Tab Article

Volume I : Foundations of Second-Language Acquisition

Part 1 : Historical Foundations
Chapter 1 : S. P. Corder, ‘The Significance of Learners’ Errors’, International Review of Applied Linguistics, 1967
Chapter 2 : L. Selinker, ‘Interlanguage’, International Review of Applied Linguistics, 1972
Chapter 3 : J. Schachter, ‘An Error in Error Analysis’, Language Learning, 1974
Chapter 4 : R. Schmidt, ‘Interaction, Acculturation, and the Acquisition of Communicative Competence’, in N. Wolfson and E. Judd (eds.), Sociolinguistics and Language Acquisition
Chapter 5 : M. Pienemann, ‘Psychological Constraints on the Teachability of Languages’, Studies in Second Language Acquisition, 1984
Chapter 6 : C. Chaudron, ‘A Descriptive Model of Discourse in the Corrective Treatment of Learners’ Errors’, Language Learning, 1977
Chapter 7 : M. Swain, ‘Communicative Competence : Some Roles of Comprehensible Input and Comprehensible Output and its Development

Part 2 : Theoretical Foundations
Chapter 8 : M. Canale and M. Swain, ‘Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing’, Applied Linguistics, 1980
Chapter 9 : M. H. Long, ‘The Least a Second Language Acquisition Theory Needs to Explain’, TESOL Quarterly, 1990
Chapter 10 : R. Bley-Vroman, ‘The Logical Problem of Foreign Language Learning’, Linguistic Analysis, 1990
Chapter 11 : V. Cook, ‘Evidence for Multicompetence’, Language Learning, 1992

Part 3 : Methodological Foundations
Chapter 12 : J. M. Norris and L. Ortega, ‘Defining and Measuring SLA’, in C. Doughty and M. H. Long (eds.), Handbook of Second Language Acquisition

Volume II : Main Themes in Second-Language Acquisition

Part 4 : Age
Chapter 13 : J. S. Johnson and E. L. Newport, ‘Critical Period Effects in Second Language Learning : The Influence of Maturational State on the Acquisition of English as a Second Language’, Cognitive Psychology
Chapter 14 : G. Ioup et al., ‘Reexamining the Critical Period Hypothesis : A Case of Successful Adult SLA in a Naturalistic Environment’, Studies in Second Language Acquisition, 1994

Part 5 : Crosslinguistic Influences
Chapter 15 : E. Kellerman, ‘The Empirical Evidence for the Influence of the L1 in Interlanguage’, in A. Davies, C. Criper, and A. P. R. Howatt (eds.), Interlanguage
Chapter 16. S. Jarvis, ‘Theoretical and Methodological Issues in the Investigation of Conceptual Transfer’, Vigo International Journal of Applied Linguistics, 2007

Part 6 : Environment and Cognition
Chapter 17 : R. Schmidt and S. Frota, ‘Developing Basic Conversational Ability in a Second Language : A Case Study of an Adult Learner of Portuguese’, in R. R. Day (ed.), Talking to Learn : Conversation in Second Language Acquisition
Chapter 18 : M. H. Long, ‘The Role of the Linguistic Environment in Second Language Acquisition’, in W. Ritchie and T. Bhatia (eds.), Handbook of Second Language Acquisition

Part 7 : Variability
Chapter 19 : T. Pica, R. Kanagy, and J. Falodun, ‘Choosing and Using Communication Tasks for Second Language Instruction and Research’, in G. Crookes and S. Gass (eds.), Tasks and Language Learning : Integrating Theory and Practice
Chapter 20 : M. Verspoor, W. Lowie, and M. van Dijk, ‘Variability in L2 Development from a Dynamic Systems Perspective’, Modern Language Journal, 2008

Part 8 : Fossilization
Chapter 21 : Z. Han, ‘Fossilization : Five Central Issues’, International Journal of Applied Linguistics, 2004

