Pedagogical Grammar

| Boise State University
| Georgia State University
Hardbound – Available
ISBN 9789027212177 | EUR 95.00 | USD 143.00
 
Paperback – Available
ISBN 9789027212184 | EUR 33.00 | USD 49.95
 
e-Book –
ISBN 9789027269317 | EUR 95.00/33.00*
| USD 143.00/49.95*
 
This book provides a comprehensive overview of pedagogical grammar research and explores its implications for the teaching of grammar in second language classrooms. Drawing on several research domains (e.g., corpus linguistics, task-based language teaching) and a number of theoretical orientations (e.g., cognitive, sociocultural), the book proposes a framework for pedagogical grammar which brings together three major areas of inquiry: (1) descriptions of grammar in use, (2) descriptions of grammar acquisition processes, and (3) investigations of the relative effectiveness of different approaches to L2 grammar instruction. The book balances research and theory with practical discussions of the decisions that teachers must make on a daily basis, offering guidance in such areas as materials development, data-driven learning, task design, and classroom assessment.
[Not in series, 190]  2014.  ix, 245 pp.
Publishing status: Available
© John Benjamins Publishing Company
https://doi.org/10.1075/z.190
Table of Contents
Acknowledgements
ix
Pedagogical grammar: A framework for language teachers
1–6
Pedagogical grammar in applied linguistics: A historical overview
7–31
What is grammar and how can it be described?
33–50
The lexis-grammar interface: Phraseology, collocation, and formulaic sequences
51–66
Evaluating and adapting existing materials
67–86
Investigating grammar use through online corpora
87–120
The dynamic nature of L2 learner language
121–144
Instructed L2 grammar acquisition: Six key theory-practice links
145–169
Designing grammar-focused communication tasks
171–195
Assessing grammar within a framework of communicative competence
197–222
Reflections and suggestions for further study
223–227
References
229–242
Index
243–245
“This textbook offers a very accessible overview of pedagogical grammar. Firmly based in SLA and grammar theory and skilfully linking research and practice, the book helps the reader explore how grammar is taught most effectively in second language settings. It allows readers to navigate the admittedly complex pedagogical grammar landscape and to discover all the exciting things it has to offer. The book is an ideal resource for students in graduate level Applied Linguistics programs, and for pre-service and in-service teachers. Readers will appreciate its lively, descriptive style and the many practical examples that will help them spice up their grammar classes, including using online corpora to create new, effective materials. Highly recommended!”
“In Pedagogical Grammar Keck and Kim provide a comprehensive, insightful, and highly accessible guide to the description, instruction, and acquisition of second language grammar. Oriented to a language teacher audience, with careful, clear explanations and numerous illustrative examples, this hands-on book provides an invaluable resource for anyone interested in the teaching and learning of grammar.”
“Loaded with useful information for novice and experienced teachers alike, this book will go a long way in helping teachers to define and to enact their own approach to teaching grammar.”
References
Adair-Hauck, B., & Donato, R.
(1994) Foreign language explanations within the zone of proximal development. The Canadian Modern Language Review, 50, 532–557.Google Scholar
ACTFL
(2012) Performance Descriptors for Language Learners. Alexandria, VA: American Council on the Teaching of Foreign Languages.Google Scholar
Adams, R.
(2007) Do second language learners benefit from interacting with each other? In A. Mackey (Ed.), Conversational Interaction in Second Language Acquisition (pp. 29–51). Oxford: Oxford University Press.Google Scholar
Aljaafreh, A., & Lantolf, J.P.
(1994) Negative feedback as regulation and second language learning in the zone of Proximal development. Modern Language Journal, 78, 465–483. CrossrefGoogle Scholar
Ammar, A., & Spada, N.
(2006) One size fits all? Recasts, prompts and L2 learning. Studies in Second Language Acquisition, 28, 543–574. CrossrefGoogle Scholar
Andersen, R.W.
(1991) Developmental sequences: The emergence of aspect marking in second language acquisition. In T. Huebner & C. A. Ferguson (Eds.), Crosscurrents in Second Language Acquisition Theories. Amsterdam: John Benjamins. CrossrefGoogle Scholar
Antón, M.
(1999) The discourse of a learner-centered classroom: Sociocultural perspectives on teacher-learner interaction in the second language classroom. The Modern Language Journal, 83, 303–318. CrossrefGoogle Scholar
(2009) Dynamic assessment of advanced second language learners. Foreign Language Annals, 42, 576–598. CrossrefGoogle Scholar
Aston, G.
(Ed.) (2001) Learning with Corpora. Houston, TX: Athelstan.Google Scholar
Bachman, L.
. (April, 2010) Developing Language Assessments and Justifying their Use. Workshop presented at The 5th UC Language Consortium Conference on Theoretical & Pedagogical Perspectives . San Diego, CA. Retrieved from http://​uccllt​.ucdavis​.edu​/events​/fifth​_conf​/pres​_files​/lbachman​/workshop​_handout​.pdf
Bachman, L. & Palmer, A.
(1996) Language Testing in Practice: Designing and Developing Useful Language Tests. Oxford: Oxford University Press. CrossrefGoogle Scholar
(2010) Language Assessment in Practice: Developing Language Assessments and Justifying their Use in the Real World. Oxford: Oxford University Press.Google Scholar
Bailey, N., Madden, C., & Krashen, S.D.
(1974) Is there a “natural sequence” in adult second language learning? Language Learning, 24, 235–243. CrossrefGoogle Scholar
Baralt, M.
(2013) The impact of cognitive complexity on feedback efficacy during online versus face-to-face interactive tasks. Studies in Second Language Acquisition, 35, 689–725. CrossrefGoogle Scholar
Bardovi-Harlig, K.
(1997) Another piece of the puzzle: The emergence of the present perfect. Language Learning, 47, 375–422. CrossrefGoogle Scholar
(2000) Tense and Aspect in Second Language Acquisition: Form, Meaning, and Use. Oxford: Blackwell.Google Scholar
Bardovi-Harlig, K., & Reynolds, D.W.
(1995) The role of lexical aspect in the acquisition of tense and aspect. TESOL Quarterly, 29, 107–131. CrossrefGoogle Scholar
Bennett, G.R.
(2010) Using Corpora in the Language Learning Classroom: Corpus Linguistics for Teachers. Ann Arbor MI: University of Michigan Press. CrossrefGoogle Scholar
Biber, D., Johansson, S., Leech, G., Conrad, S., Finegan, E.
(1999) Longman Grammar of Spoken and Written English. London: Longman.Google Scholar
Biber, D., & Conrad, S.
(2001) Quantitative corpus-based research: Much more than bean counting. TESOL Quarterly, 35, 331–336. CrossrefGoogle Scholar
Biber, D., Conrad, S., & Cortes, V.
