Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd4964975-ppllx Total loading time: 0 Render date: 2023-03-29T23:45:52.574Z Has data issue: true Feature Flags: { "useRatesEcommerce": false } hasContentIssue true

Part I - Theories

Published online by Cambridge University Press:  25 June 2019

Edited by
John W. Schwieter  and
Alessandro Benati
John W. Schwieter
Affiliation:
Wilfrid Laurier University
Alessandro Benati
Affiliation:
American University of Sharjah, United Arab Emirates
Get access

Summary

The relative conformity with which (typically developing) children attain adult grammatical competence—ultimate attainment—and the similarity in developmental paths along which they progress is remarkable (e.g., Ambridge & Lieven, 2011; Clark, 2003; Guasti, 2002; Synder, 2007). This achievement is, however, so ubiquitous and mundane that we seldom marvel at it. Of course, monolingual adult grammars may also differ from one another, especially for some domains of grammar (e.g., Dąbrowska, 1997, 2012), but such variability pales in comparison to the variation in adult non-native second language (L2) grammars. Indeed, the path and outcomes of L2 acquisition can be highly variable from one individual to another, even under seemingly comparable contexts. Individual and group-level factors in adulthood that either do not apply or apply with much less consequence in young childhood conspire to explain at least some of the gamut of L2 variability.

Type
Chapter
Information
The Cambridge Handbook of Language Learning , pp. 11 - 108
Publisher: Cambridge University Press
Print publication year: 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Purchase

Buy Book

Buy print or eBook[Opens in a new window]