Part 9 : Socio-Psychological Factors
Chapter 22 : H. H. Stern, What Can We Learn from the Good Language Learner?’, Canadian Modern Language Review, 1975
Chapter 23 : L. Wong Fillmore, ‘Individual Differences in Second Language Acquisition’, in C. Fillmore, D. Kempler, and W. Wang (eds.), Individual Differences in Language Ability and Language Behavior
Chapter 24 : Z. Dornyei, ‘The L2 Motivational Self System’, in Z. Dornyei and E. Ushioda (eds.), Motivation, Language Identity and the L2 Self

Volume III : Universal Grammar and Second-Language Acquisition

Part 10 : Difference and Access
Chapter 25 : H. Clahsen and P. Muysken, ‘The Availability of Universal Grammar to Adult and Child Learners : A Study of the Acquisition of German Word Order’, Second Language Research, 1986
Chapter 26 : L. White, ‘The "Pro-Drop" Parameter in Adult Second Language Acquisition’, Language Learning, 1985
Chapter 27 : M. Thomas, ‘Universal Grammar and the Interpretation of Reflexives in a Second Language’, Language, 1991
Chapter 28 : J. Meisel, ‘The Acquisition of the Syntax of Negation in French and German : Contrasting First and Second Language Development’, Second Language Research, 1997

Part 11 : The Disputed Roles of Transfer and Impairment in the Initial State
Chapter 29 : A. Vainikka and M. Young-Scholten, ‘Gradual Development of L2 Phrase Structure’, Second Language Research, 1996
Chapter 30 : S. D. Epstein, S. Flynn, and G. Martohardjono, ‘The Strong Continuity Hypothesis : Some Evidence Concerning Functional Categories in Adult L2 Acquisition’, in S. Flynn, G. Martohardjono, and W. O’Neil (eds.), The Generative Study of Second Language Acquisition
Chapter 31 : B. Schwartz and R. Sprouse, ‘L2 Cognitive States and the Full Transfer/Full Access Model’, Second Language Research, 1996

Part 12 : Ultimate Attainment in the Final/Steady State
Chapter 32 : D. Lardiere, ‘Case and Tense in the "Fossilized" Steady State’, Second Language Research, 1998
Chapter 33 : P. Prevost and L. White, ‘Missing Surface Inflection or Impairment in Second Language Acquisition? Evidence from Tense and Agreement’, Second Language Research, 2000
Chapter 34 : R. Hawkins, ‘Revisiting wh-Movement : The Availability of an Uninterpretable [wh] Feature in Interlanguage Grammars’, in L. Dekydtspotter, R. A. Sprouse, and A. Liljestrand (eds.), Proceedings of the 7th Generative Approaches to Second Language Acquisition Conference

Part 13 :  Interfaces
Chapter 35 : S. A. Montrul, ‘Incomplete Acquisition as a Feature of L2 and Bilingual Grammars’, in R. Slabakova, S. Montrul, and P. Prevost (eds.), Inquiries in Language Development : Studies in Honor of Lydia White
Chapter 36 : L. Dekydtspotter, B. Anderson, and R. A. Sprouse, ‘Syntax-Semantics in English-French Interlanguage : Advancing Second Language Epistemology’, in D. Ayoun (ed.), The Handbook of French Applied Linguistics
Chapter 37 : A. Belletti, E. Bennati, and A. Sorace, ‘Theoretical and Developmental Issues in the Syntax of Subjects : Evidence from Near-Native Italian’, Natural Language and Linguistic Theory, 2007

Part 14 : Processing Accounts of Universal Grammar
Chapter 38 : H. Clahsen and C. Felser, ‘How Native-Like is Non-Native Language Processing?’, Trends in Cognitive Sciences, 2006
Chapter 39 : W. O’Grady, ‘The Syntax of Quantification in SLA : An Emergentist Approach’, in M. G. O’Brien, C. Shea, and J. Archibald (eds.), Proceedings of the 8th Generative Approaches to Second Language Acquisition Conference