(2004) ‘‘If you look at…’’: Lexical bundles in university teaching and textbooks. Applied Linguistics 25, 371–405. CrossrefGoogle Scholar
Biber, D., Conrad, S., & Reppen, R.
(1998) Corpus Linguistics: Investigating Language Structure and Use. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E.
(1999) The Longman Grammar of Spoken and Written English. London: Longman.Google Scholar
Biber, D., & Reppen, R.
(2002) What does frequency have to do with grammar teaching? Studies in Second Language Acquisition, 24, 199–208. CrossrefGoogle Scholar
Bitchener, J., & Ferris, D.R.
(2012) Written Corrective Feedback in Second Language Acquisition and Writing. New York, NY: Routledge.Google Scholar
Blake, R.
(2000) Computer mediated communication: A window on L2 Spanish interlanguage. Language Learning & Technology, 4, 120–136.Google Scholar
Brown
(1973) A First Language: The Early Stages. Cambridge, MA: Harvard University Press.Google Scholar
Brown, D.
(2007) Teaching by Principles: An Interactive Approach to Language Pedagogy. (3rd ed.). White Plains, NY: Pearson Longman.Google Scholar
Brown, D., & Abeywickrama, P.
(2010) Language Assessment: Principles and Classroom Practices. White Plains, NY: Pearson Longman.Google Scholar
Brown, J. D., Hudson, T., & Kim, Y.
(2001) Developing Korean Language Performance Assessments (Research Note #27). Honolulu HI: University of Hawai‘i, Second Language Teaching & Curriculum Center.Google Scholar
Bybee, J.
(2008) Usage-based grammar and second language acquisition. In Robinson, P., & Ellis, N. (Eds.), Handbook of Cognitive Linguistics and Second Language Acquisition (pp. 216–236). New York, NY: Routledge.Google Scholar
Byrnes, H., Crane, C., Maxim, H. H., & Sprang, K.
(2006) Taking text to task: Issues and choices in curriculum construction.Special issue on task-based learning in the ITL International Journal of Applied Linguistics, 152, 85–110. CrossrefGoogle Scholar
Canagarajah, S.
(2004) Subversive identities, pedagogical safe houses, and critical learning. In B. Norton & K. Toohey (Eds.), Critical Pedagogies and Language Learning (pp. 116–137). Cambridge: Cambridge University Press. CrossrefGoogle Scholar
(2011) Codemeshing in academic writing: Identifying teachable strategies of translanguaging. The Modern Language Journal, 95, 401–417. CrossrefGoogle Scholar
Canale, M., & Swain, M.
(1980) Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1–47. CrossrefGoogle Scholar
Celce-Murcia, M.
(1975) English Structure in Context: An Area of Research for ESL Specialists. Workpapers in Teaching English as a Second Language, Vol. 9. University of California, Los Angeles. ERIC document 121100: http://​files​.eric​.ed​.gov​/fulltext​/ED121100​.pdf.Google Scholar
(1990) Discourse analysis and grammar instruction. Annual Review of Applied Linguistics, 11, 135–151. CrossrefGoogle Scholar
(1991) Grammar pedagogy in second and foreign language teaching. TESOL Quarterly, 25(3), 459–480. CrossrefGoogle Scholar
(2002) Why it makes sense to teach grammar in context and through discourse. In E. Hinkel & S. Fotos (Eds.), New Perspectives on Grammar Teaching in Second Language Classrooms (pp. 119–133). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Celce-Murcia, M., & Larsen-Freeman, D.
(1999) The Grammar Book: An ESL/EFL Teacher’s Course. (2nd ed.). Boston, MA: Heinle & Heinle.Google Scholar
Chapelle, C. A., Chung, Y. R., Hegelheimer, V., Pendar, N., & Xu, J.
(2010) Towards a computer-delivered test of productive grammatical ability. Language Testing, 27, 443–469. CrossrefGoogle Scholar
Chomsky, N.
(1959) Review of Verbal Behavior by B. F. Skinner. Language, 35, 26–58. CrossrefGoogle Scholar
(1975) Reflections on Language. London: Temple Smith.Google Scholar
Conrad, S.
(1999) The importance of corpus-based research for language teachers. System, 27, 1–18. CrossrefGoogle Scholar
(2000) Will corpus linguistics revolutionize grammar teaching in the 21st century? TESOL Quarterly, 34, 548–60. CrossrefGoogle Scholar
(2001) Variation among disciplinary texts: A comparison of textbooks and journal articles in biology and history. In S. Conrad & D. Biber (Eds.) Multi-dimensional Studies of Register Variation in English (pp. 94–107). Harlow, UK: Pearson Education.Google Scholar
Conrad, S., & Biber, D.
(2002) Real Grammar: A Corpus-Based Approach to English. White Plains, NY: Pearson Longman.Google Scholar
Conrad, S.
(2004) Corpus linguistics, language variation, and language teaching. In J. Sinclair (Ed.), How to Use Corpora in Language Teaching (pp. 67–85). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Cook, V.J.
(1993) Linguistics and Second Language Acquisition. London: Macmillan. CrossrefGoogle Scholar
Cook, V.
(1999) Going beyond the native speaker in language teaching. TESOL Quarterly, 33, 185–209. CrossrefGoogle Scholar
Corder, S.P.
(1967) The significance of learner’s errors. International Review of Applied Linguistics in Language Teaching, 4, 161–170. Retrieved from http://​files​.eric​.ed​.gov​/fulltext​/ED019903​.pdfGoogle Scholar
Cortes, V.
(2004) Lexical bundles in published and student disciplinary writing: Examples from history and biology. English for Specific Purposes, 23, 397–423. CrossrefGoogle Scholar
. (January, 2013) Waiting for the revolution. Plenary talk presented at the American Association for Corpus Linguistics. San Diego, CA.
Coxhead, A.
(2000) A new academic word list. TESOL Quarterly, 34, 213–238. CrossrefGoogle Scholar
Crease, A., & Blackledge, A.
(2010) Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal, 94, 103–115. CrossrefGoogle Scholar
Csomay, E.
(2004) Linguistic variation within university classroom talk: A corpus-based perspective. Linguistics and Education, 15, 243–274. CrossrefGoogle Scholar
Csomay, E., & Cortes, V.
(2009) Lexical bundle distribution in university classroom talk. Language and Computers, 71(1), 153–168.Google Scholar
Cummins, J.
(2008) Teaching for transfer: Challenging the two solitudes assumption in bilingual education. In N. Hornberger (Ed.), Encyclopedia of Language and Education (pp. 1528–1538). Dordrecht: Springer. CrossrefGoogle Scholar
Curzan, A., & Adams, M.
(2012) How English Works: A Linguistic Introduction. (3rd ed.). Boston, MA: Longman.Google Scholar
Darhower, M.
