Book Read Free

Understanding Second Language Acquisition (2nd ed)

Page 52

by Rod Ellis


  Howard, M., R. Mougeon, and J. Dewaele. 2013. ‘Sociolinguistics and second language acquisition’ in Bayley, R., R. Cameron, and C. Lucas (eds.): The Oxford Handbook of Sociolinguistics. New York: Oxford University Press.

  Huebner, T. 1979. ‘Order-of-acquisition vs. dynamic paradigm: a comparison of method in interlanguage research’. TESOL Quarterly 13: 21–8.

  Huebner, T. 1983. A Longitudinal Analysis of the Acquisition of English. Ann Arbor: Karoma Publishers.

  Hulstijn, J. 2002. ‘Towards a unified account of the representation, processing and acquisition of second language knowledge’. Second Language Research 18: 193–223.

  Hutchby, I. and R. Wooffit. 1998. Conversation Analysis: Principle, Practice and Applications. Cambridge: Polity Press.

  Hyltenstam, K. 1984. ‘The use of typological markedness conditions as predictors in second language acquisition: the case of pronominal copies in relative clauses’ in Andersen, R. (ed.): Second Languages: A Crosslinguistic Perspective. Rowley, MA: Newbury House.

  Hyltenstam, K. and N. Abrahamsson. 2003. ‘Maturational constraints in SLA’ in Doughty, C. and M. Long (eds.): The Handbook of Second Language Acquisition. Malden, MA: Blackwell.

  Ioup, G., E. Boustagui, M. El Tigi, and M. Moselle. 1994. ‘Reexamining the critical period hypothesis: the influence of maturational state on the acquisition of English as a second language’. Studies in Second Language Acquisition 16: 73–98.

  Izumi, S. 2002. ‘Output, input enhancement, and the noticing hypothesis: an experimental study of ESL relativization’. Studies in Second Language Acquisition 24: 541–77.

  Jackson, D. and S. Seuthanpronkul. 2013. ‘The Cognition Hypothesis: a synthesis and meta-analysis of research on second language task complexity’. Language Learning 63: 330–67.

  Jarvis, S. and A. Pavlenko. 2008. Crosslinguistic Influence in Language and Cognition. New York: Routledge.

  Jeon, E. and T. Kaya. 2006. ‘Effects of L2 instruction on interlanguage pragmatic development: a meta-analysis’ in Norris, J. and L. Ortega (eds.): Synthesizing Research on Language Teaching and Learning. Amsterdam: John Benjamins.

  Jia, G. and A. Fuse. 2007. ‘Acquisition of English grammatical morphology by native mandarin-speaking children and adolescents: age-related differences’. Journal of Speech, Language and Hearing Research 50: 1280–99.

  Jiang, N. 2000. ‘Lexical representation and development in a second language’. Applied Linguistics 21: 47–77.

  Jiang, N., E. Novokshanova, K. Masuda, and X. Wang. 2011. ‘Morphological congruency and the acquisition of L2 morphemes’. Language Learning 61: 940–67.

  Johnson, J. and E. Newport. 1989. ‘Critical period effects in second language learning: the influence of maturational state on the acquisition of English as a second language’. Cognitive Psychology 21: 60–99.

  Johnson, M. 2004. A Philosophy of Second Language Acquisition. New Haven, CT: Yale University Press.

  Johnston, M. and M. Pienemann. 1986. Second Language Acquisition: A Classroom Perspective. New South Wales Migrant Education Service.

  Kasper, G. 1992. ‘Pragmatic transfer’. Second Language Research 8: 203–31.

  Kasper, G. 2006. ‘Beyond repair: conversation analysis as an approach to SLA’. AILA Review 19: 83–99.

  Kasper, G. and C. Roever. 2005. ‘Pragmatics in second language learning’ in Hinkel, E. (ed.): Handbook of Research in Second Language Learning and Teaching. Mahwah, NJ: Erlbaum.

