References
- Ayoun, D. (2004). The effectiveness of written recasts in the second language acquisition of aspectual distinctions in French: A follow-up study. Modern Language Journal, 88, 31–55. doi: 10.1111/j.0026-7902.2004.00217.x
- Bardovi-Harlig, K. (1987). Markedness and salience in second language acquisition. Language Learning, 37, 385–407. doi: 10.1111/j.1467-1770.1987.tb00577.x
- Bardovi-Harlig, K. (2000). Tense and aspect in second language acquisition: Form, meaning and use. Malden, MA: Blackwell.
- Bialystok, E. (1979). Explicit and implicit judgments of L2 grammaticality. Language Learning, 29, 81–103. doi: 10.1111/j.1467-1770.1979.tb01053.x
- Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum.
- Butler, Y. (2002). Second language learners’ theories on the use of English articles: An analysis of the metalinguistic knowledge used by Japanese students in acquiring the English article system. Studies in Second Language Acquisition, 24, 451–480. doi: 10.1017/s0272263102003042
- Carroll, J., & Sapon, S. (1959). The modern language aptitude test. San Antonio, TX: Psychological Measurement.
- Collins, L., Trofimovich, P., White, J., Cardoso, W., & Horst, M. (2009). Some input on the easy/difficult grammar question: An empirical study. The Modern Language Journal, 93(3), 336–353. doi: 10.1111/j.1540-4781.2009.00894.x
- De Graaff, R. (1997). The eXperanto experiment: Effects of explicit instruction on second language acquisition. Studies in Second Language Acquisition, 19, 249–297. doi: 10.1017/s0272263197002064
- De Graaff, R., & Housen, A. (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.
- DeKeyser, R. (1995). Learning second language grammar rules: An experiment with a miniature linguistic system. Studies in Second Language Acquisition, 17, 379–410. doi: 10.1017/s027226310001425x
- DeKeyser, R. (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 second language acquisition (pp. 42–63). Cambridge: Cambridge University Press.
- DeKeyser, R. (2005). What makes learning second-language grammar difficult? A review of issues. Language Learning, 55, 1–25. doi: 10.1111/j.0023-8333.2005.00294.x
- Dietz, G. (2002). On rule complexity: A structural approach. EUROSLA Yearbook, 2, 263–286. doi: 10.1075/eurosla.2.16die
- Dulay, H., Burt, M., & Krashen, S. (1982). Language two. Oxford: Oxford University Press.
- Ellis, N. (2002). Frequency effects in language processing: A review with implications for theories of implicit and explicit language acquisition. Studies in Second Language Acquisition, 24(2), 297–339. doi: 10.1017/s0272263102002024
- Ellis, N. (2003). Constructions, chunking and connectionism. In C. Doughty & M. Long (Eds.), The handbook of second language acquisition (pp. 63–103). Oxford: Blackwell.
- Ellis, R. (1990). Instructed second language acquisition. Oxford: Basil Blackwell.
- Ellis, R. (2006). Modelling learning difficulty and second language proficiency: The differential contributions of implicit and explicit knowledge. Applied Linguistics, 27(3), 431–463. doi:10.1093/applin/aml022
- Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford: Oxford University Press.
- Ellis, R. (2009). Investigating learning difficulty in terms of implicit and explicit knowledge. In R. Ellis, S. Loewen, C. Elder, R. Erlam, J. Philp, & H. Reinders (Eds.), Implicit and explicit knowledge in second language learning, testing and teaching (pp. 143–167). Bristol: Multilingual Matters.
- Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). London: Sage.
- Goldschneider, J., & DeKeyser, R. (2001). Explaining the ‘natural order of L2 morpheme acquisition’ in English: A meta-analysis of multiple determinants. Language Learning, 51(1), 1–50. doi: 10.1111/1467-9922.00147
- Goldschneider, J., & DeKeyser, R. (2005). Explaining ‘the natural order of L2 morpheme acquisition’ in English: A meta-analysis of multiple determinants. Language Learning, 55(S1), 27–77. doi: 10.1111/j.0023-8333.2005.00295.x
- Green, P., & Hecht, K. (1992). Implicit and explicit grammar: An empirical study. Applied Linguistics, 13, 168–184. doi: 10.1093/applin/13.2.168
- Hammerly, H. (1982). Synthesis in second language teaching. North Burnaby: Second Language Publications.
