References
Alemán Bañón, J., Miller, D., & Rothman, J. (2020). Examining the contribution of markedness to the L2 processing of Spanish person agreement: An event-related potentials study. Studies in Second Language Acquisition, 43 (4), 699–728.
Aljaafreh, A. & Lantolf, J. P. (1994). Negative feedback and regulation in second language learning in the zone of proximal development. The Modern Language Journal, 78 (4), 465–483.
Andringa, S. & Curcic, M. (2015). How explicit knowledge affects online L2 processing: Evidence from differential object marking acquisition. Studies in Second Language Acquisition, 37 (2), 237–268.
Bergsleithner, J. M., Frota, S. N., & Yoshioka, J. K., eds. (2013). Noticing and Second Language Acquisition: Studies in Honor of Richard Schmidt. Honolulu, HI: The National Foreign Language Resource Center.
Boeckx, C., ed. (2011). The Oxford Handbook of Linguistic Minimalism. Oxford: Oxford University Press.
Carnie, A. (2011). Modern Syntax: A Coursebook. Cambridge: Cambridge University Press.
Chomsky, N. (1980). On cognitive structures and their development: A reply to Piaget. In Piattelli-Palmarini, M., ed., Language and Learning: The Debate between Jean Piaget and Noam Chomsky. Cambridge, MA: Harvard University Press, pp. 35–54.
DeKeyser, R. M. (1995). Learning second language grammar rules: An experiment with a miniature linguistic system. Studies in Second Language Acquisition, 17 (3), 397–410.
DeKeyser, R. M. (2003). Implicit and explicit learning. In Doughty, C. J. and Long, M. H., eds., The Handbook of Second Language Acquisition. Oxford: Blackwell, pp. 313–348.
DeKeyser, R. M. (2020). Skill acquisition theory. In VanPatten, B., Keating, G. D., and Wulff, S., eds., Theories in Second Language Acquisition. New York: Routledge, pp. 83–104.
DeKeyser, R. M. & Sokalski, K. J. (1996). The differential role of comprehension and production practice. Language Learning, 46 (4), 613–642.
Doughty, C. (2003). Instructed SLA: Constraints, compensation, and enhancement. In Doughty, C. and Long, M. H., eds., The Handbook of Second Language Acquisition. Oxford: Blackwell, pp. 256–310.
Ellis, N. (1994a). Implicit and explicit language learning: An overview. In Ellis, N., ed., Implicit and Explicit Learning of Languages. London: Academic Press, pp. 1–31.
Ellis, N., ed. (1994b). Implicit and Explicit Learning of Languages. London: Academic Press.
Ellis, N. (2005). At the interface: Dynamic interactions of explicit and implicit language knowledge. Studies in Second Language Acquisition, 27 (2), 305–352.
Ellis, N. (2013). Frequency-based accounts of second language acquisition. In Gass, S. M. and Mackey, A., eds., The Routledge Handbook of Second Language Acquisition. New York: Routledge, pp. 193–210.
Ellis, N. (2015). Implicit AND explicit language learning: Their dynamic interface and complexity. In Rebuschat, P., ed., Implicit and Explicit Learning of Languages. Amsterdam: John Benjamins, pp. 3–23.
Ellis, N. & Wulff, S. (2020). Usage-based approaches to L2 acquisition. In VanPatten, B., Keating, G. D., and Wulff, S., eds., Theories in Second Language Acquisition. New York: Routledge, pp. 63–82.
Ellis, R. (2005). Measuring implicit and explicit knowledge of a second language: A psychometric study. Studies in Second Language Acquisition, 27 (2), 141–172.
Gass, S. (1997). Input, Interaction, and the Second Language Learner. Mahwah, NJ: Lawrence Erlbaum Associates.
Gass, S. (2003). Input and interaction. In Doughty, C. and Long, M., eds., The Handbook of Second Language Acquisition. Oxford: Basil Blackwell, pp. 224–255.
Goldberg, A. E. (2003). Constructions: A new theoretical approach to language. Trends in Cognitive Sciences, 7 (5), 219–224.
Goo, J., Granena, G., Yilmaz, Y., & Novella, M. (2015). Implicit and explicit instruction in L2 learning: Norris and Ortega (2000) revisited and updated. In Rebuschat, P., ed., Implicit and Explicit Learning of Languages. Amsterdam: John Benjamins, pp. 443–482.
Granena, G. (2020). Implicit Language Aptitude. Cambridge: Cambridge University Press.
Herschensohn, J. (2010). The Second Time Around. Cambridge: Cambridge University Press.
Hornstein, N., Nunes, J., & Grohmann, K. K. (2005). Understanding Minimalism. Cambridge: Cambridge University Press.
Hulstijn, J. (2005). Theoretical and empirical issues in the study of implicit and explicit second-language learning. Studies in Second Language Acquisition, 27 (2), 129–140.