  Kasper, G. and K. Rose. 2002. Pragmatic Development in a Second Language. Language Learning Monograph Series. Oxford: Blackwell.

  Kasper, G. and J. Wagner. 2011. ‘A conversation-analytic approach to second language acquisition’ in Atkinson, D. (ed.): Alternative Approaches to Second Language Acquisition. New York: Taylor & Francis.

  Kato, T. 2006. ‘Acquisition of Japanese vocabulary by Chinese background learners: the roles of transfer in the productive and receptive acquisition of cognates and polysemy’. PhD Thesis, University of New South Wales, Australia.

  Keck, C., G. Iberri-Shea, N. Tracy-Ventura, and S. Wa-Mbaleka. 2006. ‘Investigating the empirical link between task-based interaction and acquisition: a meta-analysis’ in Norris, J. M. and L. Ortega (eds.): Synthesizing Research on Language Learning and Teaching. Philadelphia, PA: John Benjamins.

  Kellerman, E. 1978. ‘Giving learners a break: native language intuitions as a source of predictions about transferability’. Working Papers on Bilingualism 15: 59–92.

  Kellerman, E. 1979. ‘Transfer and non-transfer: where are we now?’ Studies in Second Language Acquisition 2: 37–57.

  Kellerman, E. 1983. ‘Now you see it, now you don’t’ in Gass, S. and L. Selinker (eds.): Language Transfer in Language Learning. Rowley, MA: Newbury House.

  Kellerman, E. 1989. ‘The imperfect conditional’ in Hyltenstam, K. and L. Obler (eds.): Bilingualism Across the Lifespan: Aspects of Acquisition, Maturity and Loss. Cambridge University Press.

  Kellerman, E. 1995. ‘Crosslinguistic influence: transfer to nowhere?’ Annual Review of Applied Linguistics 15: 125–50.

  Kempe, V., P. Brooks, and A. Kharkhurin. 2010. ‘Cognitive predictors of generalization of Russian grammatical gender categories’. Language Learning 60: 127–153.

  Kiss, C. and M. Nikolov. 2005. ‘Developing, piloting, and validating an instrument to measure young learners’ aptitude’. Language Learning 55: 99–150.

  Klein, W. 1998. ‘The contribution of second language acquisition research’. Language Learning 48: 527–50.

  Klein, W. and C. Perdue. 1997. ‘The basic variety (or: Couldn’t natural languages be much simpler?)’. Second Language Research 13: 301–48.

  Klima, E. and V. Bellugi. 1966. ‘Syntactic regularities in the speech of children’ in Lyons, J. and R. Wales (eds.): Psycholinguistic Papers. Edinburgh: Edinburgh University Press.

  Kormos, J. 2013. ‘New conceptualizations of language aptitude in second language attainment’ in Granena, G. and M. Long (eds.): Sensitive Periods, Language Aptitude, and Ultimate L2 Attainment. Amsterdam: John Benjamins.

  Kormos, J. and K. Csizér. 2008. ‘Age-related differences in the motivation of learning English as a foreign language: attitudes, selves, and motivated learning behavior’. Language Learning 58: 327–55.

  Kormos, J. and K. Csizér. 2014. ‘The interaction of motivation, self-regulatory strategies, and autonomous learning behaviour in different learner groups’. TESOL Quarterly 48: 275–299.

  Kormos, J. and A. Sáfár. 2006. ‘The role of working memory in intensive language learning’ in Nikolov, M. and J. Horváth (eds.): UPRT 2006: Empirical studies in English Applied Linguistics. Pécs: Lingua Franca Csoport.

  Kramsch, C. 2009. The Multilingual Subject: What Foreign Language Learners Say about their Experience and Why it Matters. Oxford: Oxford University Press.

  Krashen, S. 1981. Second Language Acquisition and Second Language Learning. Oxford: Pergamon.

  Krashen, S. 1982. Principles and Practice in Second Language Acquisition. Oxford: Pergamon.