Voluem IV : cognition in Second-Language Acquisition

Part 15 : Foundational Themes
Chapter 40 : R. Schmidt, ‘The Role of Consciousness in Second Language Learning’, Applied Linguistics, 1990
Chapter 41 : R. Ellis, ‘Measuring Implicit and Explicit Knowledge of a Second Language : A Psychometric Study’, Studies in Second Language Acquisition, 2005
Chapter 42 : N. C. Ellis, ‘Frequency Effects in Language Processing’, Studies in Second Language Acquisition, 2005
Chapter 43 : L. Osterhout et al., ‘Second Language Learning and Changes in the Brain’, Journal of Neurolinguistics, 2008

Part 16 : Attention, Consciousness, and Awareness
Chapter 44 : B. VanPatten, ‘Attending to Form and Content in the Input : An Experiment in Consciousness’, Studies
Second Language Acquisition, 1990
Chapter 45 : R. Tomlin and V. Villa, ‘Attention in Cognitive Science and SLA’, Studies in Second Language Acquisition,1994
Chapter 46 : P. Robinson, ‘Generalizability and Automaticity of Second Language Learning under Implicit, Incidental,Enhanced, and Instructed Conditions’, Studies in Second Language Acquisition, 1997
Chapter 47 : R. P. Leow and M. A. Bowles, ‘Attention and Awareness in SLA’, in C. Sanz (ed.), Mind and Context inAdult Second Language Acquisition

Part 17 : Individual Differences Across Cognitive Abilities
Chapter 48 : J. B. Carroll, ‘Twenty-Five Years of Research on Foreign Language Aptitude’, in K. Diller (ed.), IndividualDifferences and Universals in Language Learning Aptitude
Chapter 49 : M. Wesche, ‘Language Aptitude Measures in Streaming, Matching Students with Methods, and Diagnosis of Learning Problems’, in K. Diller (ed.), Individual Differences and Universals in Language Leaning Aptitude
Chapter 50 : P. Skehan, ‘Cluster Analysis and the Identification of Learner Types’, in V. Cook (ed.), Experimental Approaches to Second Language Learning
Chapter 51 : P. Skehan, ‘The Relationship Between Native and Foreign Language Learning Ability : Educational and Linguistic Factors’, in H. W. Dechert (ed.), Current Trends in European Second Language Acquisition Research
Chapter 52 : M. Harrington and M. Sawyer, ‘L2 Working Memory Capacity and L2 Reading Skill’, Studies in Second Language Acquisition, 1992
Chapter 53 : A. Mackey et al., ‘Individual Differences in Working Memory, Noticing of Interactional Feedback, and L2 Development’, in P. Robinson (ed.), Individual Differences and Instructed Language Learning

Voluem V : Social Dimensions of L2 Learning

Part 18 : Theoretical Contributions
Chapter 54 : A. Pavlenko and J. P. Lantolf, ‘Second Language Learning as Participation and the (Re)construction of Selves’, in J. P. Lantolf (ed.), Sociocultural Theory and Second Language Learning
Chapter 55 : A. Firth and J. Wagner, ‘On Discourse, Communication, and (Some) Fundamental Concepts in SLA Research’, Modern Language Journal, 1997
Chapter 56 : S. N. Sridhar, ‘A Reality Check for SLA Theories’, TESOL Quarterly, 1994

Part 19 : Sociolinguistic Explorations
Chapter 57 : E. Tarone and G. Q. Liu, ‘Situational Context, Variation, and Second Language Acquisition Theory’, in G.
Cook and B. Seidlhofer (eds.), Principles and Practice in the Study of Language
Chapter 58 : M. Siegal, ‘The Role of Learner Subjectivity in Second Language Sociolinguistic Competency : Western
Women Learning Japanese’, Applied Linguistics, 1996

Part 20 : Vygotskian Sociocultural Theory of Mind and L2 Learning
Chapter 59 : W. Frawley and J. P. Lantolf, ‘Second Language Discourse : A Vygotskian Perspective’, Applied Linguistics, 1985
Chapter 60 : P. Coughlan and P. Duff, ‘Same Task, Different Activities : Analysis of an SLA Task from an Activity Theory Perspective’, in J. Lantolf and G. Appel (eds.), Vygotskian Approaches to Second Language Research
Chapter 61 : M. Swain, ‘Languaging, Agency and Collaboration in Advanced Second Language Learning’, in H. Byrnes (ed.), Advanced Language Learning : The Contributions of Halliday and Vygotsky