References

References

Abrahamsson, N., & Hyltenstam, K. (2008). The robustness of aptitude effects in near-native second language acquisition. Studies in Second Language Acquisition, 30, 481–509.
Abrahamsson, N., & Hyltenstam, K. (2009). Age of onset and nativelikeness in a second language: Listener perception versus linguistic scrutiny. Language Learning, 59, 249–306.
Alemán Bañón, J., Fiorentino, R., & Gabriele, A. (2014). Morphosyntactic processing in advanced second language (L2) learners: An event-related potential investigation of the effects of L1–L2 similarity and structural distance. Second Language Research, 30, 275–306.
Alemán Bañón, J., Miller, D., & Rothman, J. (2017). Morphological variability in second language learners: An examination of electrophysiological and production data. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43(10), 1509–1536.
Ambridge, B., & Lieven, E. (2011). Child language acquisition: Contrasting theoretical approaches. Cambridge: Cambridge University Press.
Berwick, R. C., & Chomsky, N. (2017). Why only us: Recent questions and answers. Journal of Neurolinguistics, 43, 166–177.
Berwick, R. C., Chomsky, N., & Piattelli-Palmarini, M. (2012). Poverty of the stimulus stands: Why recent challenges fail. In Piattelli-Palmarini, M. & Berwick, R. C. (eds.), Rich languages from poor inputs (pp. 19–42). Oxford: Oxford University Press.
Berwick, R. C., Pietroski, P., Yankama, B., & Chomsky, N. (2011). Poverty of the stimulus revisited. Cognitive Science, 35(7), 1207–1242.
Bley-Vroman, R. (1983). The comparative fallacy in interlanguage studies: The case of systematicity. Language Learning, 33(1), 1–17.
Bley-Vroman, R. (1989). What is the logical problem of foreign language learning? In Gass, S. M. & Schachter, J. (eds.), Linguistic perspectives on second language acquisition (pp. 1–68). Cambridge: Cambridge University Press.
Bley-Vroman, R. (2009). The evolving context of the fundamental difference hypothesis. Studies in Second Language Acquisition, 31, 175–198.
Bruhn de Garavito, J. (2011). Subject/object asymmetries in the grammar of bilingual and monolingual Spanish speakers: Evidence against connectionism. Linguistic Approaches to Bilingualism, 1(2), 111–148.
Bylund, E., Abrahamsson, N., & Hyltenstam, K. (2012). Does first language maintenance hamper nativelikeness in a second language? A study of ultimate attainment in early bilinguals. Studies in Second Language Acquisition, 34, 215–241.
Bylund, E., Hyltenstam, K., & Abrahamsson, N. (2013). Age of acquisition effects or effects of bilingualism in second language ultimate attainment? In Granena, G. & Long, M. (eds.), Sensitive periods, language aptitude, and ultimate L2 attainment (pp. 69–102). Amsterdam: John Benjamins.
Carroll, S. E. (2001). Input and evidence: The raw material of second language acquisition. Amsterdam: John Benjamins Publishing.
Chomsky, N. (1965). Aspects of the theory of syntax. Boston, MA: MIT Press.
Chomsky, N. (1981). A note on non-control PRO. Journal of Linguistic Research, 1(4), 1–11.
Chomsky, N. (1982). Some concepts and consequences of the theory of government and binding. Boston, MA: MIT Press.
Chomsky, N. (1995). The minimalist program. Cambridge, MA: MIT Press.
Chomsky, N. (2001). Derivation by phase. In Kenstowicz, M. (ed.), Ken Hale: A life in language (pp. 1–52). Cambridge, MA: MIT Press.
Clahsen, H., & Felser, C. (2006a). Grammatical processing in language learners. Applied Psycholinguistics, 27, 3–42.
Clahsen, H., & Felser, C. (2006b). How native-like is non-native language processing? TRENDS in Cognitive Sciences, 10, 564–570.
Clahsen, H., & Felser, C. (2018). Some notes on the Shallow Structure Hypothesis. Studies in Second Language Acquisition, 40(3), 693–706.
Clahsen, H., & Muysken, P. (1989). The UG paradox in L2 acquisition. Second Language Research, 5, 1–29.
Clark, E. (2003). Languages and representations. In Gentner, D. & Goldin-Meadow, S. (eds.), Language in mind (pp. 17–23). Cambridge, MA: MIT Press.
Crain, S. (2012). The emergence of meaning. Cambridge: Cambridge University Press.
Coppieters, R. (1987). Competence differences between native and near-native speakers. Language, 63, 544–573.
Coughlin, C. E., & Tremblay, A. (2013). Proficiency and working memory based explanations for nonnative speakers’ sensitivity to agreement in sentence processing. Applied Psycholinguistics, 34(3), 615–646.
Cunnings, I. (2017). Parsing and working memory in bilingual sentence processing. Bilingualism: Language and Cognition, 20(4), 659–678.
Curtiss, S. (1977). Genie: A psycholinguistic study of a modern day “wild child”. New York: Academic Press.
Dąbrowska, E. (1997). The LAD goes to school: A cautionary tale for nativists. Linguistics, 35, 735–766.
Dąbrowska, E. (2012). Different speakers, different grammars: Individual differences in native language attainment. Linguistic Approaches to Bilingualism, 2(3), 219–253.
DeKeyser, R. M. (2000). The robustness of critical period effects in second language acquisition. Studies in Second Language Acquisition, 22, 499–533.
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117–135.
Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language Learning, 53(S1), 3–32.
Dörnyei, Z. (2014). The psychology of the language learner: Individual differences in second language acquisition. London: Routledge.
Ellis, N. C. (1998). Emergentism, connectionism and language learning. Language Learning, 48, 631–664.
Felser, C., & Cunnings, I. (2012). Processing reflexives in a second language: The timing of structural and discourse-level constraints. Applied Psycholinguistics, 33(3), 571–603.
Felser, C., Cunnings, I., Batterham, C., & Clahsen, H. (2012). The timing of island effects in nonnative sentence processing. Studies in Second Language Acquisition, 34(1), 67–98.
Felser, C., Sato, M., & Bertenshaw, N. (2009). The on-line application of Binding Principle A in English as a second language. Bilingualism: Language and Cognition, 12(4), 485–502.
Fitch, W. T., & Hauser, M. D. (2004). Computational constraints on syntactic processing in a nonhuman primate. Science, 303(5656), 377–380.
Fitch, W. T., Hauser, M. D., & Chomsky, N. (2005). The evolution of the language faculty: Clarifications and implications. Cognition, 97(2), 179–210.
Foote, R. (2011). Integrated knowledge of agreement in early and late English–Spanish bilinguals. Applied Psycholinguistics, 32(1), 187–220.
Franceschina, F. (2005). Fossilized second language grammars: The acquisition of grammatical gender. Amsterdam: John Benjamins.
Friederici, A. D., Pfeifer, E., & Hahne, A. (1993). Event-related brain potentials during natural speech processing: Effects of semantic, morphological and syntactic violations. Cognitive Brain Research, 1(3), 183–192.
Fuchs, E., & Flügge, G. (2014). Adult Neuroplasticity: More Than 40 Years of Research. Neural Plasticity, 2014: 541870, 1–10.