(2002) Interactional features of synchronous computer-mediated communication in the intermediate L2 class: A sociocultural case study. CALICO Journal, 19, 249–277.Google Scholar
DeKeyser, R.
(1997) Beyond explicit rule learning: Automatizing second language morphosyntax. Studies in Second Language Acquisition, 19, 195–221. CrossrefGoogle Scholar
(2007) Situating the concept of practice. In R. DeKeyser (Ed.), Practicing in a Second Language: Perspectives from Applied Linguistics and Cognitive Psychology (pp. 1–18). Cambridge: Cambridge University Press. CrossrefGoogle Scholar
(2012) Interactions between individual differences, treatments, and structures in SLA. Language Learning, 62, 189–200. CrossrefGoogle Scholar
Doughty, C.
(1991) Second language instruction does make a difference. Studies in Second Language Acquisition, 13, 431–469. CrossrefGoogle Scholar
. The Effect of Instruction on the Acquisition of Relativization in English as a Second Language. (January 1, 1988) Dissertations available from ProQuest. Paper AAI8816121. Retrieved from http://​repository​.upenn​.edu​/dissertations​/AAI8816121Google Scholar
Doughty, C., & Varela, E.
(1998) Communicative focus on form. In C. Doughty & J. Williams (Eds.), Focus on Form in Classroom Second Language Acquisition (pp. 114–138). Cambridge: Cambridge University Press.Google Scholar
Dulay, H. C., & Burt, M.K.
(1973) Should we teach children syntax? Language Learning, 23, 245–258. CrossrefGoogle Scholar
(1974a) Errors and strategies in child second language acquisition. TESOL Quarterly, 8, 129–136. CrossrefGoogle Scholar
(1974b) Natural sequences in child second language acquisition. Language Learning, 24, 37–53. CrossrefGoogle Scholar
Eckman, F.R.
(1977) Markedness and the contrastive analysis hypothesis. Language learning, 27, 315–330. CrossrefGoogle Scholar
Eckman, F., Bell, L., & Nelson, D.
(1988) On the generalization of relative clause instruction in the acquisition of English as a second language. Applied Linguistics, 9, 1–20. CrossrefGoogle Scholar
Ellis, N.C.
(2002) Frequency effects in language processing. Studies in Second Language Acquisition, 24, 143–188.Google Scholar
(2008) The dynamics of second language emergence: Cycles of language use, language change, and language acquisition. The Modern Language Journal, 92, 232–249. CrossrefGoogle Scholar
Ellis, N. C., Simpson-Vlach, R., & Maynard, C.
(2008) Formulaic language in native and second language speakers: Psycholinguistics, corpus linguistics, and TESOL. Tesol Quarterly, 42, 375–396. CrossrefGoogle Scholar
Ellis, R.
(1993) The structural syllabus and second language acquisition. Tesol Quarterly, 27, 91–113. CrossrefGoogle Scholar
(1998) Teaching and research: Options in grammar teaching. TESOL Quarterly, 32, 39–60. CrossrefGoogle Scholar
(2001) Introduction: Investigating form focused instruction. Language Learning, 51(s1), 1–46. CrossrefGoogle Scholar
(2003) Task-based Language Learning and Teaching. Oxford: Oxford University PressGoogle Scholar
(Ed.) (2005) Planning and Task Performance in a Second Language. Amsterdam: John Benjamins. CrossrefGoogle Scholar
(2006) Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40, 83–107. CrossrefGoogle Scholar
(2008) Explicit form-focused instruction and second language acquisition. In B. Spolsky & F. M. Hult, The Handbook of Educational Linguistics. Malden MA: Blackwell.Google Scholar
Ellis, R., Basturkmen, H., & Loewen, S.
(2002) Doing focus-on-form. System, 30, 419–432. CrossrefGoogle Scholar
Eskildsen, S.W.
(2009) Constructing another language – Usage-based linguistics in second language acquisition. Applied Linguistics, 30(3), 335–357. CrossrefGoogle Scholar
Fahmy, M.M.
(2013) The Effect of Dynamic Assessment on Adult Learners of Arabic: A Mixed-Method Study at the Defense Language Institute Foreign Language Center. Unpublished Doctoral Dissertation, University of San Francisco.Google Scholar
Farrokhi, F.
(2007) Teachers’ stated beliefs about corrective feedback in relation to their practices in EFL classes. Research on Foreign Languages journal of Faculty of Letters and Humanities, 49, 91–131.Google Scholar
Ferris, D.
(2011) Treatment of Error in Second Language Student Writing. Ann Arbor, MI: University of Michigan Press. CrossrefGoogle Scholar
Fillmore, C.J.
(1992) Corpus linguistics or computer-aided armchair linguistics. In J. Svartvik (Ed.), Directions in Corpus Linguistics. Proceedings of Nobel Symposium (Vol. 82, pp. 35–60). Berlin: De Gruyter.Google Scholar
Firth, A., & Wagner, J.
(1997) On discourse, communication, and (some) fundamental concepts in SLA research. The Modern Language Journal, 81, 285–300. CrossrefGoogle Scholar
Flowerdew, L.
(2012) Corpora in Language Education. New York, NY: Palgrave Macmillan. CrossrefGoogle Scholar
Foreign Language Educators of New Jersey
(2013) Thematically Organized Assessment Tasks. Retrieved from http://​flenj​.org​/CAPS​/toas​.shtml
Fotos, S.
(1993) Consciousness raising and noticing through focus on form: Grammar task performance versus formal instruction. Applied Linguistics, 14, 385–407. CrossrefGoogle Scholar
Fotos, S.
(1994) Integrating grammar instruction and communicative language use through grammar consciousness‐raising tasks. TESOL Quarterly, 28(2), 323–351. CrossrefGoogle Scholar
(2002) Structure-based interactive tasks for the EFL grammar learner. In E. Hinkel & S. Fotos (Eds.), New Perspectives on Grammar Teaching in Second Language Classrooms (pp.135–154). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Fotos, S., & Ellis, R.
(1991) Communicating about grammar: A task‐based approach. TESOL Quarterly, 25(4), 605–628. CrossrefGoogle Scholar
Fotos, S. & Nassaji, H.
(Eds.) (2007) Form-Focused Instruction and Teacher Education: Studies in Honour of Rod Ellis. Oxford: Oxford University Press.Google Scholar
Francis, G.
(1993) A corpus-driven approach to grammar: Principles, methods and examples. In M. Baker, G. Francis, & E. Tognini-Bonelli (Eds.), Text and Technology: In Honour of John Sinclair (pp. 137–156). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Francis, G., & Sinclair, J.
(1994) ‘I bet he drinks Carling Black Label’: A riposte to Owen on corpus grammar. Applied Linguistics, 15(2), 190–202. CrossrefGoogle Scholar
Franco, S.
