Part of
Developing, Modelling and Assessing Second Languages
Edited by Jörg-U. Keßler, Anke Lenzing and Mathias Liebner
[Processability Approaches to Language Acquisition Research & Teaching 5] 2016
► pp. 121134
References (45)
References
Council of Europe. (2001). The Common European Framework of Reference for languages: Learning, teaching, assessment, Cambridge: Cambridge University Press.Google Scholar
Di Biase, B. (2002). Focusing strategies in second language development: A classroom-based study of Italian L2 in primary school. In B. Di Biase (Ed.). Developing a second language: Acquisition, processing and pedagogy of Arabic, Chinese, English, Italian, Japanese, Swedish (pp. 95-120). Melbourne: Language Australia.Google Scholar
Doughty, C., & Varela, E. (1998). Communicative focus on form. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 114-138). Cambridge: Cambridge University Press.Google Scholar
Doughty, C., & Williams, J. (1998). Focus on form in second language acquisition. Cambridge: Cambridge University Press.Google Scholar
. (1998a). Issues and terminology. In Doughty & Williams (Eds.), pp. 1-11.Google Scholar
. (1998b). Pedagogical choices in focus on form. In Doughty & Williams (Eds.), pp. 197-261.Google 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
. (2003). Task-based language teaching and learning. Oxford: Oxford University Press.Google Scholar
. (2005). Instructed second language acquisition. A literature review. Report to the Ministry of Education. Wellington: Ministry of Education.Google Scholar
. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246. DOI logoGoogle Scholar
Engel, G. (2009). EVENING – Konsequenzen aus der Weiterentwicklung des Englischunterrichts der Grundschule. In G. Engel, B. Groot-Wilken, & E. Thürmann (Eds.), Englisch in der Primarstufe – Chancen und Herausforderungen (pp. 197-215). Berlin: Cornelsen.Google Scholar
Keßler, J.-U. (2006). Englischerwerb im Anfangsunterricht diagnostizieren. Linguistische Profilanalysen und der Übergang von der Primar- in die Sekundarstufe I (Giessener Beiträge zur Fremdsprachendidaktik). Tübingen: Narr.Google Scholar
Keßler, J.-U., Liebner, M., & Mansouri, F. (2011). Teaching. In M. Pienemann & J.-U- Keßler (Eds.), Studying Processability Theory (pp. 150-156). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Keßler, J.-U., & Pienemann, M. (2011). Research methodology: How do we know about developmental schedules? In M. Pienemann & J.-U. Keßler (Eds.), Studying Processability Theory (pp. 84-96). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Keßler, J.-U., & Plesser, A. (2011). Teaching grammar. Paderborn: Schöningh.Google Scholar
Lenzing, A., & Roos, J. (2012). Die sprachliche Entwicklung und die Ausdrucksmöglichkeiten von Grundschülerinnen und Grundschülern im Englischunterricht. In M. Bär, A. Bonnet, H. Decke-Cornill, A. Grünewald, & A. Hu (Eds.), Globalisierung – Migration – Fremdsprachenunterricht. Dokumentation zum 24. Kongress für Fremdsprachendidaktik der Deutschen Gesellschaft für Fremdsprachenforschung (DGFF) Hamburg (pp. 207-220). Baltmannsweiler: Schneider Verlag Hohengehren.Google Scholar
Liebner, M., & Pienemann, M. (2011). Explaining learner variation. In M. Pienemann & J.-U. Keßler (Eds.), Studying Processability Theory (pp. 63-73). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Lightbown, P.M. (1998). The importance of timing in focus on form. In Doughty & Williams (Eds.), pp. 177-196.Google Scholar
Lightbown, P.M., & Spada, N. (2013). How languages are learned (4th ed.). Oxford: Oxford University Press.Google Scholar
Long, M.H. (1996). The role of the linguistic environment in second language acquisition. In W.C. Ritchie & T.K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413-468). New York, NY: Academic Press.Google Scholar
. (2000). Focus on form in task-based language teaching. In D. Richard & E. Shohamy (Eds.), Language policy and pedagogy. Essays in honour of A. Ronald Walton Lambert (pp. 179-192). Amsterdam: John Benjamins. DOI logoGoogle Scholar