Granena, G., & Long, M. (2013). Age of onset, length of residence, language aptitude, and ultimate L2 attainment in three linguistic domains. Second Language Research, 29(3), 311–343.
Grüter, T., & Rohde, H. (2013). L2 processing is affected by RAGE: Evidence from reference resolution. Paper presented at The 12th Conference on Generative Approaches to Second Language Acquisition (GASLA).
Grüter, T., Rohde, H., & Schafer, A. J. (2017). Coreference and discourse coherence in L2. Linguistic Approaches to Bilingualism, 7(2), 199–229.
Guasti, M. (2002). Language development: The growth of grammar. Cambridge, MA: MIT Press.
Hauser, M. D., Chomsky, N., & Fitch, W. T. (2002). The faculty of language: What is it, who has it, and how did it evolve? Science, 298(5598), 1569–1579.
Hawkins, R. (2001). The theoretical significance of Universal Grammar in second language acquisition. Second Language Research, 17(4), 345–367.
Hawkins, R., & Casillas, G. (2008). Explaining frequency of verb morphology in early L2 speech. Lingua, 118, 595–612.
Hawkins, R., & Chan, C. (1997). The partial availability of UG in second language acquisition: The Failed Functional Features Hypothesis. Second Language Research, 13, 187–226.
Hopp, H. (2013). Grammatical gender in adult L2 acquisition: Relations between lexical and syntactic variability. Second Language Research, 29, 33–56.
Jiang, N. (2004). Morphological insensitivity in second language processing. Applied Psycholinguistics, 25(4), 603–634.
Jiang, N. (2007). Selective integration of linguistic knowledge in adult second language learning. Language Learning, 57, 1–33.
Johnson, J. S. (1992). Critical period effects in second language acquisition: The effect of written versus auditory materials on the assessment of grammatical competence. Language Learning, 42(2), 217–248.
Johnson, J. S., & Newport, E. L. (1989). Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language. Cognitive Psychology, 21, 60–99.
Johnson, J. S., & Newport, E. L. (1991). Critical period effects on universal properties of language: The status of subjacency in the acquisition of a second language. Cognition, 39(3), 215–258.
Juffs, A., & Harrington, M. (1995). Parsing effects in second language sentence processing: Subject and object asymmetries in wh- extraction. Studies in second language acquisition, 17(4), 483–516.
Juffs, A., & Harrington, M. (1996). Garden path sentences and error data in second language sentence processing. Language learning, 46(2), 283–323.
Kaan, E., Harris, A., Gibson, E., & Holcomb, P. (2000). The P600 as an index of syntactic integration difficulty. Language and Cognitive Processes, 15(2), 159–201.
Kam, X. N. C., & Fodor, J. D. (2012). Children’s acquisition of syntax: Simple models are too simple. In Piattelli-Palmarini, M. & Berwick, R. C. (eds.), Rich languages from poor inputs (pp. 43–60). Oxford: Oxford University Press.
Kam, X. N. C., Stoyneshka, I., Tornyova, L., Fodor, J. D., & Sakas, W. G. (2008). Bigrams and the richness of the stimulus. Cognitive Science, 32, 771–787.
Kanno, K. (1997). The acquisition of null and overt pronominals in Japanese by English speakers. Second Language Research, 13, 265–87.
Kanno, K. (1998). The stability of UG principles in second language acquisition. Linguistics, 36, 1125–1146.
Keating, G. D. (2009). Sensitivity to violations of gender agreement in native and nonnative Spanish: An eye-movement investigation. Language Learning, 59(3), 503–535.
Kim, E., Baek, S., & Tremblay, A. (2015). The role of island constraints in second language sentence processing. Language Acquisition, 22(4), 384–416.
Lasnik, H., & Lidz, J. (2017). The argument from the poverty of the stimulus. In Roberts, I. (ed.), Oxford Handbook of Universal Grammar (pp. 221–249). Oxford: Oxford University Press.
Lenneberg, E. (1967). Biological foundations of language. New York: Wiley.
Lewis, J. D., & Elman, J. L. (2001). Learnability and the statistical structure of language: Poverty of stimulus arguments revisited. In Skarabela, B., Fish, S., & Do, A. H. J. (eds.), Proceedings of the twenty-sixth annual Boston University Conference on Language Development (pp. 359–370). Somerville, MA: Cascadilla.
Linck, J. A., Osthus, P., Koeth, J. T., & Bunting, M. F. (2014). Working memory and second language comprehension and production: A meta-analysis. Psychonomic Bulletin & Review, 21(4), 861–883.
Long, M. (2005). Problems with supposed counter-evidence to the critical period hypothesis. International Review of Applied Linguistics, 43(4), 287–317.
Marsden, H. L., & Slabakova, R. (2017). Grammatical meaning and the second language classroom: introduction. Language Teaching Research, 1–11.
Marsden, H. L., Whong, M., & Gil, K. H. (2018). What’s in the textbook and what’s in the mind: Polarity item “any” in learner English. Studies in Second Language Acquisition, 40(1), 1–28.
Martohardjono, G. (1993). Wh-movement in the acquisition of a second language: A cross-linguistic study of 3 languages with and without overt movement. Unpublished PhD dissertation, Cornell University.
Meisel, J. M. (2011). First and second language acquisition. Cambridge: Cambridge University Press.
Montalbetti, M. (1984). After binding: On the interpretation of pronouns. Unpublished PhD dissertation, Massachusets Institute of Technology.
Omaki, A., & Schulz, B. (2011). Filler-gap dependencies and island constraints in second-language sentence processing. Studies in Second Language Acquisition, 33(4), 563–588.
Ortega, L. (2013). SLA for the 21st century: Disciplinary progress, transdisciplinary relevance, and the bi/multilingual turn. Language Learning, 63(S1), 1–24.
Ortega, L. (2016). Multi-competence in second language acquisition: Inroads into the mainstream. In Cook, V. and Wei, L. (eds.), The Cambridge Handbook of Linguistic Multi-Competence (pp. 50–76). Cambridge: Cambridge University Press.
Osterhout, L., & Holcomb, P. J. (1992). Event-related brain potentials elicited by syntactic anomaly. Journal of Memory and Language, 31(6), 785–806.
Osterhout, L., McKinnon, R., Bersick, M., & Corey, V. (1996). On the language specificity of the brain response to syntactic anomalies: Is the syntactic positive shift a member of the P300 family? Journal of Cognitive Neuroscience, 8(6), 507–526.
Paradis, M. (2009). Declarative and procedural determinants of second languages. Amsterdam: John Benjamins.
Patterson, C., Trompelt, H., & Felser, C. (2014). The online application of binding condition B in native and non-native pronoun resolution. Frontiers in Psychology, 5, 1–16.
Pérez-Leroux, A. T., & Glass, W. (1997). OPC effects in the L2 acquisition of Spanish. In Pérez-Leroux, A. T. & Glass, W. (eds.), Contemporary perspectives on the acquisition of Spanish. Vol. 1: Developing grammars (pp. 149–165). Somerville, MA: Cascadilla Press.
