Siegel. 25 (2). (2003). 185-209.
The survival of inflectional morphology in French-related creoles: The role of SLA processes. A. Becker & T. Veenstra. 25 (2). (2003). 283-306.
Syntactic acquisition in bilingual children: Autonomous or interdependent? J. Paradis & F. Genesee. 18 (1). (1996). 1-25.
Syntactic ambiguity resolution in L2 learners: Some effects of bilinguality on L1 and L2 processing strategies. P. Dussias. 25 (4). (2003). 529-557.
Syntactic markedness and language acquisition. I. Mazurkewich. 7 (1). (1985). 15-35.
Syntax, semantics, and SLA: The convergence of possessive and existential constructions. P. A. Duff. 15 (1). (1993). 1 -34.
Synthése de discussion. H. Holec. 1 (2). (1978). 151-154.
Systematic and nonsystematic variability in advanced language learning. R. Towell, R. Hawkins, & N. Bazergui. 15 (4). (1993). 439-460.
Teaching for communicative competence: Reality and illusion. A. Maley. 3 (1). (1980). 10-16.
Teaching German as a second language in
Teaching-induced aspects of interlanguage discourse. G. Kasper. 4 (2). (1982). 99-113.
The tense-aspect system in pidgins and naturalistically learned L2. J. C. Clements. 25 (2). (2003). 245-281.
Tense switching in narrative English discourse of Navajo and Western Apache speakers (Research Note). H. G. Bartelt. 4 (2). (1982). 201-204.
Testing listening comprehension in the context of the ACTFL proficiency guidelines. D. Douglas. 10 (2). (1988). 245-261.
Testing the output hypothesis: Effects of output on noticing and second
language acquisition.
Theory construction in
Theory format and
A theory of language acquisition is not so easy. W. Klein. 12 (2). (1990). 219-231.
The timing of self-repairs in second language speech production. J. Kormos. 22 (2). (2000). 145-167.
Three dimensions of vocabulary development. B. Henriksen. 21 (2). (1999). 303-317.
To simplify or not to simplify: A look at intake. R. P. Leow. 15 (3). (1993). 333-355.
To think aloud or not to think aloud: The issue of reactivity in
Top-down versus bottom-up analyses of interlanguage data: A reply to Saito (Response). R. Young & B. Yandell. 21 (3). (1999). 477-488.
Too many words: Length of utterance and pragmatic failure. S. Blum-Kulka & E. Olshtain. 8 (2). (1986). 165-179.
Topic continuity in L2 English article use. S. Jarvis. 24 (3). (2002). 387-418.
Toward a lexical processing model for the study of second language vocabulary acquisition: Evidence from ESL reading. K. de Bot, T. Sima Paribahkt, & M. B. Wesche. 19 (3). (1997). 309-329.
Toward a new nativism (Point and Counterpoint). W. O’Grady. 21 (4). (1999). 621-633.
Toward the identification of a core grammar in L2 acquisition (Review Article). S. Belasco. 7 (1). (1985). 91-98.
Toward a modified structural syllabus. A. Valdman. 5 (1). (1982). 34-51.
Towards a model of learner variation in autonomous foreign language learning. T. S. Rodgers. 2 (1). (1979). 73-97.
Transfer and non-transfer: Where we are now. E. Kellerman. 2 (1). (1979). 37-57.
Transfer in SLA and creoles: The implications of causative serial verbs in the interlanguage of Vietnamese ESL learners. R. Helms-Park. 25 (2). (2003). 211-244.
Transfer and the substrate hypothesis in creolistics (State of the Art). S. S. Mufwene. 12 (1). (1990). 1-23.
Transferability and productivity of L1 rules in Catalan-English interlanguage. J. Cebrian. 22 (1). (2000). 1-26.
Transitivity alternations in L2 acquisition: Toward a modular view of transfer. S. Montrul 22 (2). (2000). 229-273.
