Review published In:
The Acquisition and Processing of Spanish and Portuguese Morphosyntax: Theoretical and experimental issues
Edited by Rachel Klassen, Anahí Alba de la Fuente, Joanne Markle LaMontagne and Almudena Basanta y Romero-Valdespino
[Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 29:2] 2016
► pp. 646651
References (31)
References
Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 781, 465–483. DOI logoGoogle Scholar
Biber, D., Johansson, S., & Leech, G. (1999). Longman grammar of spoken and written English. London: Longman.Google Scholar
Boers, F., De Rycker, A., & De Knop, S. (2010). Fostering language teaching efficiency through CL: Introduction. In S. De Knop, F. Boers, & A. De Rycker (eds.), Fostering language teaching efficiency through CL (pp. 1–26). Berlin: Mouton de Gruyter. DOI logoGoogle Scholar
Brown, R. (1973). A first language: The early stages. Cambridge, MA: Harvard University Press. DOI logoGoogle Scholar
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 11, 1–47. DOI logoGoogle Scholar
Celce-Murcia, M. (1975). English structure in context: An area of research for ESL specialists. Workpapers in teaching English as a second language, Vol. 91. University of California, Los Angeles.Google Scholar
Chomsky, N. (1959). A review of B. F. Skinner’s Verbal Behavior. Language, 351, 26–58. DOI logoGoogle Scholar
(1975). Reflections on language. London: Temple Smith.Google Scholar
Corder, P. (1967). The significance of learner’s errors. International Review of Applied Linguistics in Language Teaching, 41, 161–170.Google Scholar
De Knop, S., Boers, F., & De Rycker, T. (eds.). (2010). Fostering language teaching efficiency through cognitive linguistics. Berlin: Mouton de Gruyter. DOI logoGoogle Scholar
De Knop, S., & De Rycker, T. (2008). Cognitive approaches to pedagogical grammar: A volume in honour of René Dirven. Berlin: Mouton de Gruyter. DOI logoGoogle Scholar
Ellis, R. (1993). The structural syllabus and second language acquisition. Tesol Quarterly, 271, 91–113. DOI logoGoogle Scholar
Ellis, N. C., & Larsen-Freeman, D. (2009). Constructing a second language: Analyses and computational simulations of the emergence of linguistic constructions from usage. Language Learning, 59(Suppl. 1), 90–125. DOI logoGoogle Scholar
Hymes, D. H. (1972). On communicative competence. In J. B. Pride & J. Holmes (eds.), Sociolinguistics: Selected Readings, Part 2 (pp. 269–293). New York: Penguin.Google Scholar
Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon.Google Scholar
Larsen-Freeman, D. (1989). Pedagogical descriptions of language: Grammar. Annual Review of Applied Linguistics, 101, 187–195. DOI logoGoogle Scholar
(2003). Teaching language: From grammar to grammaring. Boston: Heinle/Cengage.Google Scholar
Littlemore, J. (2009). Applying cognitive linguistics to second language learning and teaching. New York: Palgrave Macmillan. DOI logoGoogle Scholar
Long, M. H. (1980). Input, interaction and second language acquisition. Unpublished doctoral dissertation. University of California, Los Angeles.Google Scholar
(1985). Input and second language acquisition theory. In S. Gass & C. Madden (eds.), Input and second language acquisition (pp. 377–393). Rowley, MA: Newbury House.Google Scholar
(1991). Focus on form: A design feature in language teaching methodology. In K. de Bot, R. B. Ginsberg, C. & Kramsch (eds.), Foreign language research in cross-cultural perspective (pp. 39–52). Amsterdam: John Benjamins. DOI logoGoogle Scholar
McLaughlin, B. (1990). Restructuring. Applied Linguistics, 11(2), 113–128. DOI logoGoogle Scholar
Ortega, L. (2003). Doctoral seminar in SLA: Innovative research on pedagogical grammar. Course Syllabus. English Department, Northern Arizona University.Google Scholar
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 111, 129–158. DOI logoGoogle Scholar
(1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In R. Schmidt (ed.), Attention and awareness in foreign language learning (pp. 1–63). Honolulu, HI: University of Hawai’i Press.Google Scholar
Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics, 101, 209–241. DOI logoGoogle Scholar
Sinclair, J. (1987). Looking up: An account of the COBUILD project in lexical computing. London: Collins.Google Scholar
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. Input in Second Language Acquisition, 151, 165–179.Google Scholar
Wang, W. (2003). How is pedagogical grammar defined in current TESOL training practice? TESL Canada Journal, 21(1), 64–78. DOI logoGoogle Scholar
Wray, A. (2002). Formulaic language and the lexicon. Cambridge: Cambridge University Press. DOI logoGoogle Scholar