Kerz, E. & Weichmann, D. (2016). Second language construction learning: Investigating domain-specific adaptation in advanced L2 production. Language and Cognition, 8 (4), 533–565.
Kessler, J.-U., Liebner, M., & Mansouri, F. (2001). Teaching. In Pienemann, M. and Kessler, J.-U., eds., Studying Processability Theory. Amsterdam: John Benjamins, pp. 149–167.
Kim, J. & Lantolf, J. P. (2018). Developing understanding of sarcasm in L2 English through explicit instruction. Language Teaching Research, 22(2), 208–229.
Krashen, S. D. (1982). Second Language Acquisition and Second Language Learning. Oxford: Pergamon.
Leow, R. (2015). Explicit Learning in the L2 Classroom: A Student-Centered Approach. New York: Routledge.
Leung, J. & Williams, J. (2012). Constraints on implicit learning of grammatical form-meaning connections. Language Learning, 62(2), 634–662.
Li, M. & DeKeyser, R. M. (2017). Perception practice, production practice, and musical ability in L2 Mandarin tone-word learning. Studies in Second Language Acquisition, 39 (4), 593–620.
Long, M. (1996). The role of linguistic environment in second language acquisition. In Ritchie, W. and Bhatia, T., eds., Handbook of Second Language Acquisition. San Diego, CA: Academic Press, pp. 413–468.
McCarthy, C. (2006). Default morphology in second language Spanish: Missing inflection or underspecified inflection? In Nishida, C. and Montreuil, J.-P., eds., New Perspectives on Romance Linguistics, Volume 1: Morphology, Syntax, Semantics, and Pragmatics. Amsterdam: John Benjamins, pp. 201–212.
Perfors, A., Tenenbaum, J. B., & Regier, T. (2011). The learnability of abstract syntactic principles. Cognition, 118 (3), 306–338.
Pienemann, M. (1998). Language Processing and Second Language Development: Processability Theory. Amsterdam: John Benjamins.
Pritchett, B. L. (1992). Grammatical Competence and Parsing Performance. Chicago: University of Chicago Press.
Pullum, G. K. & Scholz, B. C. (2002). Empirical assessment of stimulus poverty arguments. Linguistic Review, 19 (1), 9–50.
Reber, A. S. (1967). Implicit learning of artificial grammars. Journal of Verbal Learning and Verbal Behavior, 6 (6), 317–327.
Reber, A. S. (1976). Implicit learning of synthetic languages: The role of instructional set. Journal of Experimental Psychology: Human Learning and Memory, 2 (1), 88–94.
Reber, A. S. (1993). Implicit Learning and Tacit Knowledge: An Essay on the Cognitive Unconscious. Oxford: Oxford University Press.
Rebuschat, P., ed. (2015). Implicit and Explicit Learning of Languages. Amsterdam: John Benjamins.
Roby, D. B. (2007). Aspect and the categorization of states: The case of ser and estar in Spanish. Unpublished Ph.D. dissertation, The University of Texas at Austin.
Roehr-Brackin, K. (2015). Explicit knowledge about language in L2 learning. In Rebuschat, P., ed., Implicit and Explicit Learning of Languages. Amsterdam: John Benjamins, pp. 117–138.
Rothman, J. (2008). Aspect selection in adult L2 Spanish and the Competing Systems Hypothesis. Languages in Contrast, 8 (1), 74–106.
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11 (2), 129–158.
Schmidt, R. (1993). Awareness and second language acquisition. Annual Review of Applied Linguistics, 13, 206–226.
Schmidt, R. (2001). Attention. In Robinson, P., ed., Cognition and Second Language Instruction. Cambridge: Cambridge University Press, pp. 3–32.
Schmitt, C. (2005). Semi-copulas: Event and aspectual composition. In Kempchinsky, P. and Slabakova, R., eds., Aspectual Inquiries. Berlin: Springer, pp. 121–145.
Schwartz, B. (1993). On explicit and negative data effecting and affecting competence and linguistic behavior. Studies in Second Language Acquisition, 15 (2), 147–163.
Schwartz, B. & Sprouse, R. (2000). When syntactic theories evolve: Consequences for L2 acquisition research. In Archibald, J., ed., Second Language Acquisition and Linguistic Theory. Oxford: Blackwell, pp. 156–186.
Schwartz, B. & Sprouse, R. (2013). Generative approaches and the poverty of the stimulus. In Herschensohn, J. and Young-Scholten, M., eds., The Cambridge Handbook of Second Language Acquisition. Cambridge: Cambridge University Press, pp. 137–158.
Sharwood Smith, M. & Truscott, J. (2014). The Multilingual Mind: A Modular Processing Perspective. Cambridge: Cambridge University Press.