  Krashen, S. 1985. The Input Hypothesis: Issues and Implications. London: Longman.

  Krashen, S. and R. Scarcella. 1978. ‘On routines and patterns in second language acquisition and performance’. Language Learning 28: 283–300.

  Krashen, S. and T. Terrell. 1983. The Natural Approach: Language Acquisition in the Classroom. Oxford: Pergamon.

  Krishnan, A. 2009. What are Academic Disciplines? Some Observations on the Disciplinarity Versus Interdisciplinarity Debate. University of Southampton: National Centre for Research Methods.

  Kuhn, T. 1962. The Structure of Scientific Revolutions. Chicago, IL: University of Chicago Press.

  Labov, W. 1970. ‘The study of language in its social context’. Studium Generale 23: 30–87.

  Lado, R. 1957. Linguistics Across Cultures: Applied Linguistics for Language Teachers. Ann Arbor, MI: University of Michigan.

  Lamb, M. 2012. ‘A self-system perspective on young adolescents’ motivation to learn English in urb
an and rural settings’. Language Learning 62: 997–1023.

  Lantolf, J. 1996. ‘Second language theory building: letting all the flowers bloom!’ Language Learning 46: 713–49.

  Lantolf, J. 2000. ‘Introducing sociocultural theory’ in Lantolf, J. (ed.): Sociocultural Theory and Second Language Learning. Oxford: Oxford University Press.

  Lantolf, J. 2005. ‘Sociocultural and second language learning research: an exegesis’ in Hinkel, E. (ed.): Handbook of Research on Second Language Teaching and Learning. Mahway, NJ: Lawrence Erlbaum.

  Lantolf, J. 2006. ‘Sociocultural theory and L2’. Studies in Second Language Acquisition 28: 67–109.

  Lantolf, J. 2007. ‘Conceptual knowledge and instructed second language learning: a sociocultural perspective’ in Fotos, S. and H. Nassaji (eds.): Form-Focused Instruction and Teacher Education: Studies in Honour of Rod Ellis. Oxford: Oxford University Press.

  Lantolf, J. 2011. ‘The sociocultural approach to second language acquisition’ in Atkinson, D. (ed.): Alternative Approaches to Second Language Acquisition. New York: Routledge.

  Lantolf, J. and S. Thorne. 2006. Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press.

  Lardiere, D. 2007. Ultimate Attainment in Second Language Acquisition: A Case Study. Mahwah, NJ: Lawrence Erlbaum.

  Larsen-Freeman, D. 1976. ‘An explanation for the morpheme acquisition order of second language learners’. Language Learning 26: 125–34.

  Larsen-Freeman, D. 1997. ‘Chaos/complexity science and second language acquisition’. Applied Linguistics 18: 141–65.

  Larsen-Freeman, D. 2006. ‘The emergence of complexity, fluency, and accuracy in the oral and written production of five Chinese learners of English’. Applied Linguistics 27: 590–619.

  Larsen-Freeman, D. 2007. ‘Reflecting on the cognitive-social debate in second language acquisition’. Modern Language Journal 93: 773–87.

  Larsen-Freeman, D. 2010. ‘Not so fast: a discussion of L2 morpheme processing and acquisition’. Language Learning 60: 221–30.

  Larsen-Freeman, D. 2011. ‘A complexity approach to second language development/acquisition’ in Atkinson, D. (ed.): Alternative Approaches to Second Language Acquisition. Abingdon: Routledge.

  Larsen-Freeman, D. and L. Cameron. 2008. Complex Systems and Applied Linguistics. Oxford: Oxford University Press.

  Larsen-Freeman, D. and M. Long. 1991. An Introduction to Second Language Acquisition Research. London: Longman.

  Larson-Hall, J. 2008. ‘Weighing the benefits of studying a foreign language at a younger starting age in a minimal input situation’. Language Teaching Research 24: 35–63.