(2013) Thematically Organized Assessment: German. In Foreign Language Educators of New Jersey, Thematically Organized Assessment Tasks . Retrieved from http://​flenj​.org​/CAPS​/toas​.shtml
Fries, C.
(1940a) American English Grammar. New York, NY: Appleton Century Crofts.Google Scholar
(1940b) English Word Lists: A Study of Their Adaptability for Instruction. Washington, DC: American Council on Education.Google Scholar
(1955) American linguistics and the teaching of English. Language Learning, 6, 1–22. CrossrefGoogle Scholar
Fries, P.
(2010) Charles C. Fries, linguistics and corpus linguistics. ICAME Journal, 34, 89–119.Google Scholar
Gardner, D., & Davies, M.
(2007) Pointing out frequent phrasal verbs: A corpus-based analysis. TESOL Quarterly, 41, 339–359. CrossrefGoogle Scholar
Gas, S.
(1979) Language transfer and universal grammatical relations. Language Learning, 29, 327–344. CrossrefGoogle Scholar
Gass, S.
(1982) From theory to practice. In M. Hines & W. Rutherford (Eds.), On TESOL ’81: Selected Papers of the Fifteenth Annual Conference of Teachers of English to Speakers of Other Languages (pp. 129–139). Washington, DC: TESOL.Google Scholar
Goldschneider, J. M., & DeKeyser, R.M.
(2001) Explaining the “natural order of L2 morpheme acquisition” in English: A meta-analysis of multiple determinants. Language Learning, 51, 1–50. CrossrefGoogle Scholar
Goo, J., & Mackey, A.
(2013) The case against the case against recasts. Studies in Second Language Acquisition. 35, 127–165. CrossrefGoogle Scholar
Granger, S.
(2012) How to use foreign and second language learner corpora. In A. Mackey & S. Gass (Eds.), Research Methods in Second Language Acquisition: A Practical Guide. Oxford: Wiley-Blackwell.Google Scholar
(Ed.) (2014) Learner English on Computer. New York, NY: Routledge.Google Scholar
Granger, S., Hung, J., & Petch-Tyson, S.
(Eds.) (2002) Computer Learner Corpora, Second Language Acquisition and Foreign Language Teaching. Amsterdam: John Benjamins. CrossrefGoogle Scholar
Grant, L., & Bauer, L.
(2004) Criteria for re-defining idioms: Are we barking up the wrong tree? Applied Linguistics, 25, 38–61. CrossrefGoogle Scholar
Green, A. B., & Weir, C.J.
(2004) Can placement tests inform instructional decisions? Language Testing, 21, 467–494. CrossrefGoogle Scholar
Halliday, M.A.K.
(1977) Language as Social Semiotic: The Social Interpretation of Language and Meaning. Baltimore, MD: University Park Press.Google Scholar
Han, Z.
(2002) A study of the impact of recasts on tense consistency in L2 output. TESOL Quarterly, 36(4), 543–72. CrossrefGoogle Scholar
Han, Z. & Tarone, E.
(Eds.) (2014) Interlanguage: Forty Years Later. Amsterdam: John Benjamins. CrossrefGoogle Scholar
Harris, T.
(2001) Linguistics in applied linguistics: A historical overview. Journal of English Studies, 3(2), 99–114.Google Scholar
Hudson, G.
(2000) Essential Introductory Linguistics. Malden, MA: Blackwell.Google Scholar
Hulstijn, J., & Schmidt, R.Organizers) (
. (March, 2013) Cognitive and Social Approaches in Applied Linguistics. Colloquium presented at the American Association of Applied Linguistics, Dallas, TX.Google Scholar
Hunston, S.
(2002) Corpora in Applied Linguistics. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Hunston, S., & Francis, G.
(1998) Verbs observed: A corpus-driven pedagogic grammar. Applied Linguistics, 19(1), 45–72. CrossrefGoogle Scholar
Hymes, D.H.
(1972) On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269–293). New York, NY: Penguin Books.Google Scholar
Iwashita, N.
(2003) Negative feedback and positive evidence in task-based interaction. Studies in Second Language Acquisition, 25, 1–36. CrossrefGoogle Scholar
Izumi, S.
(2003) Comprehension and production processes in second language learning: In search of the psycholinguistic rationale of the output hypothesis. Applied Linguistics, 24, 168–96. CrossrefGoogle Scholar
(2007) Universals, methodology, and instructional intervention on relative clauses. Studies in Second Language Acquisition, 29, 351–359. CrossrefGoogle Scholar
Jenkins, J.
(2006) Points of view and blind spots: ELF and SLA. International Journal of Applied Linguistics, 16, 137–162. CrossrefGoogle Scholar
Johnson, K.E.
(2006) The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40, 235–257. CrossrefGoogle Scholar
Johnson, J. S., & Newport, E.L.
(1989) Critical period effects in second Language: The influence of maturational state on the acquisition of English as a second language, Cognitive Psychology, 21, 60–99. CrossrefGoogle Scholar
Keck, C.
(2013) Corpus Linguistics in Language Teaching. In Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Blackwell Publishing. Crossref.Google Scholar
Keck, C., & Ortega, L.
. (October, 2013) Deficit views of language learners in applied linguistics discourse: A corpus-based critical discourse analysis. Paper presented at the Second Language Research Forum, Provo, UT.
Keck, C., Iberri-Shea, G., Tracy-Ventura, N., & Wa-Mbaleka, S.
(2006) Investigating the empirical link between task-based interaction and acquisition: A quantitative meta-analysis. In J. M. Norris & L. Ortega (Eds.), Synthesizing Research on Language Learning and Teaching (pp. 91–131). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Keenan, E. L., & Comrie, B.
(1977) Noun phrase accessibility and universal grammar. Linguistic inquiry, 8(1), 63–99.Google Scholar
Kennedy, G.
(1998) An Introduction to Corpus Linguistics. New York, NY: Longman.Google Scholar
Kim, Y.
(2012) Task complexity, learning opportunities and Korean EFL learners’ question development. Studies in Second Language Acquisition, 34, 627–658. CrossrefGoogle Scholar
(2013) Effects of pretask modelling on attention to form and question development. TESOL Quarterly, 47, 8–35. CrossrefGoogle Scholar
Kim, Y., & McDonough, K.
(2011) Using pretask modeling to encourage collaborative learning opportunities, Language Teaching Research,15(2), 1–17. CrossrefGoogle Scholar
Kim, Y., & Tracy-Ventura, N.
(2011) Task complexity, language anxiety and the development of past tense. In P. Robinson (Ed.), Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance (pp. 287–306). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Kramsch, C.
(2000) Second language acquisition, applied linguistics and the teaching of foreign languages. The Modern Language Journal, 84(3), 311–326. CrossrefGoogle Scholar
Krashen, S.
(1982) Principles and Practice in Second language Acquisition. Oxford: Pergamon. Retrieved from http://​www​.sdkrashen​.com/Google Scholar
Lantolf, J., & Poehner, M.
