Article published In:
Australian Review of Applied Linguistics
Vol. 25:1 (2002) ► pp.5370
References
Boss, B.
(1996) German grammar for beginners - the Teachability Hypothesis and its relevance in the classroom. In C. ArbonesSola, J. Rolin-Ianzit & R. Sussex (Eds). Who’s afraid of teaching grammar? Papers in Language and Linguistics, 11, 93–103.Google Scholar
Bresnan, J.
(1982) The mental representation of grammatical relations. Cambridge, Mass.: MIT Press.Google Scholar
Clahsen, H., Meisel, J. & Pienemann, M.
(1983) Deutsch als zweitsprache: der spracherwerb auslandischer arbeiter. Tubingen: Narr.Google Scholar
Collins, P., Hollo, C. & Mar, J.
(1997) English grammar in school textbooks: a critical survey. Australian Review of Applied Linguistics, 201, 33–51. DOI logoGoogle Scholar
DeKeyser, R.
(1995) Learning second language grammar rules: an experiment with a miniature linguistic system. Studies in Second Language Acquisition, 17(3), 249–297. DOI logoGoogle Scholar
Di Biase, B.
in press). L’acquisizione della morfologia dell’ italiano L2. Italiano e Scuola. 3.1.
Doughty, C. & Varela, E.
(1998) Communicative focus on form. In C. Doughty. & J. Williams (Eds) (1998) Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.Google Scholar
Doughty, C. & Williams, J.
(1998a) Issues and terminology. In C. Doughty. & J. Williams (Eds) (1998) Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.Google Scholar
(1998b) Pedagogical choices in focus on form. In C. Doughty. & J. Williams (Eds) (1998) Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.Google Scholar
Dyson, B.
(1996) The debate on form-focused instruction: a teacher’s perspective. Australian Review of Applied Linguistics, 191, 59–77. DOI logoGoogle Scholar
Ellis, N.
(1993) Rules and instances in foreign language learning: interactions of implicit and explicit knowledge. European Journal of Cognitive Psychology, 5(3), 289–319. DOI logoGoogle Scholar
Ellis, R.
(1993) Second language acquisition and the structural syllabus. TESOL Quarterly, 271, 91–113. DOI logoGoogle Scholar
Fernandez, S.
(1996) Room for two: a study of bilingual education at Bayswater South Primary School. Belconnen, ACT: The National Languages and Literacy Institute of Australia.Google Scholar
Forster, M.
(1999) Developmental assessment principles and practice. Australian Language Matters, 7, 3, 7–9.Google Scholar
Hakansson, G.
(1998) Modern times in L2 Swedish: on the acquisition of Swedish morphology and syntax in formal and informal settings. In L. Diaz & C. Perez (Eds). EuroSLA 7 Proceedings (pp. 39–50). Barcelona: Universitat Pompeu Fabra.Google Scholar
Harley, B.
(1998) The role of focus-on-form tasks in promoting child L2 acquisition. In C. Doughty. & J. Williams (Eds) (1998) Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.Google Scholar
Johnston, M.
(1985) Syntactic and morphological progressions in learner English. NSW: Adult Migrant Education Service.Google Scholar
(1994a) Second language acquisition: a classroom perspective. Australian Studies in Language Acquisition, 11.Google Scholar
(1994b) Stages of the acquisition of Spanish as a Second Language. Australian Studies in Language Acquisition, 41.Google Scholar
(2000) Stages of the acquisition of English as a Second Language. Australian Studies in Language Acquisition, 91.Google Scholar
Kawaguchi, S.
(1996) Referential choice in native speakers and learners of Japanese. MA Thesis, Australian National University.Google Scholar
Larsen-Freeman, D. & Long, M.H.
(1991) An introduction to second language acquisition theory and research. London: Longman.Google Scholar
Levelt, W. J. M.
(1989) Speaking: from intention to articulation. Cambridge, Mass.: MIT Press.Google Scholar
Lightbovvn, P, & Spada, N.
(1990) Focus on form and corrective feedback in communicative language teaching: effects on second language learning. Studies in Second Language Acquisition, 12 (4), 429–448 DOI logoGoogle Scholar
Lightbovvn, P.
