Chapter published in:
Doing SLA Research with Implications for the Classroom: Reconciling methodological demands and pedagogical applicability
Edited by Robert M. DeKeyser and Goretti Prieto Botana
[Language Learning & Language Teaching 52] 2019
► pp. 127154
References

References

Bates, E.
(1994) Modularity, domain specificity and the development of language. Discussions in Neuroscience, 10, 136–149.Google Scholar
Benati, A.
(2001) A comparative study of the effects of processing instruction and output- based instruction on the acquisition of the Italian future tense. Language Teaching Research, 5, 95–127.CrossrefGoogle Scholar
(2004) The effects of structured input activities and explicit information on the acquisition of the Italian future tense. In B. VanPatten (Ed.), Processing Instruction: Theory, research, and commentary (pp. 207–225). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Berkovits, I., Hancock, G., & Nevvitt, J.
(2000) Bootstrap resampling approaches for repeated measures designs: Relative robustness to sphericity and normality violations. Educational and Psychological Measurement, 60, 877–892.CrossrefGoogle Scholar
Bever, T. G.
(1970) The cognitive basis for linguistic structures. In J. R. Hayes (Ed.), Cognition and the development of language (pp.279–362). New York, NY: Wiley.Google Scholar
Briscoe, G.
(1995) The acquisition of ser and estar by nonnative speakers of Spanish (Unpublished dissertation), University of Pennsylvania.Google Scholar
Cheng, A. C.
(2002) The effects of processing instruction on the acquisition of ser and estar. Hispania, 85, 308–323.CrossrefGoogle Scholar
(2004) Processing instruction and semantic ser and estar: Forms withsemantic aspectual values. In B. VanPatten (Ed.), Processing instruction: Theory, research, and commentary (pp. 119–141) Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
de Graaff, R.
(1997) The eXperanto experiment: Effects of explicit instruction on language acquisition. Studies in Second Language Acquisition, 19, 249–276.CrossrefGoogle Scholar
DeKeyser, R.
(1995) Learning second language grammar rules: An experiment with a miniature linguistic system. Studies in Second Language Acquisition, 17, 379–410.CrossrefGoogle Scholar
(2003) Implicit and explicit learning. In M. Long & C. Doughty (Eds.), The handbook of second language acquisition (pp. 313–348). Malden, MA: Blackwell.CrossrefGoogle Scholar
Ellis, N.
(1993) Rule and instances in foreign language learning: Interactions of explicit and implicit knowledge. European Journal of Cognitive Psychology, 5, 289–318.CrossrefGoogle Scholar
Farley, A.
(2004) Processing instruction and the Spanish subjunctive: Is explicit information needed? In B. VanPatten (Ed.), Processing instruction: Theory, research, and commentary (pp. 227–239), Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Fernández, C.
(2008) Reexamining the role of explicit information in processing instruction. Studies in Second Language Acquisition, 30, 277–305.CrossrefGoogle Scholar
Gass, S. M.
(1989) How do learners resolve linguistic conflicts? In S. Gass & J. Schacter (Eds.), Linguistic perspectives on second language acquisition (pp. 183–199). Cambridge: Cambridge University Press.CrossrefGoogle Scholar
Geeslin, Kimberly L.
(2000) A new approach to the second language acquisition of copula choice in Spanish. In R. P. Leow & C. Sanz (Eds.), Spanish applied linguistics at the turn of the millennium: Papers from the 1999 Conference on the L1 and L2 Acquisition of Spanish and Portuguese (pp. 50–66). Somerville, MA: Cascadilla.Google Scholar
Guntermann, G.
(1992) An analysis of interlanguage development over time, part II: Ser and estar. Hispania, 75, 1294–1303.CrossrefGoogle Scholar
Henry, N., Culman, H., & VanPatten, B.
(2009) More on the effects of explicit information in SLA. Studies in Second Language Acquisition, 31, 559–575.CrossrefGoogle Scholar
Ho, R.
(2006) Handbook of univariate and multivariate data analysis and interpretation with SPSS. New York, NY: Taylor & Francis.CrossrefGoogle Scholar
Hettmansperger, T. P., & McKean, J.
(2012) Robust non-parametric statistical methods (2nd ed.). New York, NY: Taylor & Francis.Google Scholar
Huitema, B.
(2012) The analysis of covariance and alternatives. New York, NY: John Wiley & Sons.Google Scholar
Lee, J. F., & VanPatten, B.