(2004) Dynamic Assessment in the Language Classroom. (CALPER Professional Development Document CPDD-0411). University Park, PA: The Pennsylvania State University, Center for Advanced Language Proficiency Education and Research.Google Scholar
Lantolf, J., & Thorne, S.
(2007) Sociocultural theory and second language learning. In B. VanPatten & J. Williams (Eds.), Theories in Second Language Acquisition: An Introduction (pp. 197–220). New York, NY: Routledge.Google Scholar
Larsen-Freeman, D.
(1997) Chaos/complexity science and second language acquisition. Applied Linguistics, 18, 141–165. CrossrefGoogle Scholar
(2003) Teaching Language: From Grammar to Grammaring. Boston, MA: Heinle.Google Scholar
(2006) The emergence of complexity, fluency, and accuracy in the oral and written production of five Chinese learners of English. Applied Linguistics, 27, 590–619. CrossrefGoogle Scholar
Larsen-Freeman, D., & Long, M.
(1991) An Introduction to Second Language Acquisition Research. London: Longman.Google Scholar
Lewis, M.
(1993) The Lexical Approach. Hove, UK: Language Teaching Publications.Google Scholar
Li, S.
(2010) The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning, 60, 309–365. CrossrefGoogle Scholar
Lightbown, P.M.
(2013) Learner readiness. In C. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Hoboken, NJ: Wiley-Blackwell.Google Scholar
Lightbown, P. M., & Spada, N.
(2013) How Languages are Learned (4th ed.). Oxford: Oxford University Press.Google Scholar
Linn, R. & Gronlund, N.
(2000) Measurement and Assessment in Teaching. (8th ed.). London: Prentice Hall.Google Scholar
Liu, D.
(2011) The most frequently used English phrasal verbs in American and British English: A multicorpus examination. TESOL Quarterly, 45, 661–688. CrossrefGoogle Scholar
Loewen, S.
(2005) Incidental focus on form and second language learning. Studies in Second Language Acquisition, 27, 361–386. CrossrefGoogle Scholar
Loewen, S., & Nabei, T.
(2007) Measuring the effects of oral corrective feedback on L2 knowledge. In A. Mackey (Ed.), Conversational Interaction in Second Language Acquisition: A Collection of Empirical Studies (pp. 361–377). Oxford: Oxford University Press.Google Scholar
Long, M.H.
(1980) Input, interaction, and second language acquisition. Unpublished doctoral dissertation. University of California, Los Angeles.
(1985) Input and second language acquisition theory. In S. M. Gass & C. G. Madden (Eds.), Input in Second Language Acquisition (pp. 377–393). Rowley, MA: Newbury House.Google Scholar
(1991) Focus on form: A design feature in language teaching methodology. Foreign Language Research in Cross-cultural Perspective, 2, 39–52. CrossrefGoogle Scholar
(1996) The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of Second Language Acquisition (pp. 413–468). New York, NY: Academic Press.Google Scholar
(Ed.) (2005) Second Language Needs Analysis. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
(2007) Problems in SLA. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Long, M.
(2015) Second language acquisition and task-based language teaching. Malden, MA: Wiley Blackwell.Google Scholar
Long, M. & Robinson, P.
(1998) Focus on form: Theory, research, and practice. In C. Doughty & J. Williams (Eds.), Focus on Form in Classroom Second Language Acquisition (pp. 15–41). Cambridge: Cambridge University Press.Google Scholar
Loschky, L. & Bley-Vroman, R.
(1993) Grammar and task-based methodology. In G. Crookes & S. Gass (Eds.), Tasks and Language Learning (pp. 123–167). Clevedon, UK: Multilingual Matters.Google Scholar
Lyster, R.
(1998a) Recasts, repetition, and ambiguity in L2 classroom discourse. Studies in Second Language Discourse, 20, 51–81. CrossrefGoogle Scholar
(1998b) Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms. Language Learning, 48, 183–218. CrossrefGoogle Scholar
Lyster, R., & Ranta, L.
(1997) Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 20, 37–66.Google Scholar
(2013) Counterpoint piece: The case for variety in corrective feedback research. Studies in Second Language Acquisition, 35, 167–184. CrossrefGoogle Scholar
Mackey, A.
(1999) Input, interaction, and second language development: An empirical study of question formation in ESL. Studies in Second Language Acquisition, 21, 557–587. CrossrefGoogle Scholar
(2006) Feedback, noticing and second language development: An empirical study of L2 classroom interaction. Applied Linguistics, 27, 405–430. CrossrefGoogle Scholar
(2012) Input, interaction and corrective feedback in L2 classrooms. Oxford: Oxford University Press.Google Scholar
Mackey, A., Gass, S., & McDonough, K.
(2000) How do learners perceive interactional feedback? Studies in Second Language Acquisition, 22, 471–497. CrossrefGoogle Scholar
Mackey, A., & Goo, J.
(2007) Interaction research in SLA: A meta-analysis and research synthesis. In A. Mackey (Ed.), Conversational Interaction in Second Language Acquisition: A Series of Empirical Studies (pp. 407–453). Oxford: Oxford University Press.Google Scholar
Mackey, A., & Philp, J.
(1998) Conversational interaction and second language development: Recasts, responses, and red herrings? The Modern Language Journal, 82, 338–356. CrossrefGoogle Scholar
Martinez, R., & Schmitt, N.
(2012) A phrasal expressions list. Applied Linguistics, 33, 299–320. CrossrefGoogle Scholar
Matthiessen, Christian M.I.M., & Halliday, M.A.K.
(1997) Systemic Functional Grammar: A first Step into the Theory. Macquarie University. Retrieved from http://​web​.uam​.es​/departamentos​/filoyletras​/filoinglesa​/Courses​/LFC​-SFL​/FirstStep​.htmlGoogle Scholar
McCarthy, M.
(2008) Accessing and interpreting corpus information in the teacher education context. Language Teaching, 41, 563–574. CrossrefGoogle Scholar
McDonough, K.
(2005) Identifying the impact of negative feedback and learners’ responses on ESL question development. Studies in Second Language Acquisition, 27, 79–103. CrossrefGoogle Scholar
McDonough, K., & Mackey, A.
(2006) Responses to recasts: Repetitions, primed production, and linguistic development. Language Learning, 56, 693–720. CrossrefGoogle Scholar
(2008) Syntactic priming and ESL question development. Studies in Second Language Acquisition, 30, 31–47 CrossrefGoogle Scholar
Meunier, F., & Gouverneur, C.
(2009) New types of corpora for new educational challenges. In K. Aijmer (Ed.), Corpora and Language Teaching (pp. 179–201). Amsterdam: John Benjamins. CrossrefGoogle Scholar
McLaughlin, B.