The treatment of foreground-background information in the online descriptive discourse of second language speakers. R. S. Tomlin. 6 (2). (1984). 115-142.
Truncation and missing inflection in initial child L2 German. P. Prévost. 25 (1). (2003). 65-97.
Ultimate attainment in L2 phonology: The critical factors of age, motivation, and instruction. A. Moyer. 21 (1). (1999). 81-108.
The unaccusative trap in second language acquisition. H. Oshita. 23 (2). (2001). 279-304.
A unified approach toward the development of Swedish as L2: A processability account. M. Pienemann & G. Hakansson. 383-420.
Universal Grammar and second language acquisition theory: A review of a research framework and two exemplary books (Review Article). D. Birdsong. 12 (3). (1990). 331-340.
Universals and second language acquisition: Some comments on the state of current theory. S. Carroll & J. M. Meisel. 12 (2). (1990). 201-208.
Updating the interlanguage hypothesis. L. Selinker & J. T. Lamendella. 3 (2). (1981). 201-220.
The use and acquisition of the second language lexicon (Introduction to thematic issue). S. M. Gass. 9 (2). (1987). 129-132.
The use of L1 reading strategies in L2 reading: Effects of L1 orthographic structures in L2 phonological recoding strategies. K. Koda. 12 (4). (1990). 393-410.
The use of situation tests as measures of communicative ability. T. Raffaldini. 10 (2). (1988). 197-216.
The use of verbal and imagery mnemonics in second-language vocabulary learning. A. D. Cohen. 9 (1). (1987). 43-61.
Utilizing redundancy features in TEFL. E. Olshtain. 2 (2). (1979). 99-109.
Variation and the interlanguage hypothesis. R. Young. 10 (3). (1988). 281-302.
Variation in native speaker speech modification to nonnative speakers. S. M. Gass & E. M. Varonis. 7 (1). (1985). 37-57.
Verb lexis in the written compositions of young L2 learners. B. Harley & M. L. King. 11 (4). (1989). 415-439.
Vocabulary elaboration in teachers' speech to L2 learners (Research Note). C. Chaudron. 4 (2). (1982). 170-180.
The wave model of linguistic change and the naturalness of interlanguage. H. Zobl. 6 (2). (1984). 160-185.
What causes avoidance in L2 learning: L1-L2 difference, L1-L2 similarity, or L2 complexity? B. Laufer & S. Eliasson. 15 (1). (1993). 35-48.
What does frequency have to do with language teaching? (Peer commentary). D. Biber & R. Reppen. 24 (2). (2002). 199-208.
What does the impact of frequency tells us about the language acquisition device? (Peer commentary). J. Hulstijn. 24 (2). (2002). 269-273.
What neurobiology can buy language theory: A response to Eubank and Gregg (Response). F. Pulvermüller. 17 (1). (1995). 73-77.
What you don't know can't help you: An exploratory study of background knowledge and second language listening comprehension. D. R. Long. 12 (1). (1990). 65-80.
Where is cognition? Emotion and cognition in second language acquisition. J. H. Schumann. 16 (2). (1994). 231-242.
Why does the production of some learners not grammaticalize? C. Perdue & W. Klein. 14 (3). (1992). 259-272.
Willingness to communicate, social support, and language learning orientations of immersion students. P. D. MacIntyre, S. C. Baker, R. Clément, & S. Conrod. 23 (3). 369-388.
The word unit in second language speech production and perception. J. E. Flege & M. J. Munro. 16 (4). (1994). 381-411.
Words as things: Development of word concept by bilingual children. E. Bialystok. 9 (2). (1987). 133-140.
The writing of Anglo and Hispanic elementary school students in bilingual, submersion, and regular programs. R. S. Carlisle. 11 (3). (1989). 257-280.
Zero anaphora in nonnative texts: Null-object anaphora in Nepali English. B. S. Hartford. 17 (2). (1995). 245-261.
Zero anaphora in second language acquisition: A comparison among three varieties of English. J. Williams. 10 (3). (1988). 339-370.