by Rod Ellis
MacIntyre, P., S. Baker, R. Clement, and S. Conrad. 2001. ‘Willingness to communicate, social support, and language learning orientations of immersion students’. Studies in Second Language Acquisition 23: 369–88.
Mackey, A. 1999. ‘Input, interaction and second language development: an empirical study of question formation in ESL’. Studies in Second Language Acquisition 21: 557–87.
Mackey, A. 2006. ‘Feedback, noticing and instructed second language learning’. Applied Linguistics 27: 405–30.
Mackey, A. 2007. ‘Introduction’ in Mackey, A (ed.): Conversational Interaction in Second Language Acquisition: A Collection of Empirical Studies. Oxford: Oxford University Press.
Mackey, A. and J. Goo. 2007. ‘Interaction research in SLA: a meta-analysis and research synthesis’ in Mackey, A. (ed.): Conversational Interaction in Second Language Acquisition: A Collection of Empirical Studies. Oxford: Oxford University Press.
Mackey, A., J. Philp, T. Egi, A. Fujii, and T. Tatsumi. 2002. ‘Individual differences in working memory, noticing of interactional feedback and L2 development’ in Robinson, P. (ed.): Individual Differences in L2 Learning. Amsterdam: John Benjamins.
MacWhinney, B. 2001. ‘The competition model: the input, the context’ in Robinson, P. (ed.): Cognition and Second Language Instruction. Cambridge: Cambridge University Press.
Major, R. and E. Kim. 1996. ‘The similarity differential rate hypothesis’. Language Learning 46: 465–96.
Markee, N. 2000. Conversation Analysis. Mahwah, NJ: Lawrence Erlbaum.
Markee, N. 2005. ‘Conversation analysis for second language acquisition’ in Hinkel, E. (ed.): Handbook of Research in Second Language Teaching and Learning. Mahwah, NJ: Lawrence Erlbaum.
Markee, N. 2008. ‘Toward a learning behavior tracking methodology for CA-for-SLA’. Applied Linguistics 29: 404–27.
Marsden, E. 2006. ‘Exploring input processing in the classroom: an experimental comparison of processing instruction and enriched input’. Language Learning 56: 507–66.
Masgoret, A. and R. Gardner. 2003. ‘Attitudes, motivation, and second language learning: a meta-analysis of studies conducted by Gardner and associates’. Language Learning 53: 123–63.
Matsumura, S. 2003. ‘Modelling the relationships among interlanguage, pragmatic development, L2 proficiency and exposure to L2’. Applied Linguistics 24: 465–91.
McDonough, K. 2007. ‘Interactional feedback and the emergence of simple past activityverbs in L2 English’ in Mackey, A. (ed.): Conversational Interaction in Second Language Acquisition: A Collection of Empirical Studies. Oxford: Oxford University Press.
McDonough, K. and A. Mackey. 2000. ‘Form and meaning: Designing communicative tasks to target grammar in Thai classrooms’. Foreign Language Annals 33: 82–92.
McDonough, K. and A. Mackey. 2006. ‘Responses to recasts: repetitions, primed production, and linguistic development’. Language Learning 56: 693–720.
McKay, S. and S. Wong. 1996. ‘Multiple discourses, multiple identities: investment and agency in second language learning among Chinese adolescent immigrant students’. Harvard Educational Review 3: 577–608.
McLaughlin, B. and R. Heredia. 1996. ‘Information processing approaches to research on second language acquisition and use’ in Ritchie, R. and T. Bhatia (eds.): Handbook of Second Language Acquisition. San Diego: Academic Press.
McNamara, J. 1973. ‘Nurseries, streets and classrooms: some comparisons and deductions’. Modern Language Journal 57: 250–55.
Meara, P. 2009. Connected Words. Amsterdam: John Benjamins.
Meisel, J., H. Clahsen, and M. Pienemann. 1981. ‘On determining developmental stages in natural second language acquisition’. Studies in Second Language Acquisition 3: 109–35.
Mellow, J. 2006. ‘The emergence of second language syntax: a case study of the acquisition of relative clauses’. Applied Linguistics 27: 645–70.
Miller, E. and R. Kubota. 2013. ‘Second language identity construction’ in Herschensohn, J. and M. Young-Scholten (eds.): The Cambridge Handbook of Second Language Acquisition. Cambridge: Cambridge University Press.
Muñoz, C. 2006. ‘The effects of age on foreign language learning: the BAF project’ in Muñoz, C. (ed.): Age and the Rate of Foreign Language Learning. Clevedon: Multilingual Matters.
Myles, F. 2004. ‘From data to theory: the over-representation of linguistic knowledge in SLA’. Transactions of the Philological Society 102: 139–68.