Spada, N. & Tomita, Y. (2010). Interactions between type of instruction and type of language feature: A meta-analysis. Language Learning, 60 (2), 263–308.
Swain, M. & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16 (3), 371–391.
Tomasello, M. (2015). Usage-based theory in language acquisition. In Bavin, E. L. and Naigles, L. R, eds., The Cambridge Handbook of Child Language. Cambridge: Cambridge University Press, pp. 89–106.
Truscott, J. (1998). Noticing in second language acquisition: A critical review. Second Language Research, 14 (2), 103–135.
Truscott, J. & Sharwood Smith, M. (2004). Acquisition by processing: A modular approach to language development. Bilingualism: Language and Cognition, 7 (1), 1–20.
Truscott, J. & Sharwood Smith, M. (2011). Input, intake, and consciousness: The quest for a theoretical foundation. Studies in Second Language Acquisition, 33 (4), 497–528.
Underwood, G., ed. (1996). Implicit Cognition. Oxford: Oxford University Press.
Vainikka, A. & Young-Scholten, M. (1996). Gradual development of L2 phrase structure. Second Language Research, 12 (1), 7–39.
VanPatten, B. (1994). Evaluating the role of consciousness in second language acquisition: Terms, linguistic features, and research methodology. AILA Review, 11, 27–36.
VanPatten, B. (1996). Input Processing and Grammar Instruction. Norwood, NJ: Ablex.
VanPatten, B. (2004). Input processing in SLA. In VanPatten, B., ed., Processing Instruction: Theory, Research, and Commentary. Mahwah, NJ: Erlbaum, pp. 1–31.
VanPatten, B. (2010). Some verbs are more perfect than others: Why learners have difficulty with ser and estar and what it means for instruction. Hispania, 93 (1), 29–38.
VanPatten, B. (2015). Foundations of processing instruction. International Review of Applied Linguistics, 53 (2), 91–109.
VanPatten, B. (2016). Why explicit information cannot become implicit knowledge. Foreign Language Annals, 49 (4), 650–657.
VanPatten, B. (2017). Situating instructed second language acquisition within second language acquisition: Facts and consequences. Instructed Second Language Acquisition, 1 (1), 45–59.
VanPatten, B. (2020). Input processing in adult SLA. In VanPatten, B., Keating, G. D., and Wulff, S., eds., Theories in Second Language Acquisition, 3rd ed. New York: Routledge, pp. 105–127.
VanPatten, B., Keating, G. D., & Wulff, S., eds. (2020). Theories in Second Language Acquisition. New York: Routledge.
VanPatten, B. & Rothman, J. (2014). Against “rules”. In Benati, A., Laval, C., and Arche, M. J., eds., The Grammar Dimension in Instructed Second Language Learning. London: Bloomsbury, pp. 15–35.
VanPatten, B. & Oikennon, S. (1996). Explanation versus structured input in processing instruction. Studies in Second Language Acquisition, 18 (4), 495–510.
VanPatten, B. & Smith, M. (2015). Aptitude as grammatical sensitivity and the initial stages of learning Japanese as an L2: Parametric variation and case marking. Studies in Second Language Acquisition, 37 (1), 135–165.
VanPatten, B. & Smith, M. (2019). Word-order typology and the acquisition of case marking: A self-paced reading study in Latin as a second language. Second Language Research, 35 (3), 397–420.
VanPatten, B., Smith, M., & Benati, A. (2020). Key Questions in Second Language Acquisition: An Introduction. Cambridge: Cambridge University Press.
White, L. (2020). Linguistic theory, Universal Grammar, and second language acquisition. In VanPatten, B., Keating, G. D., and Wulff, S., eds., Theories in Second Language Acquisition. New York: Routledge, pp. 19–39.
Williams, J. (2009). Implicit learning in second language acquisition. In Ritchie, W. and Bhatia, T. K., eds., The New Handbook of Second Language Acquisition. Bingley: Emerald Group Publishing, pp. 319–355.
Williams, J. (2020). The neuroscience of implicit learning. Language Learning, 70 (2), 255–307.
Williams, J. & Kuribara, C. (2008). Comparing a nativist and an emergentist approach to the initial stage of SLA: An investigation of Japanese scrambling. Lingua, 118 (4), 522–553.
Wong, W. & Ito, K. (2017). The effects of processing instruction and traditional instruction on L2 online processing of the causative construction in French. Studies in Second Language Acquisition, 40 (2), 241–268.
Wu, M.-J. & Ionin, T. (2021). Does explicit instruction affect L2 linguistic competence? An examination with L2 acquisition of English inverse scope. Second Language Research. https://doi.org/10.1177/0267658321992830. Yang, C. (2004). Universal Grammar, statistics, or both? Trends in Cognitive Science, 8 (10), 451–456.
