Part of
L1 Acquisition and L2 Learning: The view from Romance
Edited by Larisa Avram, Anca Sevcenco and Veronica Tomescu
[Language Acquisition and Language Disorders 65] 2021
► pp. 229256
Akakura, M.
(2012) Evaluating the effectiveness of explicit instruction on implicit and explicit L2 knowledge. Language Teaching Research, 16(1), 9–37. DOI logoGoogle Scholar
Alexiadou, A., & Anagnostopoulou, E.
(1998) Parametrizing AGR: Word order, V-movement and EPP-checking. Natural Language and Linguistic Theory, 16, 491–539. DOI logoGoogle Scholar
Belletti, A.
(2005) Extended doubling and the vP periphery. Probus, 17(1), 1–35. DOI logoGoogle Scholar
Belletti, A., Bennati, E., & Sorace, A.
(2007) Theoretical and developmental issues in the syntax of subjects: Evidence from near-native Italian. Natural Language & Linguistic Theory, 25(4), 657–689. DOI logoGoogle Scholar
Belletti, A., & Leonini, C.
(2004) Subject inversion in L2 Italian. In S. F. Cohen, M. Sharwood Smith, A. Sorace, & M. Ota (Eds.), Eurosla Yearbook (pp. 95–118). John Benjamins. DOI logoGoogle Scholar
Bowles, M.
(2011) Measuring implicit and explicit linguistic knowledge: What can heritage language learners contribute? Studies in Second Language Acquisition, 33(2), 247–271. DOI logoGoogle Scholar
Burzio, L.
(1986) Italian syntax. Dordrecht: Reidel. DOI logoGoogle Scholar
Chomsky, N.
(1981) Lectures on government and binding. Foris.Google Scholar
(1982) Some concepts and consequences of the theory of government and binding. The MIT Press.Google Scholar
Costa, J.
(1998) Word order variation: A constraint-based approach (Unpublished PhD dissertation). Leiden University.
(2004) Subject positions and interfaces. The case of European Portuguese. Mouton de Gruyter.Google Scholar
de Graaff, R., & Housen, A.
(2009) Investigating the effects and effectiveness of L2 instruction. In M. Long & C. J. Doughty (Eds.), The handbook of language teaching (pp. 726–755). Wiley-Blackwell. DOI logoGoogle Scholar
DeKeyser, R. M.
(1998) Beyond focus on form: Cognitive perspectives on learning and practicing second language grammar. In C. J. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 42–63). Cambridge University Press.Google Scholar
Domínguez, L., & Arche, M. J.
(2014) Subject inversion in non-native Spanish. Lingua, 145, 243–265. DOI logoGoogle Scholar
Ellis, R.
(1989) Are classroom and naturalistic acquisition the same? A study of the classroom acquisition of German word order rules. Studies in Second Language Acquisition, 11(3), 305–328. DOI logoGoogle Scholar
(1997) SLA research and language teaching. Oxford University Press.Google Scholar
(2002a) Does form-focused instruction affect the acquisition of implicit knowledge? A review of the research. Studies in Second Language Acquisition, 24(2), 223–236. DOI logoGoogle Scholar
(2002b) The place of grammar instruction in the second/foreign language curriculum. In E. Hinkel & S. Fotos (Eds.), New perspectives on grammar teaching in second language classrooms (pp. 14–34). Routledge.Google Scholar
(2005) Measuring implicit and explicit knowledge of a second language: A psychometric study. Studies in Second Language Acquisition, 27(2), 141–172. DOI logoGoogle Scholar
(2008) The study of second language acquisition (2nd ed.). Oxford University Press.Google Scholar
Ellis, R., Loewen, S., Elder, C., Philp, J., Reinders, H., & Erlam, R.
(2009) Implicit and explicit knowledge in second language learning, testing and teaching. Multilingual Matters.Google Scholar
Friedmann, N., & Costa, J.
(2011) Acquisition of SV and VS order in Hebrew, European Portuguese, Palestinian Arabic, and Spanish. Language Acquisition, 18(1), 1–38. DOI logoGoogle Scholar
Gass, S., Svetics, I., & Lemelin, S.
(2003) Differential effects of attention. Language Learning, 53(3), 497–546. DOI logoGoogle Scholar
Gil, K.-H., Marsden, H., & Whong, M.
(2013a) Can explicit grammar instruction serve as evidence for L2 grammar restructuring? In S. Stavrakaki, P. Konstantinopoulou, & M. Lalioti (Eds.), Advances in language acquisition: Proceedings of GALA 2011 (pp. 328–336). Cambridge Scholars.Google Scholar
(2013b) Quantifiers: Form and meaning in second language development. In M. Whong, K.-H. Gil, & H. Marsden (Eds.), Universal Grammar and the second language classroom (pp. 139–159). Springer. DOI logoGoogle Scholar
Goo, J., Granena, G., Yilmaz, Y., & Novella, M.
(2015) Implicit and explicit instruction in L2 learning: Norris & Ortega (2000) revisited and updated. In P. Rebuschat (Ed.), Implicit and explicit learning of languages (pp. 443–482). John Benjamins. DOI logoGoogle Scholar
Judy, T., & Rothman, J.