(1990) Restructuring. Applied linguistics, 11(2), 113–128. CrossrefGoogle Scholar
Mindt, D.
(1997) Complementary distribution, gradience and overlap in corpora and in ELT: Analysing and teaching the progressive. Language and Computers, 19, 227–238.Google Scholar
Mitchell, R., Myles, F., & Marsden, E.
(2013) Second Language Learning Theories. (3rd ed.). New York, NY: Routledge.Google Scholar
Mochizuki, N., & Ortega, L.
(2008) Balancing communication and grammar in beginning-level foreign language classrooms: A study of guided planning and relativization. Language Teaching Research, 12, 11–37. CrossrefGoogle Scholar
Muranoi, H.
(2000) Focus on form through interaction enhancement: Integrating formal instruction into a communicative task in EFL classrooms. Language Learning, 50, 617–673. CrossrefGoogle Scholar
Nassaji, H.
(2009) The effects of recasts and elicitations in dyadic interaction and the role of feedback explicitness. Language Learning, 59, 411–452. CrossrefGoogle Scholar
Nassaji, H., & Fotos, S.
(2004) Current developments in research on the teaching of grammar. Annual Review of Applied Linguistics, 24, 126–145. CrossrefGoogle Scholar
(2011) Teaching Grammar in Second Language Classrooms: Integrating Form-Focused Instruction in Communicative Context. London: Routledge.Google Scholar
Nattinger, J. R., & DeCarrico, J.S.
(1992) Lexical Phrases and Language Teaching. Oxford: Oxford University Press.Google Scholar
Nguyen, X.
(2009) Form-Focused Task. Unpublished manuscript submitted for ENG 653, San Francisco State University.Google Scholar
Nicholas, H., Lightbown, P. M., & Spada, N.
(2001) Recasts as feedback to language learners. Language Learning, 51, 719–758. CrossrefGoogle Scholar
Norris, J.M.
(2009) Task-based teaching and testing. In M. Long & C. Doughty (Eds.), Handbook of Language Teaching (pp. 578–594). Malden, MA: Blackwell. CrossrefGoogle Scholar
Norris, J. M., Brown, J. D., Hudson, T. D., & Bonk, W.
(2002) Examinee abilities and task difficulty in task-based second language performance assessment. Language Testing, 19, 395–418. CrossrefGoogle Scholar
Norris, J. M., & Ortega, L.
(2000) Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50, 417–528. CrossrefGoogle Scholar
Odlin, T.
. (Ed.) (1994) Perspectives on Pedagogical Grammar. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
O’Keeffe, A., & Farr, F.
(2003) Using language corpora in initial teacher education: Pedagogic issues and practical applications. TESOL Quarterly, 37, 389–418. CrossrefGoogle Scholar
O’Keeffe, A., McCarthy, M., & Carter, R.
(2007) From Corpus to Classroom: Language Use and Language Teaching. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Ohta, A.S.
(2000) Rethinking interaction in SLA: Developmentally appropriate assistance in the zone of proximal development and the acquisition of L2 grammar. In J. P. Lantolf (Ed.), Sociocultural Theory and Second Language Learning (pp. 51–78). Oxford: Oxford University Press.Google Scholar
(2005) Interlanguage pragmatics in the zone of proximal development. System, 33(3), 503–517. CrossrefGoogle Scholar
Ortega, L.
(2003) Doctoral Seminar in SLA: Innovative Research On Pedagogical Grammar. Course syllabus. Course syllabus for ENG 703, English Department, Northern Arizona University.
(2009) Understanding Second Language Acquisition. London: Hodder Education.Google Scholar
. (March, 2010) The bilingual turn in SLA. Plenary talk presented at the American Association of Applied Linguistics, Atlanta, GA.
(2013) Ways forward for a bi/multilingual turn for SLA. In S. May (Ed.), The Multilingual Turn: Implications for SLA, TESOL, and Bilingual Education (pp. 32–52). London: Routledge.Google Scholar
Ozeki, H., & Shirai, Y.
(2007) Does the noun phrase accessibility hierarchy predict the difficulty order in the acquisition of Japanese relative clauses? Studies in Second Language Acquisition, 29, 169–196. CrossrefGoogle Scholar
Panova, I., & Lyster, R.
(2002) Patterns of corrective feedback and uptake in an adult ESL classroom. TESOL Quarterly, 36, 573–595. CrossrefGoogle Scholar
Pavesi, M.
(1986) Markedness, discoursal modes, and relative clause formation in a formal and an informal context. Studies in Second Language Acquisition, 8, 38–55. CrossrefGoogle Scholar
Philp, J.
(2003) Constraints on “noticing the gap”: Nonnative speakers’ noticing of recasts in NS-NNS interaction. Studies in Second Language Acquisition, 25, 99–126. CrossrefGoogle Scholar
Pica, T.
(2005) Classroom learning, teaching, and research: A task-based perspective. Modern Language Journal, 89, 339–352. CrossrefGoogle Scholar
Pica, T., Kanagy, R., & Falodun, J.
(1993) Choosing and using communication tasks for second language instruction and research. In G. Crookes & S. Gass (Eds.), Tasks and Language Learning: Integrating Theory and Practice (pp. 9–34). Clevedon, UK: Multilingual Matters.Google Scholar
Pienemann, M.
(1984) Psychological constraints on the teachability of languages. Studies in Second Language Acquisition, 6, 186–214. CrossrefGoogle Scholar
(1998). Language Processing and Second Language Development: Processability Theory. Amsterdam: John Benjamins. CrossrefGoogle Scholar
(Ed.) (2005) Cross-linguistic Aspects of Processability Theory. Amsterdam: John Benjamins. CrossrefGoogle Scholar
(2013)  Processability theory and teachability . In C. Chapelle (Ed.), Encyclopedia of Applied Linguistics. Hoboken, NJ: Wiley-Blackwell.Google Scholar
Poehner, M.E.
(2005) Dynamic Assessment of Oral Proficiency among Advanced L2 Learners of French. Unpublished Doctoral dissertation, The Pennsylvania State University.Google Scholar
Poehner, M. E., & Lantolf, J.P.
(2005) Dynamic assessment in the language classroom. Language Teaching Research, 9, 233–265. CrossrefGoogle Scholar
Purpura, J.
(2004) Assessing Grammar. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Reppen, R.
(2010) Using Corpora in the Language Classroom. Cambridge: Cambridge University Press.Google Scholar
Rivers, W.M.
(1981) Teaching Foreign-language Skills. Chicago IL: University of Chicago Press.Google Scholar
Robinson, P.
