Article published in:
ITL - International Journal of Applied Linguistics
Vol. 172:1 (2021) ► pp. 2657
References

References

Akakura, M.
(2012) Evaluating the effectiveness of explicit instruction on implicit and explicit L2 knowledge. Language Teaching Research, 16(1), 9–37. CrossrefGoogle Scholar
Baayen, R. H.
(2008) Analyzing linguistic data: A practical introduction to statistics using R. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Bader, M., & Häussler, J.
(2010) Toward a model of grammaticality judgments. Journal of Linguistics, 46(2), 273–330. CrossrefGoogle Scholar
Birner, B.
(1996) The discourse function of inversion in English. New York / London: Routledge.Google Scholar
Bresnan, J.
(1994) Locative inversion and the architecture of Universal Grammar. Language, 70(1), 72–131. CrossrefGoogle Scholar
Chomsky, N.
(1981) Lectures on government and binding. Dordrecht: Foris.Google Scholar
Costa, J.
(2004) Subject positions and interfaces. The case of European Portuguese. Berlin: Mouton de Gruyter.Google Scholar
Culicover, P., & Winkler, S.
(2008) English focus inversion. Journal of Linguistics, 44(03), 625–658. CrossrefGoogle Scholar
de Graaff, R.
(1997) The experanto experiment: Effects of explicit instruction on second language acquisition. Studies in Second Language Acquisition, 19(2), 249–276. CrossrefGoogle Scholar
de Graaff, R., & Housen, A.
(2009) Investigating the effects and effectiveness of L2 instruction. In M. Long & C. J. Doughty (Eds.), The handbook of language teaching (pp. 726–755). Chichester: Wiley-Blackwell. CrossrefGoogle Scholar
DeKeyser, R. M.
(1995) Learning second language grammar rules: An experiment with a miniature linguistic system. Studies in Second Language Acquisition, 17(3), 379–410. CrossrefGoogle Scholar
(1998) Beyond focus on form: Cognitive perspectives on learning and practicing second language grammar. In C. J. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 42–63). Cambridge / New York: Cambridge University Press.Google Scholar
Ellis, R.
(2002a) Does form-focused instruction affect the acquisition of implicit knowledge? A review of the research. Studies in Second Language Acquisition, 24(2), 223–236. CrossrefGoogle Scholar
(2002b) The place of grammar instruction in the second/foreign language curriculum. In E. Hinkel & S. Fotos (Eds.), New perspectives on grammar teaching in second language classrooms (pp. 14–34). London: Routledge.Google Scholar
(2005) Measuring implicit and explicit knowledge of a second language: A psychometric study. Studies in Second Language Acquisition, 27(2), 141–172. CrossrefGoogle Scholar
Ellis, R., Loewen, S., Elder, C., Philp, J., Reinders, H., & Erlam, R.
(2009) Implicit and explicit knowledge in second language learning, testing and teaching. Bristol: Multilingual Matters.Google Scholar
Gass, S., Svetics, I., & Lemelin, S.
(2003) Differential effects of attention. Language Learning, 53(3), 497–546. CrossrefGoogle Scholar
Green, P., & MacLeod, C. J.
(2016) SIMR: an R package for power analysis of generalized linear mixed models by simulation. Methods in Ecology and Evolution, 7(4), 493–498. CrossrefGoogle Scholar
Holler, S., & Hartmann, J.
(2012) Locative inversion in English: Implications of a rating study. In S. Featherston & B. Stolterfoht (Eds.), Empirical approaches to linguistic theory: Studies in meaning and structure (pp. 241–265). Berlin: Mouton de Gruyter. CrossrefGoogle Scholar
Hopp, H.
(2007) Ultimate attainment at the interfaces in second language acquisition: Grammar and processing. (PhD thesis), University of Groningen, the Netherlands.Google Scholar
Housen, A., Pierrard, M., & Van Daele, S.
(2005) Rule complexity and the effectiveness of explicit grammar instruction. In A. Housen & M. Pierrard (Eds.), Investigations in instructed second language acquisition (pp. 207–241). Berlin: Mouton de Gruyter. CrossrefGoogle Scholar
Hulstijn, J., & de Graaff, R.
(1994) Under what conditions does explicit knowledge of a second language facilitate the acquisition of implicit knowledge? A research proposal. AILA Review, 11, 97–112.Google Scholar
Ionin, T., Ko, H., & Wexler, K.
(2004) Article semantics in L2 acquisition: The role of specificity. Language Acquisition, 12(1), 3–69. CrossrefGoogle Scholar
Ionin, T., Montrul, S., & Santos, H.
(2011) An experimental investigation of the expression of genericity in English, Spanish and Brazilian Portuguese. Lingua, 121(5), 963–985. CrossrefGoogle Scholar
Kim, J.-E., & Nam, H.
(2016) Measures of implicit knowledge revisited: Processing modes, time pressure, and modality. Studies in Second Language Acquisition, 39(3), 431–457. CrossrefGoogle Scholar
Levin, B.
(1993) English verb classes and alternations: A preliminary investigation. Chicago / London: The Chicago University Press.Google Scholar
Levin, B., & Rappaport Hovav, M.
(1995) Unaccusativity at the syntax-lexical semantics interface. Cambridge, MA: MIT Press.Google Scholar
Linck, J., & Cunnings, I.
(2015) The utility and application of mixed-effects models in second language research. Language Learning, 65, 185–207. CrossrefGoogle Scholar
Lozano, C., & Mendikoetxea, A.
(2010) Interface conditions on postverbal subjects: A corpus study of L2 English. Bilingualism: Language and Cognition, 13(04), 475–497. CrossrefGoogle Scholar
Macaro, E., & Masterman, L.
(2006) Does intensive explicit grammar instruction make all the difference? Language Teaching Research, 10(3), 297–327. CrossrefGoogle Scholar
Mendikoetxea, A.
(2006) Some notes on the syntactic, semantic and pragmatic properties of locative inversion in English. In M. Carretero, L. H. Downing, J. Lavid, E. M. Caro, S. P. D. Ayala, & E. Sánchez-Pardo (Eds.), A Pleasure of Life in Words. A Festschrift for Angela Downing. Madrid: Universidad Complutense.Google Scholar
Norris, J. M., & Ortega, L.
(2000) Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50(3), 417–528. CrossrefGoogle Scholar
Pereira, C.
(1998) Inversão locativa em português. (MA dissertation), Universidade do Porto, Portugal.Google Scholar
Pienemann, M.
(1984) Psychological constraints on the teachability of languages. Studies in Second Language Acquisition, 6(2), 186–214. CrossrefGoogle Scholar
(1989) Is language teachable? Psycholinguistic experiments and hypotheses. Applied Linguistics, 10(1), 52–79. CrossrefGoogle Scholar
Prentza, A., & Tsimpli, I.
(2013) The interpretability of features in second language acquisition: Evidence from null and postverbal subjects in L2 English. Journal of Greek Linguistics, 13, 323–365. CrossrefGoogle Scholar
Reinhart, T.
(2006) Interface strategies: Optimal and costly computations. Cambridge, MA: MIT Press. CrossrefGoogle Scholar
Robinson, P.
(1996) Learning simple and complex second language rules under implicit, incidental, rule-search, and instructed conditions. Studies in Second Language Acquisition, 18(1), 27–67. CrossrefGoogle Scholar
Rothman, J.
(2010) Theoretical linguistics meets pedagogical practice: Pronominal subject use in Spanish as a second language. Hispania, 93(1), 52–65.Google Scholar
Rothman, J., & Slabakova, R.
(2017) The generative approach to SLA and its place in modern second language studies. Studies in Second Language Acquisition, 1–26. CrossrefGoogle Scholar
Schmidt, R.
(1990) The role of consciousness in second language learning. Applied Linguistics, 11, 129–158. CrossrefGoogle Scholar
(2001) Attention. In P. Robinson (Ed.), Cognition and second language instruction. (pp. 3–32). Cambridge / New York: Cambridge University Press. CrossrefGoogle Scholar
Sheehan, M.