Pérez-Leroux, A. T., & Glass, W. (1999). Null anaphora in Spanish second language acquisition: Probabilistic versus generative approaches. Second Language Research, 15, 220–249.
Prévost, P., & White, L. (2000). Missing surface inflection or impairment in second language acquisition? Evidence from tense and agreement. Second Language Research, 16, 103–133.
Rankin, T. (2017). Working memory and L2 acquisition and processing. Second Language Research, 33(3), 389–399.
Rankin, T., & Unsworth, S. (2016). Beyond poverty: Engaging with input in generative SLA. Second Language Research, 32, 563–572.
Reali, F., & Christiansen, M. H. (2003). Reappraising poverty of stimulus argument: A corpus analysis approach. In Brugos, A., Micciulla, L., & Smith, C. E. (eds.), Proceedings supplement of the 28th annual Boston University conference on language development (Epub, access at: http://www.bu.edu/bucld/proceedings/supplement/vol28/). Somerville, MA: Cascadilla.
Reali, F., & Christiansen, M. H. (2005). Uncovering the richness of the stimulus: Structure dependence and indirect statistical evidence. Cognitive Science, 29, 1007–1028.
Roberts, L., González Alonso, J., Pliatsikas, C., & Rothman, J. (2018). Evidence from neurolinguistic methodologies: Can it actually inform linguistic/language acquisition theories and translate to evidence-based applications? Second Language Research, 34(1), 125–143.
Robinson, P. (2001). Individual differences, cognitive abilities, aptitude complexes and learning conditions in second language acquisition. Second Language Research, 17(4), 368–392.
Robinson, P. (2005). Aptitude and second language acquisition. Annual Review of Applied Linguistics, 25, 46–73.
Robinson, P. (2013). Aptitude in second language acquisition. In Chapelle, C. (ed.), The encyclopedia of applied linguistics (pp. 198–202). Malden, MA: Wiley–Blackwell.
Ross, J. R. (1967). Constraints on variables in syntax. PhD dissertation, Massachusets Institute of Technology [later published in 1986 as Infinite syntax! (Norwood, NJ: Ablex).]
Rothman, J. (2008). Why all counter-evidence to the critical period hypothesis in second language acquisition is not equal or problematic. Language and Linguistics Compass, 2(6), 1063–1088.
Rothman, J., & Guijarro-Fuentes, P. (2010). Input quality matters: Some comments on input type and age-effects in adult SLA. Applied Linguistics, 31(2), 301–306.
Rothman, J., & Iverson, M. (2010). Independent normative assessments for bi/multilingualism, Where art thou. In Cruz-Ferrera, M. (ed.), Multilingual norms (pp. 33–51). Frankfurt am Main: Peter Lang.
Rothman, J., & Slabakova, R. (2018). State of the scholarship: The generative approach to SLA and its place in modern second language studies. Studies in Second Language Acquisition, 40(2), 417–442.
Sagarra, N., & Herschensohn, J. (2010). The role of proficiency and working memory in gender and number agreement processing in L1 and L2 Spanish. Lingua, 120(8), 2022–2039.
Sagarra, N., & Herschensohn, J. (2011). Proficiency and animacy effects on L2 gender agreement processes during comprehension. Language Learning, 61(1), 80–116.
Sagarra, N., & Herschensohn, J. (2013). Processing of gender and number agreement in late Spanish bilinguals. International Journal of Bilingualism, 17(5), 607–627.
Schachter, J. (1988). Second language acquisition and its relation to Universal Grammar. Applied Linguistics, 9, 219–235.
Schachter, J. (1990). On the issue of completeness in second language acquisition. Interlanguage Studies Bulletin (Utrecht), 6(2), 93–124.
Schachter, J., & Yip, V. (1990). Grammaticality judgements: Why does anyone object to subject extraction. Studies in Second Language Acquisition, 12, 379–392.
Schwartz, B. D. (1986). The epistemological status of second language acquisition. Second Language Research, 2, 120–159.
Schwartz, B. D. (1998). The second language instinct. Lingua, 106, 133–160.
Schwartz, B. D., & Sprouse, R. A. (1996). L2 cognitive states and the full transfer/full access model. Second Language Research, 12, 40–72.
Schwartz, B. D., & Sprouse, R. A. (2000). When syntactic theories evolve: Consequences for L2 acquisition research. In Archibald, J. (ed.), Second language acquisition and linguistic theory (pp. 156–186). Malden, MA: Blackwell.
Schwartz, B. D., & Sprouse, R. A. (2013). Generative approaches and the poverty of the stimulus. In Herschensohn, J. & Young-Scholten, M. (eds.), The Cambridge handbook of second language acquisition (pp. 137–158). Cambridge: Cambridge University Press.
Slabakova, R. (2013). Adult second language acquisition: A selective overview with a focus on the learner linguistic system. Linguistic Approaches to Bilingualism, 3, 48–72.
Sturt, P. (2003). The time-course of the application of binding constraints in reference resolution. Journal of Memory and Language, 48(3), 542–562.
Snyder, W. (2007). Child language: The parametric approach. Oxford: Oxford University Press.
Traxler, M. J., & Pickering, M. J. (1996). Plausibility and the processing of unbounded dependencies: An eye-tracking study. Journal of Memory and Language, 35(3), 454–475.
Tsimpli, I. M., & Dimitrakopoulou, M. (2007). The interpretability hypothesis: Evidence from wh- interrogatives in second language acquisition. Second Language Research, 23(2), 215–242.
Ullman, M. T. (2005). A cognitive neuroscience perspective on second language acquisition: The declarative/procedural model. In Sanz, C. (ed.), Mind and context in adult second language acquisition: Methods, theory and practice (pp. 141–178). Washington, DC: Georgetown University Press.
Ullman, M. T. (2016). The declarative/procedural model: A neurobiological model of language learning, knowledge, and use. In Small, S. L. (ed.), Neurobiology of language (pp. 953–968). San Diego, CA: Academic Press.
White, L. (1985). Is there a “logical problem” of second language acquisition? TESL Canada Journal, 2(2), 29–41.
White, L. (1992). Subjacency violations and empty categories in second language acquisition. In Goodluck, H. & Rochemont, M. (eds.), Island constraints (pp. 445–464). Dordrecht: Springer.
White, L. (2003). Second language acquisition and Universal Grammar. Cambridge: Cambridge University Press.
White, L. (2018). Formal linguistics and second language acquisition. In Miller, D., Bayram, F., Rothman, J., & Serratrice, L. (eds.), Bilingualism: The state of the science across its subfields (pp. 57–77). Amsterdam and Philadelphia, PA: John Benjamins.
Williams, J. N., Möbius, P., & Kim, C. (2001). Native and non-native processing of English wh- questions: Parsing strategies and plausibility constraints. Applied Psycholinguistics, 22(4), 509–540.
Whong, M., Gil, K. H., & Marsden, H. (eds.) (2013). Universal Grammar and the second language classroom. Dordrecht: Springer.
Yang, C., & Montrul, S. (2017). Learning datives: The Tolerance Principle in monolingual and bilingual acquisition. Second Language Research, 33, 119–144.