  Laufer, B. 1998. ‘The development of passive and active vocabulary in a second language: same or different?’ Applied Linguistics 19: 255–71.

  Lave, J. and E. Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.

  Lee, S. and H. Huang. 2008. ‘Visual input enhancement and grammar learning. A meta-analytic review’. Studies in Second Language Acquisition 30: 307–31.

  Lee, N., L. Mikesell, A. Joaquin, A. Mates, and J. Schumann. 2009. The Interactional Instinct: The Evolution and Acquisition of Language. Oxford: Oxford University Press.

  Lee, J. and B. VanPatten. 2003. Making Communicative Language Teaching Happen. New York: McGraw-Hill.

  Leeman, J. 2003. ‘Recasts and L2 development: beyond negative evidence’. Studies in Second Language Acquisition 25: 37–63.

  Lenneberg, E. 1967. Biological Foundations of Language. New York: Wiley and Son.

  Leow, R. and M. Hama. 2013. ‘Implicit learning in SLA and the issue of internal validity: a response to Leung and Williams’s (2011) “The implicit learning of mappings between forms and contextually derived meanings”‘. Studies in Second Language Acquisition 35: 545–57.

  Leung, J. and J. Williams. 2011. ‘The implicit learning of mappings between forms and contextually derived meanings’. Studies in Second language Acquisition 33: 33–5.

  Levelt, W. 1989. Speaking: From Intention to Articulation. Cambridge: Cambridge University Press.

  Levin, L. 1972. ‘Comparative studies in foreign-language teaching’. Goteborg Studies in Educational Sciences 9.

  Li, S. 2010. ‘The effectiveness of corrective feedback in SLA: a meta-analysis’. Language Learning 60: 309–65.

  Li, W. and Z. Hua. 2013. ‘Translanguaging identities and ideologies: creating transnational space through flexible multilingual practices among Chinese students in the UK’. Applied Linguistics 34: 516–35.

  Liceras, J. 1985. ‘The role of intake in the determination of learners’ competence’ in Gassand, S. and C. Madden (eds.): Input in Second Language Acquisition. Rowley, MA: Newbury House.

  Lightbown, P. 1983. ‘Exploring relationships between developmental and instructional sequences in L2 acquisition’ in Seliger, H. and M. Long (eds.): Classroom-Oriented Research in Second Language Acquisition. Rowley, MA: Newbury House.

  Lightbown, P. 2000. ‘Anniversary article: classroom SLA research and language teaching’. Applied Linguistics 21: 431–62.

  Lightbown, P. 2008. ‘Transfer appropriate processing as a model for classroom second language acquisition’ in Han, Z. (ed): Understanding Second Language Process. Clevedon: Multilingual Matters.

  Lin, P. 2012. ‘Sound evidence: the missing piece of the jigsaw in formulaic language research’. Applied Linguistics 33: 342–47.

  Loewen, S. and J. Philp. 2006. ‘Recasts in adults English L2 classrooms: characteristics, explicitness, and effectiveness’. Modern Language Journal, 90: 536–56.

  Loewen, S., R. Erlam, and R. Ellis. 2009. ‘The incidental acquisition of 3rd person-s as implicit and explicit knowledge’ in Ellis, R., S. Loewen, C. Elder, R. Erlam, J. Philp, and H. Reinders (eds.): Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching. Bristol: Multilingual Matters.

  Long, M. 1981. ‘Input, interaction and second language acquisition’ in Winitz, H. (ed.): Native Language and Foreign Language Acquisition. Annals of the New York Academy of Sciences 379.

  Long, M. 1983a. ‘Does second language instruction make a difference? A review of the research’. TESOL Quarterly 17: 359–82.

  Long, M. 1983b. ‘Native speaker/non-native speaker conversation in the second language classroom’ in Clarke, M. and J. Handscombe (eds.): On TESOL ‘82. Washington, DC: TESOL.

