Chapter published in:
Languaging in Language Learning and Teaching: A collection of empirical studies
Edited by Wataru Suzuki and Neomy Storch
[Language Learning & Language Teaching 55] 2020
► pp. 6889
References

References

Adair-Hauck, B., & Donato, R.
(1994) Foreign language explanations within the Zone of Proximal Development. Canadian Modern Language Review, 50 (3), 532-557.Google Scholar
(2002) The PACE model: A story-based approach to meaning and form for Standards-based language learning. The French Review, 76 (2), 265-276.Google Scholar
(2016) PACE: A story-based approach for dialogic inquiry about form and meaning. In J. L. Shrum & E. W. Glisan (Eds.), Teacher’s handbook: Contextualized language instruction (5th ed., pp. 206–230). Boston, MA: Cengage LearningGoogle Scholar
American Council on the Teaching of Foreign Languages
(2012) ACTFL proficiency guidelines. Alexandria, VA: ACTFL.Google Scholar
Basturkmen, H., Loewen, S., & Ellis, R.
(2002) Metalanguage in focus on form in the communicative classroom. Language Awareness, 11 (1), 1–13. CrossrefGoogle Scholar
Bernard, H. R.
(2018) Research methods in anthropology: Qualitative and quantitative approaches (6th ed.). Lanham, MD: Rowman & Littlefield.Google Scholar
DeKeyser, R. M.
(2015) Skill acquisition theory. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (2nd ed., pp. 94–112). New York, NY: Routledge.Google Scholar
Egan, K.
(2002) Getting it wrong from the beginning: Our progressivist inheritance from Herbert Spencer, John Dewey, and Jean Piaget. New Haven, CT: Yale University Press.Google Scholar
Ellis, N. C.
(2015) Implicit AND explicit language learning: Their dynamic interface and complexity. In P. Rebuschat (Ed.), Implicit and explicit learning of languages (pp. 3–23). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Gal’perin, P. I.
(1989) Mental actions as a basis for the formation of thoughts and images. Soviet Psychology, 27 (3), 45–64. CrossrefGoogle Scholar
Lantolf, J. P., & Poehner, M. E.
(2014) Sociocultural theory and the pedagogical imperative in L2 education: Vygotskian praxis and the research/praxis divide. New York, NY: Routledge. CrossrefGoogle Scholar
Lantolf, J. P., & Zhang, X.
(2017) Concept-based language instruction. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 146–165). New York, NY: Routledge. CrossrefGoogle Scholar
Leow, R. P.
(2015) Explicit learning in the L2 classroom: A student-centered approach. New York, NY: Routledge. CrossrefGoogle Scholar
McDonough, K., & Fulga, A.
(2015) The detection and primed production of novel constructions. Language Learning, 65 (2), 326–357. CrossrefGoogle Scholar
Negueruela, E., & Lantolf, J. P.
(2006) Concept-based instruction and the acquisition of L2 Spanish. In M. R. Salaberry & B. A. Lafford (Eds.), The art of teaching Spanish: Second language acquisition from research to praxis (pp. 79–102). Washington, DC: Georgetown University PressGoogle Scholar
Paradis, M.
(2009) Declarative and procedural determinants of second languages. Amsterdam: John Benjamins. CrossrefGoogle Scholar
Piaget, J.
(1959) The language and thought of the child (M. Gabain & R. Gabain, Trans, 3rd ed.). London: Routledge.Google Scholar
Roehr, K.
(2008) Linguistic and metalinguistic categories in second language learning. Cognitive Linguistics, 19 (1), 67–106. CrossrefGoogle Scholar
Saldaña, J.
(2016) The coding manual for qualitative researchers (3rd ed.). London: Sage.Google Scholar
Storch, N.
(2013) Collaborative writing in L2 classrooms. Bristol: Multilingual Matters. CrossrefGoogle Scholar
Suzuki, W.
(2012) Written languaging, direct correction, and second language writing revision. Language Learning, 62 (4), 1110–1133. CrossrefGoogle Scholar
Swain, M.
(2010) ‘Talking-it-through’: Languaging as a source of learning. In R. Batstone (Ed.), Sociocognitive perspectives on language use and language learning (pp. 112–130). Oxford: Oxford University PressGoogle Scholar
Swain, M., Kinnear, P., & Steinman, L.
(2015) Sociocultural theory in second language education: An introduction through narratives (2nd ed.). Bristol: Multilingual Matters. CrossrefGoogle Scholar
Swain, M., Lapkin, S., Knouzi, I., Suzuki, W., & Brooks, L.
(2009) Languaging: University students learn the grammatical concept of voice in French. The Modern Language Journal, 93 (1), 5–29. CrossrefGoogle Scholar
Tharp, R. G., & Gallimore, R.
(1988) Rousing minds to life: Teaching, learning, and schooling in social context. Cambridge: Cambridge University Press.Google Scholar
Toth, P. D.
(2006) Processing Instruction and a role for output in second language acquisition. Language Learning, 56 (2), 319–385. CrossrefGoogle Scholar
(2012) Output-based instructional approaches. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics. Oxford: Wiley-Blackwell. CrossrefGoogle Scholar
Toth, P. D., & Guijarro-Fuentes, P.
(2013) The impact of instruction on second-language implicit knowledge: Evidence against encapsulation. Applied Psycholinguistics, 34 (6), 1163–1193. CrossrefGoogle Scholar
Toth, P. D., Wagner, E., & Moranski, K.
(2013) ‘Co-constructing’ explicit L2 knowledge with high school Spanish learners through guided induction. Applied Linguistics, 34 (3), 255–278. CrossrefGoogle Scholar
Ullman, M. T.
(2015) The declarative/procedural model. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (2nd ed., pp. 135–158). New York, NY: RoutledgeGoogle Scholar
Van Compernolle, R. A., Gomez-Laich, M. P., & Weber, A.
(2016) Teaching L2 Spanish sociopragmatics through concepts: A classroom-based study. The Modern Language Journal, 100 (1), 341–361. CrossrefGoogle Scholar
Vygotsky, L. S.
(1986) Thought and language. Cambridge, MA: MIT Press.Google Scholar
Wells, G.
(1999) Dialogic inquiry: Towards a sociocultural practice and theory of education. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Yáñez-Prieto, M. d. C.
(2010) Authentic instruction in literary worlds: Learning the stylistics of concept-based grammar. Language and Literature, 19 (1), 59–75. CrossrefGoogle Scholar
Zhang, X., & Lantolf, J. P.
(2015) Natural or artificial: Is the route of L2 development teachable? Language Learning, 65 (1), 152–180. CrossrefGoogle Scholar