References

Anderson, J. R. (1989). A rational analysis of human memory. In Roediger, H. L. I. & Craik, F. I. M. (eds.), Varieties of memory and consciousness: Essays in honour of Endel Tulving (pp. 195–210). Hillsdale, NJ: Lawrence Erlbaum Associates.
Allan, L. G. (1980). A note on measurement of contingency between two binary variables in judgment tasks. Bulletin of the Psychonomic Society, 15, 147–149.
Bardovi-Harlig, K. (1992). The use of adverbials and natural order in the development of temporal expression. IRAL, 30, 299–320.
Bardovi-Harlig, K. (2000). Tense and aspect in second language acquisition: Form, meaning, and use. Oxford: Blackwell.
Beckett, S. (1954). Waiting for Godot. New York: Grove Press.
Beckner, C., Blythe, R. A., Bybee, J., Christiansen, M. H., Croft, W., Ellis, N. C., & Schoenemann, T. (2009). Language is a complex adaptive system. Position paper. Language Learning, 59(S1), 1–26.
Benati, A. (2013). The input processing theory in second language acquisition. In García Mayo, M. P., Gutierrez Mangado, M. J., Martínez Adrián, M., Myles, F., Rothman, J., & VanPatten, B. (eds.), Contemporary approaches to second language acquisition (pp. 93–110). Amsterdam: John Benjamins.
Brown, R. (1973). A first language: The early stages. Cambridge, MA: Harvard University Press.
Bybee, J. (2008). Mechanisms of change in grammaticization: the role of frequency. In Joseph, B. D. & Janda, R. D. (eds.), The Handbook of Historical Linguistics (pp. 602–623). Malden, MA: Wiley.
Cadierno, T., & Eskildsen, S. W. (eds.) (2015). Usage-based perspectives on second language learning. Berlin: De Gruyter Mouton.
Chater, N., & Manning, C. (2006). Probabilistic models of language processing and acquisition. Trends in Cognitive Science, 10, 335–344.
Cintrón-Valentín, M., & Ellis, N. C. (2015). Exploring the interface: Explicit focus-on-form instruction and learned attentional biases in L2 Latin. Studies in Second Language Acquisition, 37, 197–235.
Cintrón-Valentín, M., & Ellis, N. C. (2016). Salience in second language acquisition: Physical form, learner attention, and instructional focus. Frontiers in Psychology, 7, 1284.
Clahsen, H., & Felser, C. (2006). Grammatical processing in language learners. Applied Psycholinguistics, 27(1), 3–42.
Corder, S. P. (1967). The significance of learners’ errors. International Review of Applied Linguistics, 5, 161–169.
Cutler, A., & Carter, D. M. (1987). The predominance of strong initial syllables in the English vocabulary. Computer Speech & Language, 2(3), 133–142.
DeKeyser, R. (2005). What makes learning second-language grammar difficult? A review of issues. Language Learning, 55(S1), 1–25.
Douglas Fir Group. (2016). A transdisciplinary framework for SLA in a multilingual world. The Modern Language Journal, 100, 19–47.
Ellis, N. C. (ed.). (1994). Implicit and explicit learning of languages. San Diego, CA: Academic Press.
Ellis, N. C. (1996). Sequencing in SLA: Phonological memory, chunking, and points of order. Studies in Second Language Acquisition, 18(1), 91–126.
Ellis, N. C. (1998). Emergentism, connectionism and language learning. Language Learning, 48(4), 631–664.
Ellis, N. C. (2002). Frequency effects in language processing: A review with implications for theories of implicit and explicit language acquisition. Studies in Second Language Acquisition, 24(2), 143–188.
Ellis, N. C. (2005). At the interface: Dynamic interactions of explicit and implicit language knowledge. Studies in Second Language Acquisition, 27, 305–352.
Ellis, N. C. (2006a). The Associative-Cognitive CREED. In Patten, B. V. & Williams, J. (eds.), Theories in second language acquisition: An introduction (pp. 77–96). Mahwah, NJ: Lawrence Erlbaum Associates.
Ellis, N. C. (2006b). Language acquisition as rational contingency learning. Applied Linguistics, 27(1), 1–24.
Ellis, N. C. (2006c). Selective attention and transfer phenomena in SLA: Contingency, cue competition, salience, interference, overshadowing, blocking, and perceptual learning. Applied Linguistics, 27(2), 1–31.
Ellis, N. C. (2008a). The dynamics of second language emergence: Cycles of language use, language change, and language acquisition. The Modern Language Journal, 41(3), 232–249.
Ellis, N. C. (2008b). Usage-based and form-focused language acquisition: The associative learning of constructions, learned-attention, and the limited L2 endstate. In Robinson, P. & Ellis, N. C. (eds.), Handbook of cognitive linguistics and second language acquisition (pp. 372–405). London: Routledge.
Ellis, N. C. (2017). Salience. In Hundt, M., Pfenninger, S., & Mollin, S. (eds.), The changing english language (pp. 71–92). Cambridge: Cambridge University Press.
Ellis, N. C. (2019). Essentials of a theory of second language cognition. The Modern Language Journal, 103, 39–60.
Ellis, N. C., & Larsen-Freeman, D. (eds.). (2009). Language as a complex adaptive system. Mahwah, NJ: Wiley.
Ellis, N. C., Hafeez, K., Martin, K. I., Chen, L., Boland, J., & Sagarra, N. (2014). An eye-tracking study of learned attention in Second Language Acquisition. Applied Psycholinguistics, 35, 547–579.
Ellis, N. C., Römer, U., & O’Donnell, M. B. (2016). Language usage, acquisition, and processing: Cognitive and corpus investigations of construction grammar. Malden, MA: Wiley-Blackwell.
Ellis, N. C., & Sagarra, N. (2010). The bounds of adult language acquisition: Blocking and learned attention. Studies in Second Language Acquisition, 32(4), 553–580.
Ellis, N. C., & Sagarra, N. (2011). Learned attention in adult language acquisition: A replication and generalization study and meta-analysis. Studies in Second Language Acquisition, 33(4), 589–624.
Ellis, N. C., & Wulff, S. (2015a). Second language acquisition. In Dąbrowska, E. & Divjak, D. (eds.), Handbook of cognitive linguistics (pp. 409–431). Berlin: DeGruyter Mouton.
Ellis, N. C., and Wulff, S. (2015b). Usage-based approaches in second language acquisition. In VanPatten, B. & Williams, J. (eds.), Theories in second language acquisition: An introduction (pp. 75–93). London and New York: NY Routledge.
Ellis, R. (2012). Form-Focused Instruction and Second Language Learning. In Ellis, R. (ed.) Language Teaching Research and Pedagogy (pp. 217–306). Hoboken, NJ: Wiley-Blackwell.
Eskildsen, S. W., & Wagner, J. (2015). Embodied L2 construction learning. Language Learning, 65, 268–297.
Flege, J. (2002). Interactions between the native and second-language phonetic systems. In Burmeister, P., Piske, T., & Rohde, A. (eds.), An integrated view of language development: Papers in honor of Henning Wode (pp. 217–244). Trier: Wissenschaftlicher Verlag Trier.
Goldberg, A. E. (2006). Constructions at work: The nature of generalization in language. Oxford: Oxford University Press.
Goldschneider, J. M., & DeKeyser, R. (2001). Explaining the “natural order of L2 morpheme acquisition” in English: A meta-analysis of multiple determinants. Language Learning, 51(1), 1–50.
Goo, J., Granena, G., Yilmaz, Y., & Novella, M. (2015). Implicit and explicit instruction in L2 learning. In Rebuschat, P. (ed.), Implicit and explicit learning of languages (pp. 443–482). Amsterdam: John Benjamins.
Gries, S. Th. (2015). Polysemy. In Dąbrowska, E. & Divjak, D. S. (eds.), Handbook of Cognitive Linguistics (pp. 472–490). Berlin: De Gruyter Mouton.
Gries, S. Th., & Ellis, N. C. (2015). Statistical measures for usage-based linguistics. Currents in Language Learning, 2, 228–255.
