Part of
Second Language Acquisition Theory: The legacy of Professor Michael H. LongEdited by Alessandro G. Benati and John W. Schwieter
[Bilingual Processing and Acquisition 14] 2022
► pp. 1–8
Edited by Alessandro G. Benati and John W. Schwieter
[Bilingual Processing and Acquisition 14] 2022
► pp. 1–8
Chapter 1The legacy of Professor Michael H. Long and his influence in second language acquisition
This chapter will provide a brief overview of the influence of Professor Michael H. Long in the field of second language acquisition whose work has shaped our understanding of many key concepts in the field. The chapter continues with a short synopsis of the contributions in this volume motivated by his work.
Article outline
- Contributions in the present volume
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References
References
Long, M.
(1980) Inside the “black box”: Methodological issues in classroom research on language learning. Language Learning, 30(1), 1–42. 
(1983a) Does second language instruction make a difference? TESOL Quarterly, 17, 359–382.
Long, M. H.
(1983b) Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4(2), 126–141.
Long, M.
(1984) Process and product in ESL program evaluation. TESOL Quarterly, 18, 3, 409–25.
(1985) Input and second language acquisition theory. In S. Gass & C. Madden (Eds.), Input and second language acquisition (pp. 377–393). Newbury House.
(1990) Maturational constraints in language development. Studies in Second Language Acquisition, 12, 251–285.
(1991) Focus on form: A design feature in language teaching methodology. In K. de Bot, R. Ginsberg, & C. Kramsch (Eds.), Foreign language research in cross-cultural perspective (pp. 39–52). John Benjamins.
(1996) The role of the linguistic environment in second language acquisition. In W. R. Ritchie & T. K. Bhatia (Eds), Handbook of second language acquisition (pp.413–68). Academic Press.
(2005) Second language needs analysis. Cambridge University Press.
(2007) Problems in SLA. Lawrence Erlbaum Associates.
(2015) Second language acquisition and task-based language teaching. Wiley-Blackwell.
(2016) In defense of tasks and TBLT: Non-issues and real issues. Annual Review of Applied Linguistics, 36, 5–33.
(2017) Instructed second language acquisition: Geopolitics, methodological issues, and some major research questions. Instructed Second Language Acquisition, 1(1), 7–44.
(2020) Optimal input for language learning: Genuine, simplified, elaborated, or modified elaborated? Language Teaching, 53(2), 169–182.
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 University Press.