(2001a) Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA. In P. Robinson (Ed.), Cognition and Second Language Instruction (pp. 287–318). Cambridge: Cambridge University Press. CrossrefGoogle Scholar
(2001b) Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics, 22(1), 27–57. CrossrefGoogle Scholar
(2003) The cognition hypothesis, task design, and adult task-based language learning. Second Language Studies, 21(2), 45–105.Google Scholar
(2005) Cognitive complexity and task sequencing: Studies in a componential framework for second language task design. International Review of Applied Linguistics in Language Teaching, 43, 1–32. CrossrefGoogle Scholar
(2007a) Criteria for classifying and sequencing pedagogic tasks. In M.D el Pilar García Mayo (Ed.), Investigating Tasks in Formal Language Learning (pp. 7–26). Clevedon, UK: Multilingual Matters.Google Scholar
(2007b) Task complexity, theory of mind, and intentional reasoning: Effects on L2 speech production, interaction, uptake and perceptions of task difficulty. International Review of Applied Linguistics in Language Teaching, 45, 193–213. CrossrefGoogle Scholar
(2011a) Task‐based language learning: A review of issues. Language Learning, 61, 1–36. CrossrefGoogle Scholar
(2011b) Second language task complexity, the cognition hypothesis, language learning, and performance. In P. Robinson (Ed.), Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance (pp. 3–38). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Robinson, P., & Ellis, N.C.
(2008) An introduction to cognitive linguistics, second language acquisition, and language instruction. In P. Robinson & N. C. Ellis (Eds.), Handbook of Cognitive Linguistics and Second Language Acquisition (pp. 2–24). New York, NY: Routledge.Google Scholar
Robinson, P., & Gilabert, R.
(2007) Task complexity, the cognition hypothesis and second language learning and performance. International Review of Applied Linguistics, 45, 161–176. CrossrefGoogle Scholar
Römer, U.
(2005) Progressives, Patterns, Pedagogy: A Corpus-driven Approach to English Progressive Forms, Functions, Contexts and Didactics. Amsterdam: John Benjamins. CrossrefGoogle Scholar
(2011) Corpus research applications in second language teaching. Annual Review of Applied Linguistics, 31, 205–225. CrossrefGoogle Scholar
Russell, J., & Spada, N.
(2006) The effectiveness of corrective feedback for the acquisition of L2 grammar: A meta-analysis of the research. In J. Norris, & L. Ortega (Eds.), Synthesizing Research on Language Learning and Teaching (pp. 133–164). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Salaberry, M.R.
(2000) Pedagogical design of computer mediated communication tasks: Learning objectives and technological capabilities. The Modern Language Journal, 84, 28–37. CrossrefGoogle Scholar
Samuda, V.
(2001) Guiding relationships between form and meaning during task performance. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching Pedagogic Tasks: Second Language Learning, Teaching, and Testing. New York, NY: Pearson Longman.Google Scholar
Savignon, S.J.
(1972) Communicative Competence: An Experiment in Foreign-language Teaching. Philadelphia, PA: Center for Curriculum Development.Google Scholar
Sauro, S.
(2009) Computer-mediated corrective feedback and the development of L2 grammar. Language Learning & Technology, 13, 96–120.Google Scholar
Saxton, M.
(2010) Child Language: Acquisition and Development. Thousand Oaks, CA: Sage.Google Scholar
Schmidt, R.
(1983) Interaction, acculturation and the acquisition of communicative competence. In N. Wolfson & E. Judd (Eds.), Sociolinguistics and Language Acquisition (pp. 137–174). Rowley, MA: Newbury House.Google Scholar
(1995) Consciousness and foreign language learning: A tutorial on attention and awareness in learning. In R. Schmidt (Ed.), Attention and Awareness in Foreign Language Learning (pp. 1–63). Honolulu, HI: University of Hawai`i, National Foreign Language Resource Center.Google Scholar
Schmidt, R.W.
(1990) The role of consciousness in second language learning. Applied linguistics, 11, 129–158. CrossrefGoogle Scholar
Schmidt, R., & Frota, S.
(1986) 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 (pp. 237–326). Rowley, MA: Newbury House.Google Scholar
Searle, J.
. (June 29 1972) Chomsky’s revolution in linguistics. The New York Times. Retrieved from: http://​www​.nybooks​.com​/articles​/archives​/1972​/jun​/29​/a​-special​-supplement​-chomskys​-revolution​-in​-lingui/Google Scholar
Seidlhofer, B.
(2001) Closing a conceptual gap: The case for a description of English as a lingua franca. International Journal of Applied Linguistics, 1, 133–158. CrossrefGoogle Scholar
Selinker, L.
(1972) Interlanguage. International Review of Applied Linguistics in Language Teaching, 10, 209–231. CrossrefGoogle Scholar
Sheen, Y.
(2004) Corrective feedback and learner uptake in communicative classrooms across instructional settings. Language Teaching Research, 8, 263–300. CrossrefGoogle Scholar
(2008) Recasts, language anxiety, modified output and L2 learning. Language Learning, 58, 835–874. CrossrefGoogle Scholar
Shohamy, E., & Inbar, O.
(2006) Assessment of Advanced Language Proficiency: Why Performance-Based Tasks? (CALPER Professional Development Document 0605). University Park, PA: The Pennsylvania State University, CALPER.
Shuck, G.
(2006) Racializing the nonnative English speaker. Journal of Language, Identity, & Education, 5, 259–276. CrossrefGoogle Scholar
Simpson, R., & Mendis, D.
(2003) A corpus-based study of idioms in academic speech. TESOL Quarterly, 37, 419–441. CrossrefGoogle Scholar
Sinclair, J.M.
(Ed.) (1987) Looking Up: An Account of the COBUILD Project in Lexical Computing. London: Collins.Google Scholar
(1991) Corpus, Concordance, Collocation. Oxford: Oxford University Press.Google Scholar
(Ed.) (2004) How to Use Corpora in Language Teaching. Amsterdam: John Benjamins. CrossrefGoogle Scholar
Skehan, P.
(1998) A Cognitive Approach to Language Learning. Oxford: Oxford University Press.Google Scholar
Skehan, P., & Foster, P.
(2001) Cognition and tasks. In P. Robinson (Ed.), Cognition and Second Language Instruction (pp. 183–205). Cambridge, UK: Cambridge University Press. CrossrefGoogle Scholar
Skehan, P.
(2003) Task-based instruction. Language Teaching, 36, 1–14. Crossref.Google Scholar
Skehan, P., & Foster, P.
(1999) The influence of task structure and processing conditions on narrative retellings. Language Learning, 49, 93–120. CrossrefGoogle Scholar
Spada, N.
(1997) Second language classroom research: Some answers…. more questions. TESL Ontario Newsletter, Fall, 1997.Google Scholar
Spada, N., & Lightbown, P.M.
(2008) Form focused instruction: Isolated or integrated? TESOL Quarterly, 42, 181–207. CrossrefGoogle Scholar
Swain, M.