(2010) From a superset to a subset grammar and the semantic compensation hypothesis: Subject pronoun and anaphora resolution evidence in L2 English. In K. Franich, K. M. Iserman, & L. L. Keil (Eds.), BUCLD 34: Proceedings of the 34th annual Boston University Conference on Language Development (pp. 197–208). Cascadilla Press.Google Scholar
Kim, J.-E., & Nam, H.
(2016) Measures of implicit knowledge revisited: Processing modes, time pressure, and modality. Studies in Second Language Acquisition, 39(3), 431–457. DOI logoGoogle Scholar
Krashen, S. D.
(1982) Principles and practice in second language acquisition. Pergamon.Google Scholar
Lightbown, P.
(1998) The importance of timing in focus on form. In C. J. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 177–196). Cambridge University Press.Google Scholar
(2013) Learner readiness. In C. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 3247–3250). Blackwell.Google Scholar
Linck, J., & Cunnings, I.
(2015) The utility and application of mixed-effects models in second language research. Language Learning, 65, 185–207. DOI logoGoogle Scholar
Lobo, M., & Martins, A. M.
(2017) Subjects. In A. Dufter & E. Stark (Eds.), Manual of Romance morphosyntax and syntax (pp. 27–88). De Gruyter. DOI logoGoogle Scholar
Long, D., & Rothman, J.
(2013) Generative approaches and the competing systems hypothesis: Formal acquisition to pedagogical application. In J. W. Schwieter (Ed.), Innovative research and practices in second language acquisition and bilingualism (pp. 63–84). John Benjamins. DOI logoGoogle Scholar
Lopez, E.
(2019) Teaching the English article system: Definiteness and specificity in linguistically-informed instruction. Language Teaching Research, 23(2), 200–217. DOI logoGoogle Scholar
Lozano, C.
(2003) Universal Grammar and focus constraints: The acquisition of pronouns and word order in non-native Spanish (Unpublished PhD dissertation). University of Essex.
(2006) Focus and split-intransitivity: The acquisition of word order alternations in non-native Spanish. Second Language Research, 22(2), 145–187. DOI logoGoogle Scholar
Lozano, C., & Mendikoetxea, A.
(2010) Interface conditions on postverbal subjects: A corpus study of L2 English. Bilingualism: Language and Cognition, 13(4), 475–497. DOI logoGoogle Scholar
Macaro, E., & Masterman, L.
(2006) Does intensive explicit grammar instruction make all the difference? Language Teaching Research, 10(3), 297–327. DOI logoGoogle Scholar
Mackey, A., & Goo, J.
(2007) Interaction research in SLA: A meta-analysis and research synthesis. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A series of empirical studies (pp. 407–453). Oxford University Press.Google Scholar
Mackey, A., & Philp, J.
(1998) Conversational interaction and second language development: Recasts, responses, and red herrings? The Modern Language Journal, 82(3), 338–356. DOI logoGoogle Scholar
Madeira, A., Xavier, M. F., & Crispim, M. d. L.
(2009) A aquisição de sujeitos nulos em português L2. Estudos da Língua(gem) / Estudos em Aquisição de L1 e L2, 7(2), 163–198. DOI logoGoogle Scholar
Marsden, H., & Slabakova, R.
(2019) Grammatical meaning and the second language classroom: Introduction. Language Teaching Research, 23(2), 147–157. DOI logoGoogle Scholar
Norris, J. M., & Ortega, L.
(2000) Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50(3), 417–528. DOI logoGoogle Scholar
(2001) Does type of instruction make a difference? Substantive findings from a meta-analytic review. Language Learning, 51, 157–213. DOI logoGoogle Scholar
Pienemann, M.
(1984) Psychological constraints on the teachability of languages. Studies in Second Language Acquisition, 6(2), 186–214. DOI logoGoogle Scholar
(1989) Is language teachable? Psycholinguistic experiments and hypotheses. Applied Linguistics, 10(1), 52–79. DOI logoGoogle Scholar
Pinto, M.
(1997) Licensing and interpretation of inverted subjects in Italian. (Unpublished PhD dissertation). University of Utrecht.
Prentza, A., & Tsimpli, I.
(2013) The interpretability of features in second language acquisition: Evidence from null and postverbal subjects in L2 English. Journal of Greek Linguistics, 13, 323–365. DOI logoGoogle Scholar
Rastelli, S., & Gil, K.-H.
(2018) No fear of George Kinglsley Zipf: Language classroom, statistics and Universal Grammar. Instructed Second Language Acquisition, 2(2), 242–264. DOI logoGoogle Scholar
Rizzi, L.
(1982) Issues on Italian syntax. Foris. DOI logoGoogle Scholar
Russell, J., & Spada, N.
(2006) The effectiveness of corrective feedback for the acquisition of L2 grammar. In J. M. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp. 133–164). John Benjamins. DOI logoGoogle Scholar
Schmidt, R.
(1990) The role of consciousness in second language learning. Applied Linguistics, 11, 129–158. DOI logoGoogle Scholar
(2001) Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3–32). Cambridge University Press. DOI logoGoogle Scholar
Schwartz, B. D.
