Article published In:
EUROSLA Yearbook: Volume 16 (2016)
Edited by Sarah Ann Liszka, Pascale Leclercq, Marion Tellier and Georges Daniel Véronique
[EUROSLA Yearbook 16] 2016
► pp. 116143
Akakura, M
(2012) Evaluating the effectiveness of explicit instruction on implicit and explicit L2 knowledge. Language Teaching Research, 161, 9–37. DOI logoGoogle Scholar
Andringa, S., De Glopper, K. & Hacquebord H
(2011) Effect of explicit and implicit instruction on free written response task performance. Language Learning, 611, 868–903. DOI logoGoogle Scholar
Baten, K
in press). Teaching the German case system: A comparison of two approaches to the study of developmental readiness. In A. Lenzing, H. Nicholas & J. Roos (Eds.) Widening contexts for Processability Theory: Theories and issues Amsterdam John Benjamins DOI logo
Baten, K. & Lochtman, K
(2014) Das deutsche Kasussystem im Fremdsprachenerwerb: Ein Forschungsüberblick. Muttersprache, 1241, 1–25.Google Scholar
Bresnan, J
(2001) Lexical-Functional Syntax. Malden, MA: Wiley-Blackwell.Google Scholar
Culman, H., Nicholas, N. & VanPatten, B
(2009) The Role of Explicit Information in Instructed SLA: An On-Line Study with Processing Instruction and German Accusative Case Inflections. Unterrichtspraxis/Teaching German, 421, 19–31. DOI logoGoogle Scholar
Dahl, Ö
(1979) Typology of sentence negation. Linguistics, 171, 79–106. DOI logoGoogle Scholar
De Graaff, R. & A. Housen
(2009) Investigating the effects and effectiveness of L2 instruction. In M. Long & C. Doughty (eds.), The handbook of language teaching (pp. 726–755). Malden, MA: Wiley-Blackwell. DOI logoGoogle Scholar
DeKeyser, R
(1995) Learning second language grammar rules: An experiment with a miniature linguistic system. Studies in Second Language Acquisition, 171, 379–410. DOI logoGoogle Scholar
(1998) Beyond focus on form: Cognitive perspectives on learning and practicing second language grammar. In C. Doughty & J. Williams (eds.), Focus on form in classroom language acquisition (pp. 42–63). Cambridge University Press.Google Scholar
(2003) Implicit and explicit learning. In C. Doughty & M. Long (Eds.), The handbook of second language acquisition (pp. 313–348). Oxford: Blackwell. DOI logoGoogle Scholar
Doughty, C
(1991) Instruction does make a difference. Studies in Second Language Acquisition, 131, 431–469 DOI logoGoogle Scholar
(2012) Instructed SLA: Constraints, compensation and enhancement. In C. Doughty & M. Long (Eds.), The handbook of second language acquisition (pp. 256–310). Oxford: Blackwell.Google Scholar
Doughty, C. & Williams, J
(1998) Focus on Form in Classroom Second Language Acquisition. Cambridge University Press.Google Scholar
Dürscheid, C
(1999) Die verbalen Kasus des Deutschen: Untersuchungen zur Syntax, Semantik und Perspektive. Berlin: de Gruyter. DOI logoGoogle Scholar
Eisenbeiss, S., Bartke, S. & Clahsen, H
(2005) Structural and Lexical Case in Child German: Evidence from Language-Impaired and Typically Developing Children. Language Acquisition: A Journal of Developmental Linguistics, 131, 3–32. DOI logoGoogle Scholar
Ellis, N
(2009) Optimizing the Input: Frequency and sampling in usage-based and form-focused learning. In M. Long & C. Doughty (eds.), Handbook of Language Teaching (pp. 139–158). Oxford: Blackwell. DOI logoGoogle Scholar
Ellis, R
(1997) SLA research and language teaching. Oxford UP.Google Scholar
(2002) Does form-focused instruction affect the acquisition of implicit knowledge? A review of the research. Studies in Second Language Acquisition, 241, 223–236. DOI logoGoogle Scholar
(2004) The definition and measurement of explicit knowledge. Language Learning, 541, 227–275. DOI logoGoogle Scholar
(2007) Explicit form-focused instruction and second language acquisition. In B. Spolsky & F. Hult (Eds.), The handbook of educational linguistics. Oxford: Blackwell.Google Scholar
Ellis, R., Loewen, S. & Erlam, R
(2006) Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 281, 339–368. DOI logoGoogle Scholar
Erlam, R
(2006) Elicited Imitation as a Measure of L2 Implicit Knowledge: An Empirical Validation Study. Applied Linguistics, 271, 464–491. DOI logoGoogle Scholar
Henry, N., Culman, H. & VanPatten, B
(2009) More on the effects of explicit information in instructed SLA. A partial replication and a response to Fernández (2008). Studies in Second Language Acquisition, 311, 559–575. DOI logoGoogle Scholar
Hjelmslev, L
(1935/37) Catégorie des cas: Acta Jutlandica VII1, IX.Google Scholar
Hopp, H
(2006) Syntactic Features and Reanalysis in Near-Native Processing. Second Language Research 221, 369–397. DOI logoGoogle Scholar
(2009) The Syntax–Discourse Interface in Near-Native L2 Acquisition: Off-Line and On-Line Performance. Bilingualism: Language and Cognition, 121, 463–483. DOI logoGoogle Scholar
(2010) Ultimate Attainment in L2 Inflection: Performance Similarities Between Non-Native and Native Speakers. Lingua, 1201, 901–931. DOI logoGoogle Scholar
Housen, A. & Pierrard, M
(2005) Investigating instructed second language acquisition. In: A. Housen & M. Pierrard (Eds.)Investigations in instructed second language acquisition (pp. 1–27). Berlin: Mouton de Gruyter. DOI logoGoogle Scholar
Housen, A., Pierrard, M. & Van Daele, S
(2005) Structure complexity and the efficacy of explicit grammar instruction. In A. Housen & M. Pierrard (Eds.), Investigations in instructed second language acquisition (pp. 233–269). Berlin: Mouton de Gruyter. DOI logoGoogle Scholar
Jackson, C
(2007) The Use and Non-Use of Semantic Information, Word Order, and Case Markings During Comprehension by L2 learners of German. Modern Language Journal 911, 418–432. DOI logoGoogle Scholar
(2008) Processing Strategies and the Comprehension of Sentence-Level Input by L2 Learners of German. System, 361, 388–406. DOI logoGoogle Scholar
Jakobson, R
(1971 [1936]) Beitrag zur allgemeinen Kasuslehre. In R. Jakobson (Ed.), Selected Writings II (pp. 23–71). The Hague: Mouton.Google Scholar
Krashen, S
(1981) Second Language Acquisition and Second Language Learning. Oxford: Pergamon.Google Scholar
(1985) The input hypothesis: Issues and implications. Lincolnwood, UK: Ladero.Google Scholar
Krumm, H.-J., Fandrych, Ch., Hufeisen, B. & Riemer, C
(2010) Deutsch als Fremd- und Zweitsprache. Ein internationales Handbuch. Berlin: de Gruyter Mouton.Google Scholar
Larsen-Freeman, D
(1995) On the teaching and learning of grammar: Challenging the myths. In F. Eckman, D. Highland, P. Lee, J. Mileham, & R. Rutkowski Weber (Eds.), Second language acquisition theory and pedagogy (pp. 131–150). Mahwah: Erlbaum.Google Scholar
Lightbown, P
(2001) Classroom SLA research and second language teaching. Applied Linguistics, 211, 431–462. DOI logoGoogle Scholar
(2008) Transfer appropriate processing as a model for classroom second language acquisition. In Z. Han & E. Park (Eds.), Understanding Second Language Process (pp. 27–44). Clevedon, UK: Multilingual Matters.Google Scholar
Long, M
(1983) Does second language instruction make a difference? A review of the research. TESOL Quarterly, 171, 359–382. DOI logoGoogle Scholar
