Article in:
Journal of Second Language Studies
Vol. 5:2 (2022) ► pp. 344363
References
Bellezza, F. S.
(1984) The self as a mnemonic device: The role of internal cues. Journal of Personality and Social Psychology, 47 (3), 506–516. CrossrefGoogle Scholar
Bialystok, E.
(2001) Bilingualism in development: Language, literacy, and cognition. Cambridge University Press. CrossrefGoogle Scholar
Bui, G., & Skehan, P.
(2018) Complexity, accuracy, and fluency. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1–7). John Wiley and Sons. CrossrefGoogle Scholar
Bygate, M.
(2001) Effects of task repetition on the structure and control of oral interaction. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogical tasks, second language learning, teaching and testing (pp. 23–48). Longman.Google Scholar
Chang, M.-M., & Lehman, J. D.
(2002) Learning foreign language through an interactive multimedia program: An experimental study on the effects of the relevance component of the ARCS model. CALICO Journal, 20 (1), 81–98. CrossrefGoogle Scholar
Conway, M. A.
(2005) Memory and the self. Journal of Memory and Language, 53 (4), 594–628. CrossrefGoogle Scholar
Conway, M. A., & Loveday, C.
(2015) Remembering, imagining, false memories. Consciousness and Cognition, 33 1, 574–581. CrossrefGoogle Scholar
Council of Europe
(2001) Common European framework of reference for languages: Learning, teaching, assessment. Cambridge University.Google Scholar
Ferguson, T. J., Rule, B. G., & Carlson, D.
(1983) Memory for personally relevant information. Journal of Personality and Social Psychology, 44 (2), 251–261. CrossrefGoogle Scholar
Foster, P., Tonkyn, A., & Wigglesworth, G.
(2000) Measuring spoken language: A unit for all reasons. Applied Linguistics, 21 (3), 354–375. CrossrefGoogle Scholar
Foster, P., & Wigglesworth, G.
(2016) Capturing accuracy in second language performance: The case for a weighted clause ratio. Annual Review of Applied Linguistics, 36 1, 98–116. CrossrefGoogle Scholar
Gaies, S. J.
(1980) T-unit analysis in second language research: Applications, problems and limitations. TESOL Quarterly, 14 (1), 53–60. CrossrefGoogle Scholar
Housen, A., & Kuiken, F.
(2009) Complexity, accuracy, and fluency in second language acquisition. Applied Linguistics, 30 (4), 461–473. CrossrefGoogle Scholar
Housen, A., Kuiken, F., & Vedder, I.
(2012) Complexity, accuracy and fluency: Definitions, measurement and research. In A. Housen, F. Kuiken, & I. Vedder (Eds.), Dimensions of L2 performance and proficiency: Complexity, accuracy and fluency in SLA (pp. 1–20). John Benjamins. CrossrefGoogle Scholar
Hunt, K. W.
(1970) Recent measures in syntactic development. In M. Lester (Ed.), Readings in applied transformational grammar. Holt, Rinehard and Winston.Google Scholar
Jansari, A., & Parkin, A. J.
(1996) Things that go bump in your life: Explaining the reminiscence bump in autobiographical memory. Psychology and Aging, 11 (1), 85–91. CrossrefGoogle Scholar
Janssen, S. M. J., Chessa, A. G., & Murre, J. M. J.
(2005) The reminiscence bump in autobiographical memory: Effects of age, gender, education, and culture. Memory, 13 (6), 658–668. CrossrefGoogle Scholar
Keller, J. M.
(1987) Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10 (3), 2–10. CrossrefGoogle Scholar
Kerz, E., & Wiechmann, D.
(2020) The role of verbal working memory in L2 sentence comprehension. Journal of Second Language Studies, 3(1): 1–30. CrossrefGoogle Scholar
Kihlstrom, J. F., Cantor, N., Albright, J. S., Chew, B. R., Klein, S. B., & Niedenthal, P. M.
(1988) Information processing and the study of the self. In L. Berkowitz (Ed.), Advances in experimental social psychology, Vol. 21 (pp. 145–180). Academic Press. CrossrefGoogle Scholar
Klein, S. B.
(2012) The self and its brain. Social Cognition, 30 (4) 474–518. CrossrefGoogle Scholar
Klein, S. B., & Kihlstrom, J. F.
(1986) Elaboration, organization, and the self-reference effect in memory. Journal of Experimental Psychology: General, 115 (1), 26–38. CrossrefGoogle Scholar
Klein, S. B., & Loftus, J.