Gries, S. Th., & Stefanowitsch, A. (2004). Extending collostructional analysis: A corpus-based perspective on alternations. International Journal of Corpus Linguistics, 9, 97–129.
Han, Z.-H., & Odlin, T. (eds.) (2006). Studies of fossilization in second language acquisition. Clevedon: Multilingual Matters.
Herron, D., & Bates, E. (1997). Sentential and acoustic factors in the recognition of open- and closed-class words. Journal of Memory and Language, 37, 217–239.
Hulstijn, J. H., Young, R. F., Ortega, L., Bigelow, M. H., DeKeyser, R., Ellis, N. C., & Talmy, S. (2014). Bridging the gap: Cognitive and social approaches to research in second language learning and teaching. Studies in Second Language Acquisition, 33(3), 361–421.
James, W. (1890). The principles of psychology (Vol. 2). New York: Holt.
Jarvis, S., & Pavlenko, A. (2008). Crosslinguistic influence in language and cognition. New York: Routledge.
Jurafsky, D., Bell, A., Gregory, M., & Raymond, W. D. (2001). Probabilistic relations between words: Evidence from reduction in lexical production. In Bybee, J. & Hopper, P. (eds.), Frequency and the emergence of linguistic structure (pp. 229–254). Amsterdam: John Benjamins.
Kamin, L. J. (1969). Predictability, surprise, attention, and conditioning. In Campbell, B. A. & Church, R. M. (eds.), Punishment and aversive behavior (pp. 276–296). New York: Appleton-Century-Crofts.
Klein, W. (1998). The contribution of second language acquisition research. Language Learning, 48, 527–550.
Klein, W., & Perdue, C. (1992). Utterance structure: Developing grammars again. Amsterdam: John Benjamins.
Kruschke, J. K. (2006). Learned Attention. Paper presented at the Fifth International Conference on Development and Learning, Indiana University.
Kruschke, J. K., & Blair, N. J. (2000). Blocking and backward blocking involve learned inattention. Psychonomic Bulletin & Review, 7, 636–645.
Lado, R. (1957). Linguistics across cultures: Applied linguistics for language teachers. Ann Arbor, MI: University of Michigan Press.
Lee, J. F. (2002). The incidental acquisition of Spanish future morphology through reading in a second language. Studies in Second Language Acquisition, 24, 55–80.
Littlemore, J. (2009). Applying cognitive linguistics to second language learning and teaching. Basingstoke and New York: Palgrave Macmillan.
Mackintosh, N. J. (1975). A theory of attention: Variations in the associability of stimuli with reinforcement. Psychological Review, 82, 276–298.
MacWhinney, B. (1987). The Competition Model. In MacWhinney, B. (ed.), Mechanisms of language acquisition (pp. 249–308). Hillsdale, NJ: Erlbaum.
MacWhinney, B. (1997). Second language acquisition and the Competition Model. In De Groot, A. M. B. & Kroll, J. F. (eds.), Tutorials in bilingualism: Psycholinguistic perspectives (pp. 113–142). Mahwah, NJ: Lawrence Erlbaum Associates.
MacWhinney, B. (2001). The Competition Model: The input, the context, and the brain. In Robinson, P. (ed.), Cognition and second language instruction (pp. 69–90). New York: Cambridge University Press.
MacWhinney, B., & Bates, E. (1989). The crosslinguistic study of sentence processing. Cambridge: Cambridge University Press.
MacWhinney, B., & O’Grady, W. (eds.) (2015). The handbook of language emergence. Oxford: Wiley-Blackwell.
Meisel, J. (1987). Reference to past events and actions in the development of natural second language acquisition. In Pfaff, C. (ed.), First and second language acquisition (pp. 206–224). New York: Newbury House.
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81–97.
Norris, J., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50, 417–528.
Noyau, C., Klein, W., & Dietrich, R. (1995). Acquisition of temporality in a second language. Amsterdam: John Benjamins.
Odlin, T. (1989). Language transfer. New York: Cambridge University Press.
Ortega, L., Tyler, A. E. In Park, H., & Uno, M. (eds.) (2016). The usage-based study of language learning and multilingualism. Washington, DC: Georgetown University Press.
Rebuschat, P. (ed.). (2015). Implicit and explicit learning of language. Amsterdam: John Benjamins.
Rebuschat, P., & Williams, J. N. (eds.) (2012). Statistical learning and language acquisition. Berlin: Mouton de Gruyter.
Rescorla, R. A. (1968). Probability of shock in the presence and absence of CS in fear conditioning. Journal of Comparative and Physiological Psychology, 66, 1–5.
Rescorla, R. A., & Wagner, A. R. (1972). A theory of Pavlovian conditioning: Variations in the effectiveness of reinforcement and nonreinforcement. In Black, A. H. & Prokasy, W. F. (eds.), Classical conditioning II: Current theory and research (pp. 64–99). New York: Appleton-Century-Crofts.
Robinson, P., & Ellis, N. C. (eds.) (2008). Handbook of cognitive linguistics and second language acquisition. London: Routledge.
Sagarra, N., & Ellis, N. C. (2013). From seeing adverbs to seeing morphology. Language experience and adult acquisition of L2 tense. Studies in Second Language Acquisition, 35, 261–290.
Schmidt, R. (1984). The strengths and limitations of acquisition: A case study of an untutored language learner. Language, Learning, and Communication, 3, 1–16.
Schmidt, R. (2001). Attention. In Robinson, P. (ed.), Cognition and second language instruction (pp. 3–32). Cambridge: Cambridge University Press.
Seidenberg, M. S., & Plaut, D. C. (2014). Quasiregularity and its discontents: The legacy of the past tense debate. Cognitive Science, 38(6), 1190–1228.
Shanks, D. R. (1995). The psychology of associative learning. New York: Cambridge University Press.
Simon, H. A. (1957). Models of man: Social and rational. New York: Wiley and Sons.
Slobin, D. (1996). From “thought and language” to “thinking for speaking”. In Gumperz, J. J. & Levinson, S. (eds.), Rethinking linguistic relativity (pp. 70–96). Cambridge: Cambridge University Press.
Spada, N., & Tomita, Y. (2010). Interactions between type of instruction and type of language feature: A meta-analysis. Language Learning, 60, 263–308.
Terrell, T. (1991). The role of grammar instruction in a communicative approach. The Modern Language Journal, 75, 52–63.
Thorne, S. L. (2018). Technologies, morphologies of communicative action, and the rewilding of language education. Paper presented at the American Association for Applied Linguistics, Chicago, IL.
Trousdale, G., & Hoffmann, T. (eds.) (2013). Oxford handbook of construction grammar. Oxford: Oxford University Press.
Tyler, A. (2012). Cognitive linguistics and second language learning: Theoretical basics and experimental evidence. Abingdon: Routledge.
VanPatten, B. (1996). Input processing and grammar instruction in second language acquisition. New York: Ablex.
VanPatten, B. (2007). Input processing in adult second language acquisition. In VanPatten, B. & Williams, J. (eds.), Theories in second language acquisition: An introduction (pp. 115–135). Mahwah, NJ: Lawrence Erlbaum Associates.
Wagner, J. (2015). Designing for language learning in the wild: Creating social infrastructures for second language learning. In Cadierno, T. & Eskildsen, S. W. (eds.), Usage-based perspectives on second language learning (pp. 75–101). Berlin: de Gruyter Mouton.
Wills, A. J. (2005). New directions in human associative learning. Mahwah, NJ: Erlbaum.
Zipf, G. K. (1949). Human behaviour and the principle of least effort: An introduction to human ecology. Cambridge, MA: Addison-Wesley.
Zuraw, K. (2003). Probability in language change. In Bod, R., Hay, J., & Jannedy, S. (eds.), Probabilistic linguistics (pp. 139–176). Cambridge, MA: MIT Press.