(1985) Communicative competence: Some roles of comprehensible input and comprehensible output in its development. Input in Second Language Acquisition, 15, 165–179.Google Scholar
(2000) The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural Theory and Second Language Learning (pp. 97–114). Oxford: Oxford University Press.Google Scholar
Swain, M., & Lapkin, S.
(1989) Canadian immersion and adult second language teaching: What’s the connection? The Modern Language Journal, 73, 150–159. CrossrefGoogle Scholar
(1998) Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal, 82, 320–337. CrossrefGoogle Scholar
(2001) Focus on form through collaborative dialogue: Exploring task effects. In M. Bygate, P. Skehan & M. Swain (Eds.), Researching Pedagogic Tasks: Second Language Learning, Teaching and Testing. Harlow, UK: Longman.Google Scholar
Tarone, E.
(1979) Interlanguage as chameleon, Language Learning, 29, 181–191. CrossrefGoogle Scholar
(1985) Variability in interlanguage use: A study of style-shifting in morphology and syntax. Language Learning, 35, 373–403. CrossrefGoogle Scholar
Tarone, E., & Bigelow, M.
(2005) Impact of literacy on oral language processing: Implications for second language acquisition research. Annual Review of Applied Linguistics, 25, 77–97. CrossrefGoogle Scholar
(2007) Alphabetic print literacy and processing of oral corrective feedback in L2 interaction. In A. Mackey (Ed.), Conversational Interaction in Second Language Acquisition: A Series of Empirical Studies (pp. 101–121). Oxford: Oxford University Press.Google Scholar
Tarone, E., Bigelow, M. & Hansen, K.
(2009) Literacy and Second Language Oracy. Oxford: Oxford University Press.Google Scholar
Tarone, E., & Parrish, B.
(1988) Task-related variation in interlanguage: The case of articles. Language Learning, 35, 373–403. CrossrefGoogle Scholar
Taylor, L. K., Bernhard, J. K., Garg, S., & Cummins, J.
(2008) Affirming plural belonging: Building on students’ family-based cultural and linguistic capital through multiliteracies pedagogy. Journal of Early Childhood Literacy, 8, 269–294. CrossrefGoogle Scholar
Tomasello, M.
(2009) Constructing a Language: A Usage-based Theory of Language Acquisition. Cambridge, MA: Harvard University Press.Google Scholar
Tyler, A.
(2010) Usage-based approaches to language and their applications to second language learning. Annual Review of Applied Linguistics, 30, 270–291. CrossrefGoogle Scholar
Van Ek, J.A.
(1976) Significance of the threshold level in the early teaching of modern languages. Bulletin of the Council of Europe. http://​www​.eric​.ed​.gov​/contentdelivery​/servlet​/ERICServlet​?accno​=ED131700Google Scholar
Vatz, K., Tare, M., Jackson, S. R., & Doughty, C.I.
(2013) Aptitude-treatment interaction studies in second language acquisition. In G. Granena, & M. Long (Eds.), Sensitive Periods, Language Aptitude, and Ultimate L2 Attainment (pp. 273–291). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Vygotsky, L.S.
(1978) Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.Google Scholar
Wang, W.
(2003) How is pedagogical grammar defined in current TESOL training practice? TESL Canada Journal, 21, 64–78. CrossrefGoogle Scholar
West, M., & West, M.P.
(Eds.) (1953) A General Service List of English Words: With Semantic Frequencies and a Supplementary Word-list for the Writing of Popular Science and Technology. London: Addison-Wesley Longman.Google Scholar
White, L.
(1989) Universal Grammar and Second Language Acquisition. Amsterdam: John Benjamins. CrossrefGoogle Scholar
(2003) Second Language Acquisition and Universal Grammar. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Whong, M., Gil, K. H., & Marsden, H.
(Eds.) (2013) Universal Grammar and the Second Language Classroom. Dordrecht: Springer. CrossrefGoogle Scholar
Wilkins, D.A.
(1976) Notional Syllabuses. Oxford: Oxford University Press.Google Scholar
Wray, A.
(1998) Protolanguage as a holistic system for social interaction. Language & Communication 18, 47–67. CrossrefGoogle Scholar
Wray, A., & Perkins, M.R.
(2000) The functions of formulaic language: An integrated model. Language & Communication, 20, 1–28. CrossrefGoogle Scholar
Wulff, S., Ellis, N. C., Römer, U., Bardovi-Harlig, K., & Leblanc, C.J.
(2009) The acquisition of tense–aspect: Converging evidence from corpora and telicity ratings. The Modern Language Journal, 93, 354–369. CrossrefGoogle Scholar
Yoshimi, D.R.
(2001) Explicit instruction and JFL learners’ use of interactional discourse markers. In K. R. Rose & G. Kasper (Eds.), Pragmatics in Language Teaching (pp. 223–244). Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Yule, G.
(2006) Explaining English Grammar. Oxford: Oxford University Press.Google Scholar
Zobl, H.
(1983) Markedness and the projection problem. Language Learning, 33, 293–313. CrossrefGoogle Scholar
Cited by

Cited by other publications

Byrnes, Heidi
2018.  In The Handbook of Advanced Proficiency in Second Language Acquisition, ► pp. 131 ff. Crossref logo
Corrales, Kathleen A., Erica Ferrer Ariza & Lourdes Rey Paba
2019.  In Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom [Advances in Educational Technologies and Instructional Design, ], ► pp. 181 ff. Crossref logo
Kosheleva, I. N.
2018. ENGLISH GRAMMAR TEACHING ENHANCEMENT: FROM RULES TO REASON-BASED APPROACH. Bulletin of Kemerovo State University :1 ► pp. 201 ff. Crossref logo
Minas, Edith Christina
2020. The affordances theory in teaching and learning African first additional languages: A case for task-based language teaching. Southern African Linguistics and Applied Language Studies 38:1 ► pp. 1 ff. Crossref logo
Rankin, Tom & Melinda Whong
2020.  In Grammar, Crossref logo
Schaeffer-Lacroix, Eva
2016. Talking about German verb particles identified in concordance lines – from spontaneous to expert-like metatalk. Language Awareness 25:1-2 ► pp. 127 ff. Crossref logo
Skalicky, Stephen & Victoria Chen
2020. Forward and backward transfer of sentence processing cues in English and Mandarin Chinese: A call for approximate replication of Liu, Bates, and Li (1992) and Su (2001). Language Teaching ► pp. 1 ff. Crossref logo
Su, Hang
2020. Patterns, local grammars, and the design of English teaching materials1. ELT Journal 74:1 ► pp. 73 ff. Crossref logo
Verity, Deryn P.
2018.  In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff. Crossref logo

This list is based on CrossRef data as of 27 december 2020. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects

Linguistics

Applied linguistics
Language teaching
Language acquisition
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: FOR000000 – FOREIGN LANGUAGE STUDY / General
U.S. Library of Congress Control Number:  2014030019 | Marc record