Myles, F., J. Hooper, and R. Mitchell. 1998. ‘Rote or rule? Exploring the role of formulaic language in classroom foreign language learning’. Language Learning 48: 323–63.
Naiman, N., M. Fröhlich, H. H. Stern, and A. Todesco. 1978. The Good Language Learner. Research in Education Series No 7. Toronto: The Ontario Institute for Studies in Education. Reprinted in 1995 by Multilingual Matters.
Nation, P. 2001. Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.
Nation, R. and B. McLaughlin. 1986. ‘Experts and novices: an information-processing approach to the “good language learner” problem’. Applied Psycholinguistics 7: 41–56.
Neguerela, E. and J. Lantolf. 2006. ‘Concept-based instruction and the acquisition of L2 Spanish’ in Salaberry, R. and B. Lafford (eds.): The Art of Teaching Spanish: Second Language Acquisition from Research to Praxis. Washington, DC: Georgetown University Press.
Nelson, R. 2013. ‘Expanding the role of connectionism in SLA theory’. Language Learning 63: 1–33.
Newman, F. and L. Holzman. 1997. The End of Knowing: A New Developmental Way of Learning. London: Routledge.
Nobuyoshi, J. and R. Ellis. 1993. ‘Focused communication tasks’. ELT Journal 47: 203–10. Noels, K., L. Pelletier, R. Clement, and R. Vallerand. 2000. ‘Why are you learning a second language? Motivational orientations and self-determination theory’. Language Learning 50: 57–85.
Norris, J. and L. Ortega. 2000. ‘Effectiveness of L2 instruction: a research synthesis and quantitative meta-analysis’. Language Learning 50: 417–528.
Norris, J. and L. Ortega (eds.). 2006. Synthesizing Research on Language Teaching and Learning. Amsterdam: John Benjamins.
Norton, B. 1997. ‘Language, identity, and the ownership of English’. TESOL Quarterly 31: 409–29.
Norton, B. 2000. Identity and Language Learning: Gender, Ethnicity and Educational Change. Harlow: Longman.
Norton Peirce, B. 1995. ‘Social identity, investment and language learning’. TESOL Quarterly 29: 9–31.
Norton, B. and C. McKinney. 2011. ‘An identity approach to second language acquisition’ in Atkinson, D. (ed.): Alternative Approaches to Second Language Acquisition (pp. 73–94). Oxford: Routledge.
O’Malley, J. and A. Chamot. 1990. Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.
Odlin, T. 1989. Language Transfer. Cambridge: Cambridge University Press.
Ohta, A. 2001. Second Language Acquisition Processes in the Classroom: Learning Japanese. Mahwah, NJ: Lawrence Erlbaum.
Oller, J., L. Baca, and A. Vigil. 1977. ‘Attitudes and attained proficiency in ESL: a sociolinguistic study of Mexican Americans in the Southwest’. TESOL Quarterly 11: 173–83.
Olshtain, E. 1983. ‘Sociocultural competence and language transfer: the case of apologies’ in Gass, S. and L. Selinker (eds.): Language Transfer in Language Learning (pp. 232–249). Rowley, MA: Newbury House.
Onwuegbuzie, A., P. Bailey, and C. Daley. 1999. ‘Factors associated with foreign language anxiety’. Applied Psycholinguistics 20: 217–39.
Ortega, L. 2009. Understanding Second Language Acquisition. London: Hodder Education. Ortega, L. 2011. ‘SLA after the social turn’ in Atkinson, D. (ed.): Alternative Approaches to Second Language Acquisition (pp. 167–180). London: Routledge.
Ortega, L. 2012. ‘SLA for the 21st century: disciplinary progress, transdisciplinary relevance and the bi/multicultural turn’. Language Learning 63: 1–24.
Oxford, R. 1989. ‘Use of langu
age learning strategies: a synthesis of studies with implications for teacher training’. System 17: 235–47.
Oxford, R. 1990. Language Learning Strategies: What Every Teacher Should Know. Rowley, MA: Newbury House.
Oyama, S. 1976. ‘A sensitive period in the acquisition of a non-native phonological system’. Journal of Psycholinguistic Research 5: 261–85.
Palmberg, R. 1987. ‘Patterns of vocabulary development in foreign-language learners’. Studies in Second Language Acquisition 9: 201–20.
Pang, F. and P. Skehan. 2014. ‘Self-reported planning behaviour and second language performance’ in Skehan, P. (ed.): Processing Perspective on Task Performance. Amsterdam: John Benjamins.
Paradis, M. 2004. A Neurolinguistic Theory of Bilingualism. Amsterdam: John Benjamins.
Paradis, M. 2009. Declarative and Procedural Determinants of Second Languages. Amsterdam: John Benjamins.
Patkowski, M. 1980. ‘The sensitive period for the acquisition of syntax in a second language’. Language Learning 30: 449–72.