(1986) The epistemological status of second language acquisition. Second Language Research, 2(2), 120–159.Google Scholar
(1993) On explicit and negative data effecting and affecting competence and linguistic behavior. Studies in Second Language Acquisition, 15(2), 147–163. DOI logoGoogle Scholar
Schwartz, B. D., & Gubala-Ryzak, M.
(1992) Learnability and grammar reorganization in L2A: Against negative evidence causing the unlearning of verb movement. Second Language Research, 8(1), 1–38.Google Scholar
Schwartz, B. D., & Sprouse, R.
(1996) L2 cognitive states and the Full Transfer/Full Access model. Second Language Research, 12, 40–72. DOI logoGoogle Scholar
Sheehan, M.
(2007) The EPP and null subjects in Romance (Unpublished PhD dissertation). Newcastle University.
(2010) ‘Free’ inversion in Romance and the null subject parameter. In T. Biberauer, A. Holmberg, I. Roberts, & M. Sheehan (Eds.), Parametric variation: Null subjects in minimalist theory (pp. 231–262). Cambridge University Press.Google Scholar
Simonovikj, A.
(2011) Second language acquisition of unaccusative syntax: Macedonian and Spanish learners of L2 English (Unpublished Master’s thesis). University of Granada.
Slabakova, R.
(2002) The compounding parameter in second language acquisition. Studies in Second Language Acquisition, 24(4), 507–540. DOI logoGoogle Scholar
(2014) The bottleneck of second language acquisition. Foreign Language Teaching and Research, 46(4), 543–559.Google Scholar
(2015) Is there a firewall between declarative knowledge and procedural knowledge of the functional morphology: A response to Paradis. Foreign Language Teaching and Research, 4, 619–623.Google Scholar
(2016) Second language acquisition. Oxford University Press.Google Scholar
Sorace, A.
(2003) Near-nativeness. In C. J. Doughty & M. Long (Eds.), The handbook of second language acquisition (pp. 130–151). Blackwell. DOI logoGoogle Scholar
(2005) Selective optionality in language development. In L. Cornips & K. P. Corrigan (Eds.), Syntax and variation: Reconciling the biological and the social (pp. 55–80). John Benjamins. DOI logoGoogle Scholar
(2011) Pinning down the concept of ‘interface’ in bilingualism. Linguistic Approaches to Bilingualism, 1, 1–33. DOI logoGoogle Scholar
Sorace, A., & Filiaci, F.
(2006) Anaphora resolution in near-native speakers of Italian. Second Language Research, 22(3), 339–368. DOI logoGoogle Scholar
Spada, N., & Lightbown, P.
(1999) Instruction, first language influence, and developmental readiness in second language acquisition. The Modern Language Journal, 83(1), 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, 60(2), 263–308. DOI logoGoogle Scholar
Suzuki, Y., & DeKeyser, R. M.
(2017) The interface of explicit and implicit knowledge in a second language: Insights from individual differences in cognitive aptitudes. Language Learning, 67(4), 747–790. DOI logoGoogle Scholar
Teixeira, J.
(2018) L2 acquisition at the interfaces: Subject-verb inversion in L2 English and its pedagogical implications (Unpublished PhD dissertation). Universidade Nova de Lisboa.
(2019a) From a Romance null subject grammar to a non-null subject grammar: The syntax of pronominal subjects in advanced and near-native English. In I. Feldhausen, M. Elsig, I. Kuchenbrandt, & M. Neuhaus (Eds.), Romance Languages and Linguistic Theory 15: Selected papers from ‘Going Romance’ 30, Frankfurt (pp. 256–274). John Benjamins. DOI logoGoogle Scholar
(2019b) Sujeitos nulos em inglês L2. Revista da Associação Portuguesa de Linguística, 5, 365–384. DOI logoGoogle Scholar
Tsimpli, I., & Roussou, A.
(1991) Parameter-resetting in second language. UCL Working Papers in Linguistics, 3, 149–170.Google Scholar
Umeda, M., Snape, N., Yusa, N., & Wiltshier, J.
(2019) The long-term effect of explicit instruction on learners’ knowledge on English articles. Language Teaching Research, 23(2), 179–199. DOI logoGoogle Scholar
White, L.
(1991) Adverb placement in second language acquisition: Some effects of positive and negative evidence in the classroom. Second Language Research, 7(2), 133–161.Google Scholar
(1992) On triggering data in L2 acquisition: A reply to Schwartz and Gubala-Ryzak. Second Language Research, 8(2), 120–137.Google Scholar
(2015) Linguistic theory, Universal Grammar, and second language acquisition. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (2nd ed., pp. 34–53). Routledge.Google Scholar
White, L., & Genesee, F.
(1996) How native is near-native? The issue of ultimate attainment in adult second language acquisition. Second Language Research, 12(3), 233–265. DOI logoGoogle Scholar
Whong, M., Gil, K.-H., & Marsden, H.
(Eds.) (2013) Universal Grammar and the second language classroom. Springer. DOI logoGoogle Scholar