- Housen, A. (2002). The development of tense-aspect in English as a second language and the variable influence of inherent aspect. In R. Salaberry & Y. Shirai (Eds.), The L2 acquisition of tense-aspect morphology (pp. 155–198). Amsterdam: John Benjamins.
- 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. 235–270). Berlin: Mouton de Gruyter.
- Hulstijn, J.H., & De Graaff, R. (1994). Under what conditions does explicit knowledge of a second language facilitate the acquisition of implicit knowledge? A research proposal. AILA Review, 11, 97–112.
- Izquierdo, J., & Collins, L. (2008). The facilitative role of L1 influence in tense–aspect marking: A comparison of Hispanophone and Anglophone learners of French. Modern Language Journal, 92, 350–368. doi: 10.1111/j.1540-4781.2008.00751.x
- James, C., & Garrett, P. (1992). The scope of awareness. In C. James & P. Garrett (Eds.), Language awareness in the classroom (pp. 3–20). London: Longman.
- Jarvis, S. (2002). Topic continuity in L2 English article use. Studies in Second Language Acquisition, 24, 387–418. doi: 10.1017/s0272263102003029
- Jonckheere, A. (1954). A distribution-free k-sample test against ordered alternatives. Biometrika, 41, 133–145. doi: 10.1093/biomet/41.1-2.133
- Kansanen, P. (1999). Teaching as teaching–studying–learning interaction. Scandinavian Journal of Educational Research, 43(1), 81–89.
- Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon.
- Krashen, S. (1982). Principles and practices in second language acquisition. Oxford: Pergamon.
- Lado, R. (1957). Linguistics across cultures: Applied linguistics for language teachers. Ann Arbor: University of Michigan.
- Larsen-Freeman, D., & Long, M. (1991). An introduction to second language acquisition research. London: Longman.
- Leeman, J. (2003). Recasts and second language development: Beyond negative evidence. Studies in Second Language Acquisition, 25, 37–63. doi: 10.1017/s0272263103000020
- Long, M. (2007). Recasts in SLA: The story so far. In M. Long (Ed.), Problems in SLA (pp. 75–116). Mahwah, NJ: Lawrence Erlbaum.
- Luk, Z., & Shirai, Y. (2009). Is the acquisition order of grammatical morphemes impervious to L1 knowledge? Evidence from the acquisition of plural -s, articles, and possessive ‘s. Language Learning, 59(4), 721–754. doi: 10.1111/j.1467-9922.2009.00524.x
- Lyster, R. (2007). Complementary roles for input and output enhancement in form-focused instruction. In C. Gascoigne (Ed.), Assessing the impact of input enhancement in second language education: Evolution in theory, research and practice (pp. 129–151). Stillwater, OK: New Forums.
- Monstrul, S., & Slabakova, R. (2003). Competence similarities between native and near-native speakers: An investigation of the preterite–imperfect contrast in Spanish. Studies in Second Language Acquisition, 25, 351–398. doi: 10.1017/s0272263103000159
- Norris, J., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50(3), 417–528. doi:10.1111/0023-8333.00136
- Odlin, T. (1989). Language transfer. Cambridge: Cambridge University Press.
- Odlin, T. (2003). Cross-linguistic influence. In C. Doughty & M. Long (Eds.), The handbook of second language acquisition (pp. 436–486). Oxford: Blackwell.
- Pavesi, M. (1986). Markedness, discoursal modes, and relative clause formation in a formal and informal context. Studies in Second Language Acquisition, 8, 38–55. doi: 10.1017/s0272263100005829
- Phipps, S., & Borg, S. (2007). Exploring the relationship between teachers’ beliefs and their classroom practice. The Teacher Trainer, 21(3), 17–19.
