by Rod Ellis
151
153
155–6
314g
Comprehensible Output Hypothesis13
14
15
158
167t
169n1
219
252
314–15g
comprehension-based instruction251–2
315g
feedback260
Processing Instruction254–7
vs production-based studies253
theoretical positions252–3
final comments257
conative factors37
38t
concept-based instruction216
250–1
265n3
315g
concept mediation216
concepts216
conceptual transfer12
135–6
137–8
299
315g
conceptualization269–70
confirmation checks (CF)150t
162–3
connectionist theories16
172
176–8
315g
consciousnessof knowledge173t
and L2 acquisition14–15
183
consciousness-raising instruction243
258–9
265n5
315g
constructions10
315g
contextual factors121
128
136t
macro-contextual influences128–30
micro-contextual influences130–1
performance-related vs learning-related transfer131
Contrastive Analysis Hypothesis117
121
123
125
315g
controlling44
44t
conversation analysis (CA)223–4
315g
conversation-analytic approach223
doing learning225–6
long-term development226–7
methodology224–5
short-term development226
theoretical principles223–4
final comments227–8
Cook, V.31
140
295
Coppetiers, R.29
Corder, S. P.9
74
138–9
corrective feedback14
161
169n4
187
217
315g
in explicit instruction248
257
260–1
general comments163–4
implicit vs explicit corrective strategies163
input-providing vs output-prompting strategies162–3
Coughlan, P.277
288n4
creole languages105
Critical Period Hypothesis (CPH)26–7
300
315g
research28–31
69–70
theoretical importance of27–8
conclusion31
Crookes, G.49
280
cross-linguistic influence see language transfer
Csizér, K.52
59
cultural identity230
Curtiss, S.27
Czinglar, C.134
D
de Bot, K. et al.109
110
111
196
197
de Graaff, R.43
de la Fuente, M.161
de Swart, H.79
de Villiers, J.74
de Villiers, P.74
Deci, E.49
declarative knowledge17–18
164–5
174–5
191
244
315g
declarative memory193
199
deductive instruction243
315g
Dehaene, S.180
DeKeyser, R.18
36n1
42
75
190
191
192
203n5
244
245
248
257
262
265
detection183
184–5
315g
development of a second language case studies66–70
interlanguage development63–6
L2 lexicon86–8
L2 phonology84–6
L2 pragmatic development88–91
89t
and language transfer121
131–3
137t
learner varieties71–3
order of acquisition64
69
73–9
sequence of acquisition64–5
68
79–84
universal processes93
usage-based accounts of learning65–6
summary91–3
conclusion94
Dewaele, J.101
104
dialogic tasks277
280–1
Dickerson, L.100
102
Dietrich, R. et al.78
Dijk, M. et al.36n3
110
111
113
115n4
Dimroth, C.34
71
95n3
direct instruction see explicit instruction
discourse competence66
67
315g
Discourse Hypothesis104
316g
discourse management148–9
discourse repair149
150t
Discursive Psychology239n4
Dörnyei, Z.38t
46
47
50
51
52
53–4
59
60
61
61n1
90
195
239n6
302
Doughty, C.150t
162
166
242
292
Dual-Mode Model/System17
175
202n2
268–9
316g
Duff, P.233–5
277
288n4
Dulay, H.74
117–18
dynamic assessment219
316g
Dynamic Paradigm97
105–6
112
113
316g
SLA research106–9
Dynamic Systems Theory (DST)61
97
109–11
112
113
115n3
194
196
297–8
316g
E
Eckerth, J.259
Eckman, F.84
120
124–5
126
educational policy25–6
34–5
educational praxis221
Egi, T.152
elaborative rehearsal186
elicitation150t
162
Ellis, N.12
15
16
17
22
73
82
87
172
176
177–8
180
187
190–1
203n4
298
Ellis, R. et al.10
16–17
65
67–8
70
71
72
73t
89–90
103
112
120
149
156
157
160–1
163
165
166
191
237–8
239n5
257
261
262
274–5
277
280
282
283
287
289n7
293
310
emergence73
75–6
77
78
91
94n2
emergentism22–3
84
316g
enhanced input151
153–4
200
272
316g
episodic buffer45
error repetition162
Eskildsen, S.83–4
ethnic identity230
ethnomethodology222
European Science Foundation (ESF)71
78
executive control185–6
exemplar-based system17
174–5
269
316g
explanation215
explicit correction150t
316g
explicit instruction316g
comprehension-based instruction251–7
concept-based instruction250–1
265n3
consciousness-raising instruction258–9
definition241
242
explicit vs implicit instruction242t
285–7
feedback248
257
260–1
integrated instruction249–50
intentional learning241
interface positions243
259
261–4
and language aptitude43
265
pattern practice257–8
presentation-practice-production (PPP) instruction243
244–9
246–7t
theoretical positions252–3
types of explicit instruction243
244t
conclusion264–5
306–8
explicit knowledge7
16–17
26
91
161
172–4
173t
176–8
256
explicit learning15–16
17
34
189–91
316g
explicit memory176
extrinsic motivation49
eye-tracking200
316g
Eysenck, M.171
202n1
F
feedback260–1 see also corrective feedback
Ferguson, C.147
Fernández, C.255
Firth, A.19
20
205
209–10
211
226–7
228
238–9
305
fixations200
fluency35
269t
316g
focus-on-form146
155
242
248
268
316g
focus-on-forms242
248
253
316g
foreign language acquisition6
317g
Foreign Language Classroom Anxiety Scale56
foreigner talk12
147
317g
form-focused instruction17
242t
245
264
317g
form-function mapping71
107
184–5
317g
form-function studies107–9
form-meaning mappings92
formulaic sequences9
41
65
93
94n2
in acquisition of L2 negation81–3
case study67–8
definition81
317g
formulation269–70
fossilization9
195
317g
Foster, P.277
278–9
283
289n5
Fotos, S.259
263
Frawley, W.213
free variation10
105
112
298
317g
frequency12–13
frequency analysis65
70
91
317g
Frota, S.14
function: definition107
Fuse, A.69–70
74
G
Gal’perin, P.250
Gardner, H.38t
Gardner, R.40
47
48
56
209
Gass, S.143
147
150t
157
211
Gatbonton, E.106
German word order rules76–8
76t
Goldschneider, J.75
Goo, J.156
157
161
163
good language learners60
317g
Gothenberg Project258
Gradual Diffusion Model106–7
317g
grammatical competence27–9
67
grammaticality judgement tests29
42
317g
Granena, G.27
31
59
300
Grigorenko, E. et al.41
group dynamics and motivation52
Guion, S. et al.133–4
H
Hakuta, K.28–9
36n1
74
82
131–2
Hall, J. et al.223
Han, Z. et al.152
154
Hansen-Edwards, J.102–3
Harley, B.34
41
42
246t
Hart, D.41
42
Harvey, J.310