Long, M. & Robinson, P
(1998) Focus on Form: Theory, research, and practice. In C. Doughty & J. Williams (eds.), Focus on Form in Classroom Second Language Acquisition (pp. 15–41). Cambridge University Press.Google Scholar
Macaro, E. & Masterman, L
(2006) Does intensive explicit grammar instruction make all the difference? Language Teaching Research, 101, 297–327. DOI logoGoogle Scholar
Mackey, A
(1999) Input, Interaction, and second language development: an empirical study of question formation in ESL. Studies in Second Language Acquisition, 211, 557–587. DOI logoGoogle Scholar
Mackey, A. & Philp, J
(1998) Conversational interaction and second language development: Recasts, responses, and red herrings? Modern Language Journal, 821, 338–356. DOI logoGoogle Scholar
Marx, N
(2014) Kasuszuweisung und Kasuslehre bei Schülern mit Migrationshintergrund: eine differenzierte Betrachtung. In B. Ahrenholz & P. Grommes (Eds.), Zweitspracherwerb im Jugendalter (pp. 99–124). Berlin: de Gruyter.Google Scholar
McDade, H., Simpson, M. & Lamb, D
(1982) The use of elicited imitation as a measure of expressive grammar: a question of validity. Journal of Speech and Hearing disorders, 471, 19–24. DOI logoGoogle Scholar
McDonough, K. & Trofimovich, P
(2009) Using Priming Methods in Second Language Research. New York: Taylor & Francis.Google Scholar
Motsch, H.-J. & Riehemann, S
(2008) Grammatische Störungen mehrsprachiger Schüler. Interventionsstudie zum Therapieziel Kasus. Die Sprachheilarbeit, 531, 15–25.Google Scholar
Norris, J. & Ortega, L
(2000) Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 501, 417–528. DOI logoGoogle Scholar
Pallotti, G
(2007) An Operational Definition of the Emergence Criterion. Applied Linguistics, 281, 361–382. DOI logoGoogle Scholar
Pienemann, M
(1984) Psychological constraints on the teachability of languages. Studies in Second Language Acquisition, 61, 186–214 DOI logoGoogle Scholar
(1988) Determining the influence of instruction on L2 speech processing. AILA Review, 51, 40–72.Google Scholar
Sachs, J
(1967) Recognition memory for syntactic and semantic aspects of connected discourse. Perception and Psychophysics, 21, 437–442. DOI logoGoogle Scholar
Spada, N. & Lightbown, P
(1999) Instruction, first language influence, and developmental readiness in second language acquisition. The Modern Language Journal, 831, 1–22. DOI logoGoogle Scholar
Spada, N. & Tomita, Y
(2010) Interactions between type of instruction and type of language feature: A meta-analysis. Language Learning, 601, 1–46. DOI logoGoogle Scholar
VanPatten, B
(2004) Input Processing in Second Language Acquisition. In B. VanPatten, (Ed.): Processing Instruction. Theory, Research, and Commentary. (pp. 5–31). Mahwah, N.J.: Erlbaum. DOI logo DOI logoGoogle Scholar
VanPatten, B. & Borst, S
(2012) The Roles of Explicit Information and Grammatical Sensitivity in Processing Instruction: Nominative-Accusative Case Marking and Word Order in German L2. Foreign Language Annals 451, 92–109.Google Scholar
VanPatten, B. & Cadierno, T
(1993) Explicit Instruction and Input Processing. Studies in Second Language Acquisition 151, 225–44. DOI logoGoogle Scholar
Williams, J. & Evans, J
(1998) What kind of focus and on which forms. In C. Doughty & J. Williams (eds.), Focus on Form in Classroom Second Language Acquisition (pp. 139–155). Cambridge University Press.Google Scholar
Cited by

Cited by 1 other publications

Walter, Daniel R.

This list is based on CrossRef data as of 29 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.