- Pienemann, M. (1989). Is language teachable? Psycholinguistic experiments and hypothesis. Applied Linguistics, 10, 217–244. doi: 10.1093/applin/10.1.52
- Pienemann, M. (2003). Language processing capacity. In C. Doughty & M. Long (Eds.), Handbook of second language acquisition (pp. 679–714). Oxford: Blackwell.
- Pienemann, M., Johnson, M., & Brindley, G. (1988). Constructing an acquisition-based procedure for assessing second language acquisition. Studies in Second Language Acquisition, 10, 217–243. doi: 10.1017/s0272263100007324
- Ravid, D. (1995). Language change in child and adult Hebrew. New York, NY: Oxford University Press.
- Reber, A. (1989). Implicit learning and tacit knowledge. Journal of Experimental Psychology: General, 118, 219–235. doi: 10.1093/acprof:oso/9780195106589.001.0001
- Robinson, P. (1996a). Consciousness, rules, and instructed second language acquisition. Frankfurt: Peter Lang.
- Robinson, P. (1996b). Learning simple and complex second language rules under implicit, incidental, rule-search, and instructed conditions. Studies in Second Language Acquisition, 18, 27–67. doi: 10.1017/s0272263100014674
- Robinson, P. (2005). Aptitude and second language acquisition. Annual Review of Applied Linguistics, 25, 46–73. doi: 10.1017/s0267190505000036
- Sawyer, M., & Ranta, L. (2001). Aptitude, individual differences, and instruction design. In P. Robinson (Ed.), Cognition and second language instruction (pp. 319–353). Cambridge: Cambridge University Press.
- Scheffler, P. (2011). Rule difficulty: Teachers’ intuitions and learners’ performance. Language Awareness, 30(3), 221–237. doi: 10.1080/09658416.2011.570349
- Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129–158. doi: 10.1093/applin/11.2.129
- Schmidt, R. (1994). Deconstructing consciousness in search of useful definitions for applied linguistics. AILA Review, 11, 11–26.
- Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3–32). Cambridge: Cambridge University Press.
- Shirai, Y. (2004). A multi-factor account for form-meaning connections in the acquisition of tense–aspect morphology. In B. VanPatten, J. Williams, S. Rott, & M. Overstreet (Eds.), Form–meaning connections in second language acquisition (pp. 97–122). Mahwah, NJ: Lawrence Erlbaum.
- Shiu, L. (2011). EFL learners’ perceptions of grammatical difficulty in relation to second language proficiency, performance, and knowledge (Doctoral dissertation). University of Toronto, Toronto, Canada.
- Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
- Skehan, P. (2002). Theorizing and updating aptitude. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 69–93). Philadelphia, PA: John Benjamins.
- 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:10.1111/j.1467-9922.2010.00562.x
- Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 471–481). Mahwah, NJ: Lawrence Erlbaum.
- Taraban, R. (2004). Drawing learners’ attention to syntactic context aids gender-like category induction. Journal of Memory and Language, 51, 202–216. doi: 10.1016/j.jml.2004.03.005
- Terpstra, T. (1952). The asymptotic normality and consistency of Kendall's test against trend, when ties are present in one ranking. Indagationes Mathematicae, 14, 327–333.
- VanPatten, B. (2007). Some thoughts on the future of research on input enhancement. In C. Gascoigne (Ed.), Assessing the impact of input enhancement in second language education: Evolution in theory, research and practice (pp. 169–189). Stillwater, OK: New Forum.
- White, J. (1998). Getting learners’ attention: A typographical input enhancement study. In C. Doughty & J. Williams (Eds.), Focus-on-form in classroom second language acquisition (pp. 85–113). Cambridge: Cambridge University Press.
- White, J., Munoz, C., & Collins, L. (2007). The his/her challenge: Making progress in a ‘regular’ L2 programme. Language Awareness, 16(4), 278–299. doi: 10.2167/la419.0
- White, L. (1991). Adverb placement in second language acquisition: Some effects of positive and negative evidence in the classroom. Second Language Research, 7, 133–161. doi: 10.1177/026765839100700205
- Zobl, H. (1985). Grammars in search of input and intake. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 32–44). Rowley, MA: Newbury House.