Pavlenko, A. 2002. ‘Poststructuralist approaches to the study of social factors in second language learning and use’ in Cook, V. (ed.): Portraits of the L2 User. Clevedon: Multilingual Matters.
Pawley, A. and F. Syder. 1983. ‘Two puzzles for linguistic theory: nativelike selection and nativelike fluency’ in Richards, J. and R. Schmidt (eds.): Language and Communication. London: Longman.
Peck, S. 1978. ‘Child-child discourse in second language acquisition’ in Hatch, E. (ed.): Second Language Acquisition. Rowley, MA: Newbury House.
Penfield, W. and L. Roberts. 1959. Speech and Brain Mechanisms. New York: Atheneum Press.
Philp, J. 2009. ‘Pathways to proficiency: learning experience and attainment in implicit and explicit knowledge of English as a second language’ 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.
Piaget, J. 1973. Memory and Intelligence. New York: Basic Books.
Pica, T. 1983. ‘Adult acquisition of English as a second language under different conditions of exposure’. Language Learning 33: 465–97.
Pica, T. 1992. ‘The textual outcomes of native speaker–non-native speaker negotiation: what do they reveal about second language learning’ in Kramsch, C. and S. McConnell-Ginet (eds.): Text and Context: Cross-disciplinary Perspectives on Language Study. Lexington, MA: D.C. Heath and Company.
Pica, T. 2002. ‘Subject-matter content: how does it assist the interactional and linguistic needs of classroom language learners?’ The Modern Language Journal 86: 1–19.
Pica, T., R. Kanagy, and J. Falodun. 1993. ‘Choosing and using communication tasks for second language research and instruction’ in Crookes, G. and S. Gass (eds.): Task-based Learning in a Second Language. Clevedon: Multilingual Matters.
Pica, T., R. Young, and C. Doughty. 1987. ‘The impact of interaction on comprehension’. TESOL Quarterly 21: 737–58.
Pienemann, M. 1984. ‘Psychological constraints on the teachability of languages’. Studies in Second Language Acquisition 6: 186–214.
Pienemann, M. 1985. ‘Learnability and syllabus construction’ in Hyltenstam, K. and M. Pienemann (eds.): Modelling and Assessing Second Language Acquisition. Clevedon: Multilingual Matters.
Pienemann, M. 1998. Language Processing and Second Language Development: Processability Theory. Amsterdam: John Benjamins.
Pienemann, M. 2005. ‘An introduction to processability theory’ in Pienemann, M. (ed.): Cross-linguistic Aspects of Processability Theory. Amsterdam: John Benjamins.
Pienemann, M. 2011. ‘Developmental schedules’ in Pienemann, M. and J. Kessler (eds.): Studying Processability Theory. Amsterdam: John Benjamins.
Pienemann, M., M. Johnston, and G. Brindley. 1988. ‘An acquisition-based procedure for second language assessment’. Studies in Second Language Acquisition 10: 217–43.
Pienemann, M. and J. Kessler. (eds.) 2011. Studying Processability Theory. Amsterdam: John Benjamins.
Pimsleur, P. 1966. Pimsleur Language Aptitude Battery (PLAB). New York: Harcourt Brace Jovanovich.
Pinker, S. 1999. Words and Rules. New York: Basic Books.
Plonsky, L. 2011. ‘The effectiveness of second language strategy instruction: a meta-analysis’. Language Learning 61: 993–1038.
Poehner, M. 2008. Dynamic Assessment: A Vygotskian Approach to Understanding and Promoting Second Language Development. Berlin: Springer.
Poehner, M. and J. Lantolf. 2005. ‘Dynamic assessment in the language classroom’. Language Teaching Research 9: 233–65.
Prabhu, N. S. 1987. Second Language Pedagogy. Oxford: Oxford University Press.
Preston, D. 1996. ‘Variationist perspectives on second language acquisition’ in Bayley, R. and D. Preston (eds.): Second Language Acquisition and Linguistic Variation. Amsterdam: John Benjamins.
Preston, D. 2002. ‘A variationist perspective on second language acquisition’ in Kaplan, R. (ed.): The Oxford Handbook of Applied Linguistics. New York: Oxford University Press.
Purpura, J. 1999. Learner Strategy Use and Performance on Language Tests: A Structural Equation Modelling Approach. Cambridge: Cambridge University Press.
Ramage, K. 1990. ‘Motivational factors and persistence in foreign language study’. Language Learning 40: 189–219.
Rampton, B. 1995. Crossing: Language and Ethnicity among Adolescents. London: Longman.
Rampton, B. 1998. ‘Second language research in late modernity: a response to Firth and Wagner’. Modern Language Journal 81: 329–33.