(1995) Making communicative language teaching happen. San Francisco, CA: McGraw-HillGoogle Scholar
LoCoco, V.
(1987) Learner comprehension of oral and written sentences in German and Spanish: The importance of word order. In B. VanPatten, T. R. Dovrak, & J. F. Lee (Eds.), Foreign language learning: A research perspective (pp. 116–129). Rowley, MA: Newbury House.Google Scholar
Lomax, R. G.
(2007) An introduction to statistical concepts for education and behavioral sciences (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
(2007) Statistical concepts: A second course for education and the behavioral sciences (3rd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Loschky, L., & Bley-Vroman, R.
(1993) Grammar and task-based learning. In G. Crookes & S. Gass (Eds.), Tasks and language learning: Integrating theory and practice (pp. 123–167). Clevedon: Multilingual Matters.Google Scholar
Paulston, C.
(1972) Structural pattern drills: A classification. In H. Allen & R. Campbell (Eds.), Teaching English as a second language (pp. 129–138). New York, NY: McGraw-Hill.Google 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, 27–67.CrossrefGoogle Scholar
(1997) Generalizability and automaticity of second language learning under implicit, incidental, enhanced, and instructed conditions. Studies in Second Language Acquisition, 19, 223–247.CrossrefGoogle Scholar
Rosa, E., & Leow, R.
(2004) Awareness, different learning conditions and second language development. Applied Psycholinguistics, 25, 269–292.CrossrefGoogle Scholar
Rosa, E., & O’Neill, M.
(1999) Explicitness, intake, and the issue of awareness: Another piece to the puzzle. Studies in Second Language Acquisition, 21, 511–556.CrossrefGoogle Scholar
Ryan, J., & Lafford, B.
(1992) The acquisition of lexical meaning in a study abroad environment: Ser + estar and the Granada experience. Hispania, 75, 714–722.CrossrefGoogle Scholar
Sanz, C.
(2004) Computer delivered implicit versus explicit feedback in processing instruction. In B. VanPatten (Ed.), Processing instruction: Theory, research, and commentary (pp. 241–257). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Sanz, C., & Morgan-Short, K.
(2004) Positive evidence versus explicit rule presentation and explicit negative feedback: A computer-assisted study. Language Learning, 54, 35–78.CrossrefGoogle Scholar
Sato, M. & Loewen, S.
(2016) A quasi-experimental study of corrective feedback and metacognitive instruction in intact English L2 classes. Paper presented at the American Association of Applied Linguistics, in Orlando.
Silvá-Corvalán, C.
(1986) Bilingualism and language change: The extension of estar in Los Angeles Spanish. Language, 62, 587–608 CrossrefGoogle Scholar
(1994) Language contact and change: Spanish in Los Angeles. Oxford: Clarendon Press.Google Scholar
VanPatten, B.
(1984) Learners’ comprehension of clitic pronouns: More evidence for a word order strategy. Hispanic Linguistics, 1, 57–67.Google Scholar
(1993) Grammar teaching for the acquisition-rich classroom. Foreign Language Annals, 26, 435–450.CrossrefGoogle Scholar
(1996) Input processing and grammar instruction: Theory and research. Westport, CT: Ablex.Google Scholar
(2002) Processing instruction: An update. Language Learning, 52(4), 755–803.CrossrefGoogle Scholar
(2004) Input processing in SLA. In B. VanPatten (Ed.), Processing instruction: Theory, research, and commentary (pp. 5–31). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
(2007) Input processing in adult second language acquisition. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition (pp. 115–135). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
VanPatten, B., & Cadierno, T.
(1993) Explicit instruction and input processing. Studies in Second Language Acquisition, 15, 225–244.CrossrefGoogle Scholar
VanPatten, B., & Oikkenon, S.
(1996) Explanation vs. structured input in processing instruction. Studies in Second Language Acquisition, 18, 495–510.CrossrefGoogle Scholar
VanPatten, B.
(2010) Some verbs are more perfect than others: Why learners have difficulty with ser and estar and what it means for instruction. Hispania, 91, 29–38.Google Scholar
Wilcox, R.
(2005) An approach to Ancova that allows multiple covariates, nonlinearity, and heteroscedasticity. Educational Psychology and Measurement, 65, 442–450.CrossrefGoogle Scholar
Wong, W.
(2004) Processing instruction in French: The roles of explicit information and structured input. In B. VanPatten (Ed.), Processing instruction: Theory, research, and commentary (pp. 187–205). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar