by Rod Ellis
Penfield, W.27
perception183
254
Perdue, C.71
90
297
performance6
176
323g
personality39t
Philp, J.177
phonological loop45
phonological short-term memory45
164
181
323g
Piaget, J.213
Pica, T. et al.74
94n1
145
146
155
280
pied piping124
125–6
Pienemann, M. et al.76t
77
94n2
132
192
193
252–3
262
297
Pierrard, M.242t
246t
268
Pimsleur Language Aptitude Battery (PLAB)61n2
Pimsleur, P.61n2
Pinker, S.75
202n2
Plonsky, L.58
Poehner, M.219
positive evidence155
187
323g
positive transfer11
323g
power relationships229
PPP see presentation-practice-production
practitioner research309–10
pragmalinguistic competence88
92
323g
pragmatic transfer130
323g
pragmatics88
pre-modified input275
323g
and acquisition153–4
and noticing151–2
pre-task planning270
281–3
323g
preposition stranding125–6
presentation-practice-production (PPP)191
243
244–9
246–7t
287
323g
Preston, D.102
112
Prieto Botana, G.257
principles and parameters175–6
private speech215–16
220
239n3
257
323g
procedural knowledge17–18
164–5
174–5
191
323g
procedural memory193
199
Process Model of L2 Motivation51
302
324g
Processability Theory77
132
192–4
193t
262
299
323g
Processing Instruction243
254–7
323g
production-based instruction251
323g
vs comprehension-based instruction253
feedback260
pattern practice257–8
theoretical positions252–3
prompts162
163
215
pronunciation119
248
260
prototypicality126–7
136t
324g
psycholinguistic factors121
136t
monitoring114
prototypicality126–7
psychotypology127–8
psychological factors37
age42
59
key factors37
38–9t
language anxiety38t
55–7
59
61n1
language aptitude37
38t
39–46
59
61n1
134–5
137t
learning strategies57–9
motivation37
38t
46–55
59
61n1
conclusion60–1
301–2
psychotypology127–8
136t
324g
Purpura, J.59
pushed output13
43
158
169n2
252
324g
R
Rampton, B.231
Ranta, L.150t
163
310
Ravem, R.79
reading153
272
303
Reber, A.189–90
304
recasts56
150t
162–3
164
324g
Regan, V.101
rehearsal185–6
324g
repair56
67
162
224
225
324g
repetition150t
research methodology293–4
restructuring93
132
324g
Révész, A.164–6
285
Richards, K.53
Ringbom, H.119
123–4
139
Roberts, L.27
Robinson, P.43
44
185
270–1
274
278
Rodrigo, V. et al.153
Romaine, S.99
Rose, K.89
89t
Ross, S.143
144
rule-based learning75
rule-based system17
174–5
268–9
324g
‘rules-of-thumb’250
Ryan, M.49
Rymer, R.27
S
saccades200
Sahlström, F.225
Saito, K.162
247t
248
260
262
Samuda, V.274
284
289n8
Sanz, C.255
Sapir-Whorf Hypothesis135
Sasaki, M.39
Sato, C.100
Saville-Troike, M.216
scaffolding234
259
324g
Scarcella, R.82
Schachter, J.108–9
115n4
119
298
Schegloff, E. et al.224–5
Schieffelin, B.232
Schmidt, R.14–15
49
53
66–7
70
83
90
151
154
167t
181
182–5
182t
186
190
304–5
Schmitt, N.46
88
286
288
Schneider, M.234
Schumann, J.19
60–1
131
199
206–8
207t
second language acquisition see L2 acquisition; SLA (second language acquisition)
Second Language Acquisition of Adult Immigrants project71
78
second language: definition6
Seedhouse, P.277
288n4
Self-Determination Theory49
324g
self-efficacy60
self-paced reading tasks123
141n3
self-regulation21
52
59
214
219
324g
Selinker, L.9
11
138
semantic simplification68
70
93
326g
semantic transfer135–6
137
299
324g
Semantic Wheel107–8
sequence of acquisition64–5
68
79
137t
324g
a
nd age of learner8–9
33–4
formulaic sequences81–3
stages in acquisition of L2 negation79–81
usage-based account of L2 negation83–4
and variability in learner language112
113–14
Seuthanpronkul, S.279
Sfard, A.238
Shanks, D.190
Sharwood Smith, M.119
151
185
Sheen, Y.56
Shin, S.74
Shintani, N. et al.239n5
247t
248
253
255–6
275
282
287
288–9n4
310
Shook, D.151
Siegel, J.205–6
Similarity Differential Rate Hypothesis122
324g
simplified registers147–8
simultaneous bilingual acquisition24n1
Singleton, D.27
32
128
Sjöholm, K.123
Skehan, P.17
41–2
44
44t
61n1
95n6
174–5
268–9
269t
270
271
274
277
278
283
284
skill-learning theory17–19
56
191–2
243
244–5
244t
248
252
253
325g
Skilton-Sylvester, E.229
SLA (second language acquisition)5
7
boundaries291
292–3
cognitive or social enterprise?209–13
as a discipline5
7
291
292t
goal of SLA295–6
and language pedagogy308–11
and practitioner research309–10
research methodology293–4 see also history of SLA; L2 acquisition
Snow, C.33
social/affective strategies57
social context9
19
205–6
212t
325g
social distance19
207–8
325g
social identity19
20
53
138
210
221
228–30
325g
social identity approach20
228
238
325g
Norton’s theory230–1
social identity as postmodern phenomenon228–30
transnational identity231
final comments232
social interaction215
217
302–3
social-interactionist SLA19–20
325g
social SLA19–20
205
206
vs cognitive SLA209–11
212–13
212t
conversation-analytic approach223–8
language socialization and L2 learning232–5
Schumann’s Acculturation Model206–8
207t
social context205–6
212t
social factors and L2 achievement206–9
social identity approach228–32
238
Socio-educational Model47
48
209
sociocognitive approach221–3
conclusion235–9
305
socialization see language socialization
Socio-educational Model47
48
209
325g
sociocognitive approach221–3
325g
sociocultural SLA20–2
213
238
244t
251
325g
collaborative dialogue219–20
239n3
languaging220
mediation214–17
Vygotsky213–14
zone of proximal development (ZPD)217–19
218t
final comments220–1
sociolinguistic competence66
114
115n5
325g
sociopragmatic competence88
325g
sociopragmatic transfer138
141n4
Spada, N. et al.249
260–1
262
264
286
Sparks, R. et al.56
134–5
Speech Accommodation Theory114n2
speech styles98–9
100–2
325g
Sridhar, K.129
Sridhar, S.129
stabilization195
325g
stimulated recall152
325g
Stockwell, R. et al.121–2
122t
141n2
strategic competence66
67
325g
strategy instruction58
326g
strong interface position191
243
261
262–3
326g
structural simplification70
93
326g
structured input254–5
265n4
326g
style shifting98–9
100–2
104
326g
Suchert, A.199
Swain, M.13
15
21
158
160
167t
219–20
221