Ravem, R. 1968. ‘Language acquisition in a second language environment’. International Review of Applied Linguistics 6: 165–85.
Reber, A. 1976. ‘Implicit learning of synthetic learners: the role of instructional set’. Journal of Experimental Psychology, Human Learning and Memory 2: 88–94.
Reber, A., F. Walkenfeld, and R. Hernstadt. 1991. ‘Implicit and explicit learning: individual differences and IQ’. Journal of Experimental Psychology: Learning Memory and Cognition 11: 888–96.
Rebuschat, P. 2013. ‘Measuring implicit and explicit knowledge in second language research. Language Learning 63: 595–626.
Regan, V. 1996. ‘Variation in French interlanguage: a longitudinal study of sociolinguistic competence’ in Bayley, R. and D. Preston (eds.): Second Language Acquisition and Linguistic Variation. Amsterdam: John Benjamins.
Révész, A. 2012. ‘Working memory and the observed effectiveness of recasts on different L2 outcome measures’. Language Learning 62: 93–132.
Révész, A. 2014. ‘Towards a fuller assessment of cognitive models of task-based learning: investigating task-generated cognitive demands and processes’. Applied Linguistics 35: 87–92.
Richards, K. 2006. ‘Being a teacher’: identity and classroom conversation’. Applied Linguistics 27: 51–77.
Ringbom, H. 1978. ‘The influence of the mother tongue on the translation of lexical items’. Inter language studies bulletin 3: 80–101.
Ringbom, H. 1987. The Role of the First Language in Foreign Language Learning. Clevedon: Multilingual Matters.
Ringbom, H. 1992. ‘On L1 transfer in L2 comprehension and L2 production’. Language Learning 42: 85–112.
Robinson, P. 1996. ‘Learning simple and complex rules under implicit, incidental rule-search conditions, and instructed conditions’. Studies in Second Language Acquisition 18: 27–67.
Robinson, P. 2001. ‘Individual differences, cognitive abilities, aptitude complexes and learning conditions in second language acquisition’. Second Language Research 17: 368–92.
Robinson, P. 2002. ‘Learning conditions, aptitude complexes and SLA: a framework for research and pedagogy’ in Robinson, P. (ed.): Individual Differences and Instructed Language Learning. Amsterdam: John Benjamins.
Robinson, P. 2003. ‘Attention and memory during SLA’ in Doughty, C. and M. Long (eds.): Handbook of Second Language Acquisition. Mald
en, MA: Blackwell.
Robinson, P. 2007. ‘Aptitudes, abilities, contexts and practice’ in DeKeyser, R. (ed.): Practice in Second Language Learning: Perspectives from Applied Linguistics and Cognitive Psychology. New York: Cambridge University Press.
Robinson, P. 2011. ‘Task-based language learning: a review of the issues’. Language Learning 61: 1–36.
Rodrigo, V., S. Krashen, and B. Gibbons. 2004. ‘The effectiveness of two comprehensible-input approaches to foreign language instruction at the intermediate level’. System 32: 53–60.
Romaine, S. 2003. ‘Variation’ in Doughty, C. and M. Long (eds.): The Handbook of Second Language Acquisition. Malden, MA: Blackwell.
Rymer, R. 1993. Genie: An Abused Child’s Flight from Silence. New York: Harper Collins.
Sahlström, F. 2011. ‘Learning as social action’ in Hall, J., J. Hellermann, and S. Pekarek Doehler (eds): The Development of Interactional Competence. Bristol: Multilingual Matters.
Saito, K. 2012. ‘Effects of instruction on L2 pronunciation development: a synthesis of 15 quasi–experimental intervention studies’. TESOL Quarterly 46: 842–54.
Saito, K. and Lyster, R. 2012. ‘Effects of form-focused instruction and corrective feedback on L2 pronunciation development of /r/ by Japanese learners of English’. Language Learning 62: 595–633.
Samuda, V. 2001. ‘Guiding relationships between form and meaning during task performance: the role of the teacher’ in Bygate, M., P. Skehan, and M. Swain (eds.): Researching Pedagogic Tasks, Second Language Learning, Teaching and Testing. Harlow: Longman.
Samuda, V. and M. Bygate. 2008. Tasks in Second Language Learning. New York: Palgrave Macmillan.
Sanz, C. and K. Morgan-Short. 2004. ‘Positive evidence versus explicit rule presentation and negative feedback: a computer-assisted study’. Language Learning 54: 35–78.
Sasaki, M. 1996. Second Language Proficiency, Foreign Language Aptitude, and Intelligence. New York: Lang.
Sato, C. 1985. ‘Task variation in interlanguage phonology’ in Gass, S. and C. Madden (eds.): Input in Second Language Acquisition. Rowley, MA: Newbury House.