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Bibliography: Research on
Second Language Acquisition

Allwright, D., & Hanks, J. (2009). The developing language learner: An introduction to exploratory practice. London: Palgrave Macmillan.

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives. New York: Longman.

Barnes-Karol, B. & Broner, M. (2010). Using images as springboards to teach cultural perspectives in light of the ideals of the MLA report. Foreign Language Annals, 43(3), 422-445.

Beebe, L. (1983). Risk-taking and the language learner. In H. Seliger and M. Long (eds.), Classroom Oriented Research in Second Language Acquisition. Rowley, MA: Newbury House.

Biber, D. (2006). University language: A corpus-based study of spoken and written registers. Amsterdam: John Benjamins Publishing Company

Brown, G. & Yule, G. (1983). Teaching the Spoken Language. Cambridge: Cambridge University Press.

Corder, S. P. (1967). The significance of learners' errors. International Review of Applied Linguistics, 5, 160-170.

Corder, S. P. (1975). Error analysis. In J. P. B. Allen & S. P. Corder (Eds.), Papers in applied linguistics, The Edinburgh course in applied linguistics, vol. 3: Techniques in applied linguistics. Oxford: Oxford University Press.

Corder, S. P. (1981). Error analysis and interlanguage. Oxford: Oxford University Press.

Cummins, J. (1981) The role of primary language development in promoting educational success for language minority students.  In California State Department of Education (Ed.), Schooling and language minority students: A theoretical framework. Los Angeles: California State University Evaluation, Dissemination and Assessment Center.

Cummins, J. (2000) Putting language proficiency in its place: Responding to critiques of the conversational/academic language distinction. In J. Cenoz & U. Jessner (Eds.), English in Europe: The acquisition of a third language. Clevedon: Multilingual Matters.

Donato, R. (1994). Collective scaffolding in second language learning. In J. Lantolf & G. Appel (Eds.), Vygotskyian approaches to second language acquisition. Norwood, NJ: Ablex.

Dornyei, Z. (2006). Individual differences in second language acquisition. AILA Review, 19, 42-68.

Doughty, C. (2001). The cognitive underpinnings of focus on form. In P. Robinson (Ed.), Cognition and second language instruction (pp. 114-138). Cambridge: Cambridge University Press.

Ellis, R. (2008). The Study of Second Language Acquisition, 2nd ed. Oxford: Oxford University Press.

Ellis, R. & Barkhuizen, G. (2005). Analysing Learner Language. Oxford: Oxford University Press.

Foster, P., Tonkyn, A,. & Wigglesworth, G. (2000). A unit for all reasons: The analysis of spoken interaction. Applied Linguistics, 21, 354-374.

Guiora, A., Beit-Hallahami, B., Brannon R., Dull, C., & Scovel, T. (1972). The effects of experimentally induced changes in ego states on pronunciation ability in a second language: An exploratory study. Comprehensive Psychiatry 13: 421-428.

Han, Z.H., & E. Tarone (Eds.) (2014). Interlanguage: Forty years later. Amsterdam: John Benjamins.

Lackstrom, J. (1981). Logical argumentation: The answer to the discussion problem in EST. In L. Selinker, E. Tarone, & V. Hanzeli (Eds.), English for academic and technical purposes: Studies in honor of Louis Trimble. Rowley, MA: Newbury House Publishers.

Lantolf, J. P. (ed.). (2000). Sociocultural Theory and Second Language Learning. Oxford: Oxford University Press.

Li, C., & Thompson, S. (1981). Mandarin Chinese: A functional reference grammar. Berkeley: University of California Press.

Lightbown, P., & Spada, N. (2013). How Languages Are Learned, 4th ed. Oxford: Oxford University Press.

Lyster, R. (2007). Learning and teaching languages through content: A counterbalanced approach. Amsterdam: John Benjamins Publishing.

Mackey, A. (Ed.) (2007). Conversational interaction in second language acquisition: A collection of empirical studies. Oxford: Oxford University Press.

Menzel, P., & Mann, C. (1994). The Material World: A Global Family Portrait. San Francisco: Sierra Club.

Montrul, S. (2014). Interlanguage, transfer and fossilization. In Z.H. Han & E. Tarone (Eds.), Interlanguage: Forty years later (pp. 75-104). Amsterdam: John Benjamins.

Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50(3), 417-528.

Ohta, A. (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.

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.

Robinson, P. (1995). Attention, memory, and the ‘noticing’ hypothesis. Language Learning 45: 283-331.

Schachter, J. (1976). An error in error analysis. Language Learning, 24, 205-214.

Schleppegrell, M. (2004). The language of schooling: A functional linguistics perspective. Mahwah, NJ: Lawrence Erlbaum Associates.

Scovel, T. (2001). Learning New Languages: A Guide to Second Language Acquisition. Boston: Heinle and Heinle.

Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics, 10, 209-241.

Skehan, P. (1989). Individual Differences in Second Language Learning. London: Edward Arnold Associates.

Swain, M. (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.

Tarone, E. (2013). Interlanguage. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Oxford, UK: Wiley-Blackwell. DOI: 10.1002/9781405198431.wbeal0561.

Tarone, E. (2006). The language classroom: A co-production of all participants. In I. Miller & S. Gieve (Eds.), Directions in Classroom Language Learning and Teaching: A festschrift for Dick Allwright (pp. 163-174). New York: Palgrave Macmillan.

Tarone, E. (2009). Equipping teachers to be language explorers: Exploring language in the classroom. In M. Andersen & A. Lazaraton (Eds.), Bridging Contexts, Making Connections: The Proceedings of the Fifth International Language Teacher Education Conference (pp. 7-29). Minneapolis: CARLA Working Papers.

Tarone, E., & Allwright, D. (2005). Second language teacher learning and student second language learning: Shaping the knowledge base. In D. J. Tedick, (Ed.), Second language teacher education: International perspectives (pp. 5-25). London: Lawrence Erlbaum Associates.

Tarone, E. & Swierzbin, B. (2009). Exploring Learner Language. Oxford: Oxford University Press.

Tarone, E. & Yule, G. (1989). Focus on the Language Learner. Oxford: Oxford University Press.

Yip, P. C. & Rimmington, D. (2004). Chinese: A comprehensive grammar. Routledge.

Yule, G. (1996). Reference and inference (Chapter 3). In Pragmatics. Oxford: Oxford University Press.

Yule, G. (1997). Referential Communication Tasks. Mahwah, NJ: Lawrence Erlbaum Associates.

Zwiers, J. (2008). Building academic language: Essential practices for content classrooms, grades 5-12. San Francisco, CA: Jossey-Bass.


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