References

Adamson, H. D. (2009). Interlanguage variation in theoretical and pedagogical perspective. New York: Routledge.
Atkinson, D. (ed.). (2011). Alternative approaches to second language acquisition. New York: Routledge.
Backhurst, D. (2007). Vygotsky’s demons. In Cole, M., Daniels, H., & Wertsch, J. (eds.), The Cambridge companion to Vygotsky (pp. 50–76). Cambridge: Cambridge University Press.
Blommaert, J., & Varis, P. (2013). Enough is enough: The heuristics of authenticity in superdiversity. In Duarte, J. & Gogolin, I. (eds.), Linguistic superdiversity in urban areas: Research approaches (pp. 143–160). Amsterdam: John Benjamins.
Chaiklin, S. (2002). A developmental teaching approach to schooling. In Wells, G. & Claxton, G. (eds.), Learning for life in the 21st century: Sociocultural perspectives on the future of education (pp. 167–180). London: Blackwell.
Coleman, J. A. (2013). Researching whole people and whole lives. In Kinginger, C. (ed.), Social and cultural aspects of language learning in study abroad (pp. 17–44). Amsterdam: John Benjamins.
Davydov, V. V. (1995). The influence of L. S. Vygotsky on education theory, research, and practice (trans. S. T. Kerr). Educational Researcher, 24(3), 12–21.
Donato, R., & Davin, K. (in press). The genesis of classroom discursive practices as history-in-person processes. Language Teaching Research.
Fasold, R., & Preston, D. (2007). The psycholinguistic unity of inherent variability: Old Occam whips out his razor. In Bayley, R. & Lucas, C. (eds.), Sociolinguistic variation: Theory, methods, and applications (pp. 45–69). Cambridge: Cambridge University Press.
Fernández, J. (2016). Problematizing authentic out-of-class interactions in study abroad. In van Compernolle, R. A. & McGregor, J. (eds.), Authenticity, language, and interaction in second language contexts (pp. 131–150). Bristol: Multilingual Matters.
Frawley, W., & Lantolf, J. P. (1985). Second language discourse: A Vygotskian perspective. Applied Linguistics, 6, 19–44.
González Rey, F. L., & Martínez, A. M. (2016). Perezhivanie: Advancing on its implications for the cultural-historical approach. International Research in Early Childhood Education, 7, 142–160.
Holland, D., Lachicotte, W. Jr., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.
Kinginger, C. (2008). Language learning in study abroad: Case studies of Americans in France. The Modern Language Journal, 92(S1), 1–124.
Kuhn, T. S. (1962). The structure of scientific revolutions. Chicago, IL: University of Chicago Press.
Lantolf, J. P., & Frawley, W. (1984). Second language performance and Vygotskyan psycholinguistics: Implications for L2 instruction. In Manning, A., Martin, P., & McCalla, K. (eds.), The tenth LACUS forum 1983 (pp. 425–440). Columbia, SC: Hornbeam Press.
Lantolf, J. P., & Pavlenko, A. (2001). (S)econd (L)anguage (A)ctivity theory: Understanding learners as people. In Breen, M. (ed.), Learner contributions to language learning: New directions in research (pp. 141–158). London: Pearson.
Lantolf, J. P., & Poehner, M. E. (2014). Sociocultural theory and the pedagogical imperative in L2 education. New York: Routledge.
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.
Leitch, D. G. (2011). Vygotsky, consciousness, and the German psycholinguistic tradition. Mind, Culture, and Activity, 18, 305–318.
Levinson, S. C. (2012). The original sin of cognitive science. Topics in Cognitive Science, 4, 396–403.
Mok, N. (2015). Toward an understanding of perezhivanie for sociocultural SLA research. Language and Sociocultural Theory, 2, 139–159.
Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50, 417–528.
Ollman, B. (2003). Dance of the dialectic: Steps in Marx’s method. Urbana, IL: University of Illinois Press.
Packer, M. (2011). The science of qualitative research. Cambridge, England: Cambridge University Press.
Popper, K. (1959). The logic of scientific discovery. New York: Routledge.
Ratner, C. (2006). Cultural psychology: A perspective on psychological functioning and social reform. New York: Psychology Press.
Shively, R. L. (2016). An activity theoretical approach to social interaction during study abroad. L2 Journal, 8, 51–75.
Smagorinsky, P. (2011). Vygotsky’s stage theory: The psychology of art and the actor under the direction of perezhivanie. Mind, Culture, and Activity, 18, 319–341.
Swain, M., & Deters, P. (2007). “New” mainstream SLA theory: Expanded and enriched. The Modern Language Journal, 91(S1), 820–836.
Smedslund, J. (1979). Between the analytic and the arbitrary: A case study of psychological research. Scandinavian Journal of Psychology, 20, 129–140.
Smedslund, J. (1997). The structure of psychological common sense. Mahwah, NJ. Lawrence Erlbaum.
Taguchi, N. (2015). Instructed pragmatics at a glance: Where instructional studies were, are, and should be going in interlanguage pragmatics. Language Teaching, 48, 1–5.
Tarone, E. (1988). Variation in interlanguage. London: Edward Arnold.
Tarone, E. (2007). Sociolinguistic approaches to second language acquisition research—1997–2007. The Modern Language Journal, 91(S1), 837–848.
Toomela, A., & Valsiner, J. (eds.) (2010). Methodological thinking in psychology: 60 years gone astray? Charlotte, NC. Information Age Publishing.
Valsiner, J., & Sato, T. (2006). Whom to study in cultural psychology: From random to historically structured sampling. In Straub, J., Kolbl, C., Weidemann, D., & Zielke, B. (eds.), Pursuit of meaning. Theoretical and methodological advances in cultural and cross-cultural psychology. Bielefeld: Transcript.
Valsiner, J., & van der Veer, R. (2014). Encountering the border: Vygotsky’s zona blizhaishego razvitia and its implications for theories of development. In Yasnitsky, A., van der Veer, R., & Ferrari, M. (eds.), The Cambridge handbook of cultural-historical psychology (pp. 148–173). Cambridge: Cambridge University Press.
van Compernolle, R. A. (2014). Sociocultural theory and L2 instructional pragmatics. Bristol: Multilingual Matters.
van Compernolle, R. A. (2016). Sociolinguistic authenticity and classroom L2 learners: Production, perception, and metapragmatics. In van Compernolle, R. A. & McGregor, J. (eds.), Authenticity, language, and interaction in second language contexts (pp. 61–81). Bristol: Multilingual Matters.
van Compernolle, R. A., Gomez-Laich, M. P., & Weber, A. (2016). Teaching L2 Spanish sociopragmatics through concepts: A classroom-based study. The Modern Language Journal, 100(1), 341–361.
van Compernolle, R. A., & Henery, A. (2014). Instructed concept appropriation and L2 pragmatic development in the classroom. Language Learning, 64, 549–578.
van Compernolle, R. A., & Williams, L. (2012). Reconceptualizing sociolinguistic competence as mediated action: Identity, meaning-making, agency. The Modern Language Journal, 96, 234–250.
Vygotsky, L. S. (1971). The psychology of art. Boston, MA: MIT Press.
Vygotsky, L. S. (1978) Mind in society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press.
Vygotsky, L. S. (1987). The historical meaning of the crisis in psychology: A methodological investigation. New York: Plenum Press. Retrieved from https://www.marxists.org/archive/vygotsky/works/crisis/index.htm.
Vygotsky, L. S. (1994). The problem of the environment. In van der Veer, R. and Valsiner, J. (eds.), The Vygotsky reader (pp. 338–354). Oxford: Blackwell.
Zinchenko, V. P. (2002). From classical to organic psychology. Journal of Russian and East European Psychology, 39, 32–77.
Zinchenko, V. P. (2009). Consciousness as the subject matter and task of psychology. Journal of Russian and East European Psychology, 47, 44–75.