(1993) Input, instruction and feedback in second language acquisition. Second Language Research, 7, 2, ii–iv. DOI logoGoogle Scholar
Lightbown, P.
(1998) The importance of timing in focus on form. In C. Doughty & J. Williams (Eds). Focus on form in classroom second language acquisition (pp. 177–197). Cambridge: Cambridge University Press.Google Scholar
Long, M.
(1985) A role for instruction in second language acquisition: task-based language training. In K. Hyltenstam & M. Pienemann (Eds) Modelling and assessing second language acquisition. Clevedon: Multilingual Matters.Google Scholar
(1991) Focus on Form: a design feature in language teaching methodology. In K. de Bot, D. Coste, C. Kramsch & R. Ginsberg (Eds) Foreign language research in cross-cultural perspective. Amsterdam: John Benjamins. DOI logoGoogle 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. Cambridge: Cambridge University Press.Google Scholar
Lyster, R.
(1994) The effect of functional-analytic teaching on aspects of French immersion students’ sociolinguistic competence. Applied Linguistics, 15(3), 263–287. DOI logoGoogle Scholar
Mansouri, F.
(1995) The acquisition of subject-verb agreement in Arabic as a second language. Australian Review of Applied Linguistics, 18 (2), 62–84. DOI logoGoogle Scholar
Meisel, J. M., Clahsen, C & Pienemann, M.
(1981) On determining developmental stages in natural second language acquisition. Studies in Second Language Acquisition, 31, 109–135. DOI logoGoogle Scholar
Peterson, P.G.
(1998) Past time reference in learner English. Australian Review of Applied Linguistics, 21 (2), 21–43. DOI logoGoogle Scholar
Pienemann, M.
(1984) Psychological constraints on the teachability of languages. Studies in Second Language Acquisition, 6 (2), 186–214. DOI logoGoogle Scholar
(1985) Learnability and syllabus construction. In K. Hyltenstam. Pienemann, M. (Eds). Modelling and assessing second language acquisition. Clevedon, Avon: Multilingual Matters.Google Scholar
(1988) Determining the influence of instruction on L2 speech processing. In G. Kasper (Ed) AILA Review, 51, 40–72.Google Scholar
(1989) Is language teachable? Psycholinguistic experiments and hypotheses. Applied Linguistics, 11, 52–79. DOI logoGoogle Scholar
(1995) Second language acquisition: a first introduction. Australian Studies in Language Acquisition, 21.Google Scholar
Pienemann, M., Johnston, M. and Brindley, G.
(1988) Constructing an acquisition-based procedure for second language assessment. Studies in Second Language Acquisition, 101, 217–224. DOI logoGoogle Scholar
Robinson, P.
(1996) Learning simple and complex language rules under implicit, incidental, rule-search and instructed conditions. Studies in Second Language Acquisition, 18 (1), 27–68. DOI logoGoogle Scholar
Spada, N. & Lightbown, P.
(1993) Instruction and the development of questions in L2 classrooms. Studies in Second Language Acquisition, 151, 205–221. DOI logoGoogle Scholar
White, J.
(1998) Getting the learner’s attention: a typographic input enhancement study. In C. Doughty & J. Williams (Eds). Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.Google Scholar
White, L.
(1991) Adverb placement in second language acquisition: some positive and negative evidence in the classroom. Second Language Research, 12 (3), 133–161. DOI logoGoogle Scholar
Williams, J. & Evans, J.
(1998) What kind of focus and on which forms? In C. Doughty & J. Williams (Eds) Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.Google Scholar
Cited by

Cited by 3 other publications

Chavez, Monika
2014. Variable beliefs about the need for accuracy in the oral production of German: an exploratory study. International Journal of Applied Linguistics 24:1  pp. 97 ff. DOI logo
Yates, Lynda
2012. Grammar Teaching and the Workplace. In The Encyclopedia of Applied Linguistics, DOI logo

This list is based on CrossRef data as of 23 march 2024. 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.