(1988) The nature of self-referent encoding: The contributions of elaborative and organizational processes. Journal of Personality and Social Psychology, 55 (1), 5–11. CrossrefGoogle Scholar
Levelt, W. J. M.
(1989) Speaking: From intention to articulation. MIT.Google Scholar
Malvern, D. D., & Richards, B. J.
(1997) A new measure of lexical diversity. In A. Ryan & A. Wray (Eds.), Evolving models of language: papers from the annual meeting of the British Association for Applied Linguistics held at the University of Wales, Swansea, September 1996 (pp. 58–71). Multilingual Matters.Google Scholar
Mayer, R. E., Fennell, S., Farmer, L., & Campbell, J.
(2004) A personalization effect in multimedia learning: Students learn better when words are in conversational style rather than formal style. Journal of Educational Psychology, 96 (2), 389–395. CrossrefGoogle Scholar
McLaughlin, B.
(1990) Restructuring. Applied Linguistics, 11 (2), 113–128. CrossrefGoogle Scholar
Michel, M. C.
(2017) Complexity, accuracy, and fluency in L2 production. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 50–68). Routledge. CrossrefGoogle Scholar
Moreno, R., & Mayer, R. E.
(2000) Engaging students in active learning: The case for personalized multimedia messages. Journal of Educational Psychology, 92 (4), 724–733. CrossrefGoogle Scholar
Mueller, C. M.
(2010) Effects of explicit instruction on incidental noticing of metaphorical word sequences during a subsequent reading task. International Journal of English Studies, 10 (1), 81–101. CrossrefGoogle Scholar
Mueller, C. M., & Kraus, W. A.
(2018) The effects of personalized prompts on Japanese EFL students’ written essays. OnCUE Journal, 11 (1), 25–50.Google Scholar
Munawar, K., Kuhn, S. K., & Haque, S.
(2018) Understanding the reminiscence bump: A systematic review. PLoS ONE, 13 (12), e0208595. CrossrefGoogle Scholar
Robinson, P.
(2005) Cognitive complexity and task sequencing: Studies in a componential framework for second language task design. International Review of Applied Linguistics in Language Teaching, 43 (1), 1–32. CrossrefGoogle Scholar
(2015) The Cognition Hypothesis, second language task demands, and the SSARC model of pedagogical task sequencing. In M. Bygate (Ed.), Domains and directions in the development of TBLT. A decade of plenaries from the international conference (pp. 87–121). John Benjamins. CrossrefGoogle Scholar
Robinson, P., & Gilabert, R.
(2007) Task complexity, the Cognition Hypothesis and second language learning and performance. International Review of Applied Linguistics in Language Teaching, 45 (3), 161–176. CrossrefGoogle Scholar
Rogers, T. B., Kuiper, N. A., & Kirker, W. S.
(1977) Self-reference and the encoding of personal information. Journal of Personality and Social Psychology, 35 (9), 677–688. CrossrefGoogle Scholar
Skehan, P.
(1998) A cognitive approach to second language learning. Oxford University Press.Google Scholar
(2009) Modelling second language performance: Integrating complexity, accuracy, fluency, and lexis. Applied Linguistics, 30 (4), 510–532. CrossrefGoogle Scholar
Skehan, P., & Foster, P.
(1997) Task type and task processing conditions as influences on foreign language performance. Language Teaching Research, 1 (3), 185–211. CrossrefGoogle Scholar
Swain, M., & Lapkin, S.
(1995) Problems in output and the cognitive process they generate: A step towards second language learning. Applied Linguistics, 16 (3), 371–391. CrossrefGoogle Scholar
Symons, C. S., & Johnson, B. T.
(1997) The self-reference effect in memory: A meta-analysis. Psychological Bulletin, 121 (3), 371–394. CrossrefGoogle Scholar
Tavakoli, P., & Skehan, P.
(2005) Strategic planning, task structure, and performance testing. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 239–273). John Benjamins. CrossrefGoogle Scholar
Text Inspector
(2018) Online lexis analysis tool at textinspector​.com
Thomsen, D. K.
(2015) Autobiographical periods: A review and central components of a theory. Review of General Psychology, 19 (3), 294–310. CrossrefGoogle Scholar
Wright, C.
(2020) Effects of task type on L2 Mandarin fluency development. Journal of Second Language Studies, 3 (2): 157–179. CrossrefGoogle Scholar
Wu, S., & Ma, Z.
(2016) Suppression and working memory in auditory comprehension of L2 narratives: Evidence from cross-modal priming. Journal of psycholinguistic research, 45 (5):1115–1135. CrossrefGoogle Scholar