. (2011). Methodological principles for language teaching. In C. Doughty & M.H. Long (Eds.), Handbook of language teaching (pp. 373-394). Oxford: Wiley-Blackwell.Google Scholar
Long, M.H., & Robinson, P. (1998). Focus on form: Theory, research and practice. In Doughty & J. Williams (Eds.), pp. 15-41.Google Scholar
Mackey, A. (1994). Targeting Morpho-syntax in Children's ESL: An empirical study of the use of interactive goal-based tasks. Working Papers in Educational Linguistics, 10(1), 67-91.Google Scholar
. (1999). Input, interaction and language development. Studies in Second Language Acquisition, 21(4): 557-587. DOI logoGoogle Scholar
Mansouri, F., & Duffy, L. (2005). The pedagogic effectiveness of developmental readiness in ESL grammar instruction. Australian Review of Applied Linguistics, 28(1), 81-99.Google Scholar
Meisel, J.M., Clahsen, H., & Pienemann, M. (1981). On determining developmental sequences in natural second language acquisition. Studies in Second Language Acquisition, 3, 109-135. DOI logoGoogle Scholar
Müller-Hartmann, A., & Schocker-von-Ditfurth, M. (2011). Teaching English: Task-supported language learning. Paderborn: Schöningh.Google Scholar
Nassaji, H., & Fotos, S. (2004). Current developments in research on the teaching of grammar. Annual Review of Applied Linguistics, 24, 126-145. DOI logoGoogle Scholar
Norris, J., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50, 417-528. DOI logoGoogle Scholar
Pica, T. (2005). Second language acquisition research and applied linguistics. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 263-280). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Pienemann, M. (1984). Psychological constraints on the teachability of language. Studies in Second Language Acquisition, 6, 186-214. DOI logoGoogle Scholar
. (1989). Is language teachable? Psycholinguistic experiments and hypotheses. Applied Linguistics, 10(1), 52-79. DOI logoGoogle Scholar
. (1998). Language processing and second language development: Processability Theory. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Pienemann, M., & Keßler, J.-U. (Eds.). (2011). Studying Processability Theory. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Pinter, A. (2007). Some benefits of peer–peer interaction: 10-year-old children practising with a communication task. Language Teaching Research, 11(2), 189-207. DOI logoGoogle Scholar
Roos, J. (2007). Spracherwerb und Sprachproduktion: Lernziele und Lernergebnisse im Englischunterricht der Grundschule (Giessener Beiträge zur Fremdsprachendidaktik). Tübingen: Gunter Narr.Google Scholar
. (2012). Lernszenarien für die Entwicklung der sprachlichen Kompetenz im Englischunterricht der Grundschule. In H. Böttger & N. Schlüter (Eds), Fortschritte im frühen Fremdsprachenlernen. Ausgewählte Tagungsbeiträge Eichstätt 2011 (pp. 77-85). München: Domino.Google Scholar
Samuda, V. (2001). Guiding relationships between form and meaning during task performance: The role of the teacher. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching, and testing (pp. 119-134). Harlow: Longman. Google Scholar
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-58. DOI logoGoogle Scholar
Spada, N. (1997). Form-focussed instruction and second language acquisition: A review of classroom and laboratory research. Language Teaching, 30, 73-87. DOI logoGoogle Scholar
. (2010). Beyond form-focused instruction: Reflections on past, present and future research. Language Teaching, 44(2), 225-236. DOI logoGoogle Scholar
Spada, N., & Lightbown, P. 2008. Form-focused instruction: isolated or integrated? Tesol Quarterly, 42(2), 181-207. DOI logoGoogle Scholar
VanPatten, B., & Williams, J. (2007). Early theories in second language acquisition. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition (pp. 17-35). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Cited by (3)

Cited by three other publications

Hardini, Isriani, Bruno Di Biase, Satomi Kawaguchi & Carol Reid
Kawaguchi, Satomi

This list is based on CrossRef data as of 25 july 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.