Part 21 : Conversation Analysis for Second-Language Acquisition
Chapter 62 : A. Firth, ‘The Discursive Accomplishment of Normality : On "Lingua Franca" English and Conversation
Analysis’, Journal of Pragmatics, 1996
Chapter 63 : C. E. Brouwer and J. Wagner, ‘Developmental Issues in Second Language Conversation’, Journal of Applied Linguistics, 2004

Part 22 : Sociocultural Educational Perspectives
Chapter 64 : B. Norton Peirce, ‘Social Identity, Investment, and Language Learning’, TESOL Quarterly, 1995
Chapter 65 : S. L. McKay and S.-L. C. Wong, ‘Multiple Discourses, Multiple Identities : Investment and Agency in Second-Language Learning among Chinese Adolescent Immigrant Students’, Harvard Educational Review, 1996
Chapter 66 : P. Duff, ‘Pop Culture and ESL Students : Intertextuality, Identity, and Participation in Classroom Discussions’, Journal of Adolescent and Adult Literacy, 2002
Chapter 67 : L. Harklau, ‘From the "Good Kids" to the "Worst" : Representations of English Language Learners across Educational Settings’, TESOL Quarterly, 2000
Chapter 68 : C. Kinginger, ‘Alice Doesn’t Live Here Anymore : Foreign Language Learning and Identity Reconstruction’, in A. Pavlenko and A. Blackledge (eds.), Negotiation of Identities in Multilingual Contexts
Chapter 69 : S. E. Thorne, ‘Artifacts and Cultures-of-Use in Intercultural Communication’, Language Learning & Technology, 2003

Volume VI : Second-Language Acquisition and Instruction

Part 23 : Classroom Processes
Chapter 70 : M. Frohlich, N. Spada, and P. Allen, ‘Differences in the Communicative Orientation of L2 Classrooms’, TESOL Quarterly, 1985
Chapter 71 : R. Lyster and L. Ranta, ‘Corrective Feedback and Learner Uptake : Negotiation of Form in Communicative Classrooms’, Studies in Second Language Acquisition, 1997
Chapter 72 : J. Williams, ‘Learner-Generated Attention to Form’, Language Learning, 1999

Part 24 : Types of Instruction
Chapter 73 : B. VanPatten and T. Cadierno, ‘Input Processing and Second Language Acquisition : A Role for Instruction’, Modern Language Journal, 1993
Chapter 74 : L. Loschky and R. Brey-Vroman, ‘Grammar and Task-Based Methodology’, in G. Crookes and S. Gass (eds.), Tasks and Language Learning : Integrating Theory and Practice
Chapter 75 : R. DeKeyser, ‘Beyond Explicit Rule Learning : Automatizing Second Language Morphosyntax’, Studies in Second Language Acquisition, 1997
Chapter 76 : H. Nicholas, P. M. Lightbown, and N. Spada, ‘Recasts as Feedback to Language Learners’, Language Learning, 2001
Chapter 77 : M. H. Long and P. Robinson, ‘Focus on Form : Theory, Research, and Practice’, in C. Doughty and J. Williams (eds.), Focus on Form in Classroom Second Language Acquisition
Chapter 78 : J. M. Norris and L. Ortega, ‘Does Type of Instruction Make a Difference? Substantive Findings from a Meta-Analytic Review’, Language Learning, 2001

Part 25 : Optimal L2 Instruction
Chapter 79 : R. Ellis, ‘Principles of Instructed Language Learning’, System, 2005
Chapter 80 : T. M. Derwing and M. J. Munro, ‘Second Language Accent and Pronunciation Teaching : A Research-Based Approach’, TESOL Quarterly, 2005
Chapter 81 : B. Laufer, ‘Instructed Second Language Vocabulary Learning : The Fault in the "Default Hypothesis"’, in A. Housen and M. Pierrard (eds.), Investigations in Instructed Second Language Acquisition
Chapter 82 : G. Kasper and K. Rose, ‘The Role of Instruction in Learning Second Language Pragmatics’, Language Learning, 2002