References

Baddeley, A. (2007). Working memory, thought, and action. Oxford: Oxford University Press.
Baddeley, A. (2012). Working memory: Theories, models, and controversies. Annual Review of Psychology, 63, 1–29.
Barrett, H. C., & Kurzban, R. (2006). Modularity in cognition: Framing the debate. Psychological Review, 113, 628–647.
Bybee, J. (2010). Language, usage and cognition. Cambridge: Cambridge University Press.
Carruthers, P. (2006). The architecture of the mind: Massive modularity and the flexibility of thought. Oxford: Clarendon.
Clahsen, H. (1980). Psycholinguistic aspects of L2 acquisition: Word-order phenomena in foreign workers’ interlanguage. In Felix, S. (ed.), Second language development: Trends and issues (pp. 7–79). Tübingen: Narr.
Corder, S. P. (1967). The significance of learners’ errors. International Review of Applied Linguistics, 5, 160–170.
Cowan, N. (1999). An embedded-processes model of working memory. In Miyake, A. & Shah, P. (eds.), Models of working memory: Mechanisms of active maintenance and executive control (pp. 62–101). Cambridge: Cambridge University Press.
Cowan, N., Rouder, J. N., Blume, C. L., & Saults, J. S. (2012). Models of verbal working memory capacity: What does it take to make them work? Psychological Review, 119, 480–499.
Dulay, H., & Burt, M. (1973). Should we teach children syntax? Language Learning, 23, 245–258.
Ellis, N. C. (2002). Frequency effects in language processing: A review with implications for theories of implicit and explicit language acquisition. Studies in Second Language Acquisition, 24, 143–188.
Ellis, N. C. (2008). The dynamics of second language emergence: Cycles of language use, language change, and language acquisition. The Modern Language Journal, 92, 232–249.
Elman, J. (1993). Learning and development in neural networks: The importance of starting small. Cognition, 48, 71–99.
Five Graces Group (2009). Language is a complex adaptive system: Position paper. Language Learning, 59(S1), 1–26.
Friederici, A. D. (2011). The brain basis of language processing: From structure to function. Physiological Reviews, 91, 1357–1392.
Friederici, A. D. (2012). The cortical language circuit: From auditory perception to sentence comprehension. Trends in Cognitive Sciences, 16, 262–268.
Fries, C. (1945). Teaching and learning English as a foreign language. Ann Arbor, MI: University of Michigan Press.
Hawkins, R. (2005). Second language acquisition and Universal Grammar (review). Language, 81, 754–757.
Holland, J. H. (2006). Studying complex adaptive systems. Journal of Systems Science and Complexity, 19, 1–8.
Hopp, H. C. (2010). Ultimate attainment in L2 inflection: Performance similarities between non-native and native speakers. Lingua, 120, 901–931.
Jackendoff, R. (1987). Consciousness and the computational mind. Cambridge, MA: MIT Press.
Jackendoff, R. (2002). Foundations of language. Oxford: Oxford University Press.
Krashen, S D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon.
Krashen, S. D. (1985). The Input Hypothesis: Issues and implications. New York: Longman.
Lado, R. (1957). Linguistics across cultures: Applied linguistics for language teachers. Ann Arbor, MI: University of Michigan Press.
Lenneberg, E. (1967). Biological foundations of language. New York: Wiley.
Marcus, G. (2004). The birth of the mind: How a tiny number of genes creates the complexities of human thought. New York: Basic Books.
Meisel, J. M. (2013). The ZISA Project. In Robinson, P. (ed.), The encyclopedia of second language acquisition (pp. 708–709). New York: Taylor & Francis/Routledge.
Nemser, W. (1971). Approximative systems of foreign language learners. International Review of Applied Linguistics in Language Teaching (IRAL), 9, 115–124.
Pienemann, M. (1998). Language processing and second language development: Processability theory. Amsterdam: John Benjamins.
Rothman, J., & Slabakova, R. (2018). The generative approach to SLA and its place in modern second language studies. Studies in Second Language Acquisition, 40, 417–442.
Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129–158.
Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics in Language Teaching (IRAL), 10, 209–231.
Selinker, L., & Lamendella, J. (1978). Two perspectives on fossilization in interlanguage learning. Interlanguage Studies Bulletin, 3, 143–191.
Sharwood Smith, M. (1994). Second language acquisition: Theoretical foundations. London: Longman.
Sharwood Smith, M. (2017). Introducing language and cognition: A map of the mind. Cambridge: Cambridge University Press.
Sharwood Smith, M., & Truscott, J. (2014). The multilingual mind: A modular processing perspective. Cambridge: Cambridge University Press.
Skinner, B. F. (1957). Verbal behavior. New York: Appleton-Century-Crofts.
Truscott, J. (2015). Consciousness and second language learning. Bristol: Multilingual Matters.
Truscott, J., & Sharwood Smith, M. (2004). Acquisition by processing: A modular approach to language development. Bilingualism: Language and Cognition, 7, 1–20.
Truscott, J., & Sharwood Smith, M. (2011). Input, intake, and consciousness: The quest for a theoretical foundation. Studies in Second Language Acquisition, 33, 497–528.
Truscott, J., & Sharwood Smith, M. (in preparation). The internal context of bilingual processing. Amsterdam: Benjamins.
White, L. (2003). Fossilization in steady state L2 grammars: Persistent problems with inflectional morphology. Bilingualism: Language and Cognition, 6, 129–143.

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×