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