by Rod Ellis
137t
and language aptitude134–5
137t
linguistic factors121–6
136t
linguistic transfer132–3
299–300
as multifactorial phenomenon135
136–7t
performance-related vs learning-related131
138
pragmatic transfer130
323g
psycholinguistic factors126–8
136t
research119–21
semantic transfer135–6
137
299
324g
sociopragmatic transfer138
141n4
conclusion139–40
languaging21–2
220
225
230
259
320g
Lantolf, J.94
213–14
216
217
218t
219
221
239n2
239n3
250–1
265n3
311n1
Lapkin, S.220
Lardiere, D.29
30t
36n2
Larsen-Freeman, D.22–3
74
75
94
109
110
111
194
195
196
198
202
212
237
293
Larson-Hall, J.35
Laufer, B.88
Lave, J.232
learner beliefs38t
learner identity20
53
212t
225
228
learner varieties71–3
81
90
basic variety71
72t
196
definition71
linguistic features71
72t
95n3
post-basic variety72t
pre-basic variety71
72t
learning6–7
236
collaborative learning234
doing learning225–6
item-based learning75
248
rule-based learning75
system-learning248 see also explicit learning; implicit learning; incidental L2 learning; intentional learning
learning strategies5
33
41
320g
correlational studies57–8
definition57
effects of strategy instruction58–9
typologies57
learning style39t
learning tracking methodology226
Lee, J.254
Lee, N. et al.13
Lee, S.153
Leeman, J.150t
lemmas86
Lenneberg, E.27
Levelt, W.269
279
Levin, L.258
lexemes86
lexicalizing44
44t
Li, S.163–4
Li, W.231
Liceras, J.126
Lightbown, P.191
260–1
262
309
Limited Resources Model268–70
281–2
321g
Lin, P.82
linguistic change237–8
Linguistic Coding Difference Hypothesis56
134–5
321g
linguistic competence66
176
211
321g
linguistic context99
102–3
linguistic factors121
136t
language distance123–4
linguistic difference and learning difficulty121–3
markedness124–6
problems126
linguistic knowledge connectionist accounts172
176–8
implicit and explicit knowledge172–4
information-processing models174–5
representation of two languages179–81
Universal Grammar175–6
summary178–9
linguistic markedness see markedness
linguistic processing151
linguistic transfer132–3
299–300
Loewen, S. et al.186–7
Long, M.13
14
15
20
75
143
144
146
148–9
154–5
162
167t
211
237
264
280
292
296
297
300
Loschky, L.281
LREs see language-related episodes
Lyddon, P.154
Lyster, R.150t
162
163
167t
246t
247t
248
260
310
M
McDonough, K.159
161
277
MacIntyre, P. et al.38t
40
56
McKay, S.229
Mackey, A.143
156
157
160
161
163
166
277
McKinney, C.228
229
McLaughlin, B.81
174
175
McNamara, J.52
MacWhinney, B.195
maintenance rehearsal185–6
Major, R.122
markedness84
124–6
136t
321g
Markedness Differential Hypothesis (MDH)125
321g
Markee, N.224
226
238
mastery64
Matsumura, S.234
Meara, P.86
mediation21
214–17
321g
Meisel, J. et al.95n4
memory see declarative memory; explicit memory; implicit memory; phonological short-term memory; procedural memory; working memory
meta-analysis58
321g
metacognitive strategies57
58
321g
metalinguistic feedback150t
metalinguistic information162
248–9
Miller, E.227
228–9
232
Milroy, L.74
Model of Speech Production269–70
279
321g
modelling L2 acquisition198
Modern Language Aptitude Test (MLAT)40
40t
321g
Modern Language Journal20
211
modified output145–6
162
321g
experimental studies160–1
opportunities for learning158–60
Output Hypothesis158
monitoring14
114
251
321g
monologic tasks277
278–80
Morgan-Short, K.255
Mori, H.162
morpheme studies73–6
131
321g
Morphological Congruency Hypothesis122–3
321–2g
motivation37
38t
46
61n1
322g
social-psychological period (1959–90)47–9
cognitive-situated period49–50
process-oriented period50–3
Dörnyei’s L2 Motivational Self System53–4
as act of communication52–3
and age59
Attitude Motivation Test Battery (AM
TB)47–8
extrinsic motivation49
group dynamics52
intrinsic motivation49
Process Model of L2 Motivation51
self-regulation52
summary55
302
multicompetence31
140
295
322g
Muñoz, C.35
Murphey, T.52
Myles, F. et al.81–2
83
N
Nation, P.87
Nation, R.41
native speakers210
230
nativist account of language learning27–8
72
73
Natural Approach252
272
322g
natural settings129
negative evidence155
187
322g
negative transfer see interference
negotiated interaction156–8
negotiation of form148
149
150t
322g
negotiation of meaning13
14
53
149
150t
210
322g
negotiation strategies149
150t
Neguerela, E.250–1
Nelson, R.198
neurobiological studies198–9
neurolinguistic studies198
199
neuropsychological SLA60–1
198–9
322g
Newman, F.217
Newport, E.28–9
36n1
Nobuyoshi, J.160–1
Noels, K. et al.4
non-interface position/hypothesis191
322g
non-native speakers210
230
Norris, J.245
248–9
263
286
Norton, B.20
228
229
230–1
Norton Peirce, B.230
239n6
noticing14–15
43
44
44t
183
187
322g
Noticing Hypothesis14–15
151–3
167t
182–5
322g
noticing-the-gap14
16
43
182
185
322g
O
obligatory occasion analysis64
70
73
91
94n1
322g
Ochs, E.232
Odlin, T.123
129
Ohta, A.215
Oikennon, S.255
256
Oller, J. et al.48
Olshtain, E.130
O’Malley, J.57
One-to-One principle186
online planning283
289n7
322g
order of acquisition64
69
73
137t
322g
and age of learner8–9
33–4
German word order rules76–8
76t
morpheme studies73–6
tense-aspect system78–9
orientation173t
183
186
Ortega, L.24n3
45
94
233
245
248–9
263
286
295
311
other-regulation214
217
322–3g
Otto, I.51
195
302
output145–6
output-based tasks274
design and implementation variables277–8
277t
288n4
dialogic tasks277
280–1
effect of task design features on L2 production278–81
effect of task implementation variables on L2 production281–4
main task implementation variables283–4
monologic tasks277
278–80
post-task requirements283
pre-task implementation variables281–3
Output Hypothesis see Comprehensible Output Hypothesis
output-providing strategies162
overgeneralization75
93
131
137t
323g
overshadowing180
323g
Oxford, R.57
Oyama, S.32
P
Palmberg, R.88
paradigms171
Paradis, M.180
199
203n4
parameters176
paraphrase270
Parkinson Disease199
Parrish, B.114n1
participation211
225
228
Patkowski, M.32
pattern practice257–8
patterning44
44t
Pavlenko, A.117
126
129
130
131
134
135–6
137
138
Pawley, A.82
peer interaction215
259