(2010) ‘Free’ inversion in Romance and the null subject parameter. In T. Biberauer, A. Holmberg, I. Roberts, & M. Sheehan (Eds.), Parametric variation: Null subjects in minimalist theory (pp. 231–262). Cambridge: Cambridge University Press.Google Scholar
Slabakova, R.
(2002) The compounding parameter in second language acquisition. Studies in Second Language Acquisition, 24(4), 507–540. CrossrefGoogle Scholar
(2008) Meaning in the second language. Berlin: Mouton de Gruyter. CrossrefGoogle Scholar
Sorace, A.
(2006) Gradience and optionality in mature and developing grammars. In G. Fanselow, C. Fery, M. Schlesewsky, & R. Vogel (Eds.), Gradience in grammars: Generative perspectives (pp. 106–123). Oxford: Oxford University Press. CrossrefGoogle Scholar
(2011) Pinning down the concept of ‘interface’ in bilingualism. Linguistic Approaches to Bilingualism, 1, 1–33. CrossrefGoogle Scholar
(2016) Referring expressions and executive functions in bilingualism. Linguistic Approaches to Bilingualism, 6(5), 669–684. CrossrefGoogle Scholar
Spada, N., & Tomita, Y.
(2010) Interactions between type of instruction and type of language feature: A meta-analysis. Language Learning, 60(2), 263–308. CrossrefGoogle Scholar
Suzuki, Y., & DeKeyser, R. M.
(2017) The interface of explicit and implicit knowledge in a second language: Insights from individual differences in cognitive aptitudes. Language Learning, 67(4), 747–790. CrossrefGoogle Scholar
Teixeira, J.
(2018) L2 acquisition at the interfaces: Subject-verb inversion in L2 English and its pedagogical implications. (PhD thesis), Universidade Nova de Lisboa, Portugal.Google Scholar
(2019a) From a Romance null subject grammar to a non-null subject grammar: The syntax of pronominal subjects in advanced and near-native English. In I. Feldhausen, M. Elsig, I. Kuchenbrandt, & M. Neuhaus (Eds.), Romance Languages and Linguistic Theory 15: Selected papers from ‘Going Romance’ 30, Frankfurt (pp. 256–274). Amsterdam: John Benjamins. CrossrefGoogle Scholar
(2019b) Is the syntax-discourse interface a locus of permanent optionality? The case of locative inversion in L2 English. In R. Slabakova, L. Corbet, L. Domínguez, A. Dudley, & A. Wallington (Eds.), Explorations in second language acquisition and processing (pp. 120–137). Newcastle Upon Tyne: Cambridge Scholars Publishing.Google Scholar
Valenzuela, E., & McCormack, B.
(2013) The syntax-discourse interface and the interface between generative theory and pedagogical approaches to SLA. In M. Whong, K.-H. Gil, & H. Marsden (Eds.), Universal Grammar and the second language classroom (pp. 101–114). Dordrecht: Springer Netherlands. CrossrefGoogle Scholar
VanPatten, B., & Rothman, J.
(2015) What does current generative theory have to say about the explicit-implicit debate? In P. Rebuschat (Ed.), Implicit and explicit learning of languages (pp. 89–116). Amsterdam: John Benjamins Publishing. CrossrefGoogle Scholar
Ward, G., Birner, B., & Huddleston, R.
(2002) Information packaging. In R. Huddleston & G. K. Pullum (Eds.), The Cambridge grammar of the English language (pp. 1363–1447). Cambridge: Cambridge University Press. CrossrefGoogle Scholar
White, L.
(1991) Adverb placement in second language acquisition: Some effects of positive and negative evidence in the classroom. Second Language Research, 7(2), 133–161.Google Scholar
Whong, M.
(2013) Applied Generative SLA: The need for an agenda and a methodology. In M. Whong, K.-H. Gil, & H. Marsden (Eds.), Universal Grammar and the second language classroom (pp. 231–247). Dordrecht: Springer Netherlands. CrossrefGoogle Scholar
Whong, M., Gil, K.-H., & Marsden, H.
(2014) Beyond paradigm: The ‘what’ and the ‘how’ of classroom research. Second Language Research, 30(4), 551–568. CrossrefGoogle Scholar