  Long, M. 1990. ‘Second language classroom research and teacher education’ in Brumfit, C. and R. Mitchell (eds.): Research in the Language Classroom. ELT Documents 133. Modern English Publications.

  Long, M. 1991. ‘Focus on form: a design feature in language teaching methodology’ in de Bot, K., R. Ginsberg, and C. Kramsch (eds.): Foreign Language Research in Cross-cultural Perspective. Amsterdam: John Benjamins.

  Long, M. 1996. ‘The role of the linguistic environment in second language acquisition’ in Ritchie, W. and T. Bhatia (eds.): Handbook of Second Language Acquisition. San Diego: Academic Press.

  Long, M. 1997. ‘Construct validity in SLA research: a response to Firth and Wagner’. Modern Language Journal 81: 318–23.

  Long, M. 1998. ‘SLA breaking the siege’. University of Hawai’i Working Papers in ESL 17: 79–129.

  Long, M. 2006. Problems in SLA. Mahwah, NJ: Lawrence Erlbaum.

  Long, M. 2013. ‘Maturational constraints on child and adult SLA’ in Granena, S. and M. Long (eds.): Sensitive Periods, Language Aptitude, and Ultimate Attainment (pp. 3–41). Amsterdam: John Benjamins.

  Long, M. and G. Crookes. 1987. ‘Intervention points in second language classroom processes’ in Das, B. (ed.): Patterns of Classroom Interaction. Singapore: SEAMEO Regional Language Centre.

  Long, M. and C. Doughty. 2003. ‘SLA and cognitive science’ in Doughty, C. and M. Long (eds.): Handbook of Second Language Acquisition Research. Malden, MA: Blackwell.

  Long, M. and S. Ross. 1993. ‘Modifications that preserve language and content’ in Tickoo, M. (ed.):
Simplification: Theory and Application. Singapore: SEAMEO Regional Language Centre.

  Loschky, L. 1994. ‘Comprehensible input and second language acquisition: what is the relationship?’ Studies in Second Language Acquisition 16: 303–23.

  Loschky, L. and R. Bley-Vroman. 1993. ‘Grammar and task-based methodology’ in Crookes, G. and S. Gass (eds.): Tasks and Language Learning: Integrating Theory and Practice. Clevedon: Multilingual Matters.

  Lyddon, P. 2011. ‘The efficacy of corrective feedback and textual enhancement in promoting the acquisition of grammatical redundancies’. Modern Language Journal 95: Supplementary issue 104–129.

  Lyster, R. 1994. ‘The effect of functional-analytic teaching on aspects of French immersion students’ sociolinguistic competence’. Applied Linguistics 15: 263–87.

  Lyster, R. 2004. ‘Differential effects of prompts and recasts in form-focused instruction’. Studies in Second Language Acquisition 26: 399–432.

  Lyster, R. and H. Mori. 2006. ‘Interactional feedback and instructional counterbalance’. Studies in Second Language Acquisition 28: 269–300.

  Lyster, R. and L. Ranta. 1997. ‘Corrective feedback and learner uptake: negotiation of form in communicative classrooms’. Studies in Second Language Acquisition 19: 37–66.

  Lyster, R. and L. Ranta. 2013. ‘Counterpoint piece: the case for variety in corrective feedback research’. Studies in Second Language Acquisition 34: 167–84.

  Lyster, R. and K. Saito. 2010. ‘Oral feedback in classroom SLA’. Studies in Second Language Acquisition 32, Special Issue 2: 265–302.

  Macaro, E. 2006. ‘Strategies for language learning and for language use: revising the theoretical framework’. Modern Language Journal 90: 320–37.

  MacIntyre, P. and R. Gardner. 1991a. ‘Methods and results in the study of foreign language anxiety: a review of the literature’. Language Learning 41: 25–57.

  MacIntyre, P. and R. Gardner. 1991b. ‘Language anxiety: its relationship to other anxieties and to processing in native and second languages’. Language Learning 41: 513–34.

 

‹ Prev