References
Abbuhl, R., Mackey, A., Ziegler, N., & Amoroso, L. (2018). Interaction and learning grammar. In Liontas, J. (ed.), The TESOL Encyclopedia of English Language Teaching (pp. 1–7). Hoboken, NJ: Wiley-Blackwell.
Alcón-Soler, E. & García Mayo, M. P. (eds.) (2009a). International Review of Applied Linguistics in Language Teaching, 47(3–4).
Alcón-Soler, E., & García Mayo, M. P. (2009b). Introduction. International Review of Applied Linguistics in Language Teaching, 47(3–4), 239–243.
Alegría, de la Colina, A., & García Mayo, M. P. (2009). Oral interaction in task-based EFL learning: The use of the L1 as a cognitive tool. International Review of Applied Linguistics in Language Teaching, 47(3–4), 325–345.
Aljaafreh, A., & Lantolf, J. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78, 465–483.
Allport, A. (1989). Visual attention. In Posner, M. (ed.), Foundations of Cognitive Science (pp. 631–682). Cambridge, MA: MIT Press.
Andringa, S., & Godfroid, A. (2020). Sampling bias and the problem of generalizability in applied linguistics. Annual Review of Applied Linguistics, 40, 134–142.
Arnett, J. J. (2008). The neglected 95%: Why American psychology needs to become less American. American Psychologist, 63(7), 602–614.
Asher, J. (1996). Learning Another Language Through Actions (5th ed.). Los Gatos, CA: Sky Oaks Productions.
Azkarai, A., & García Mayo, M. P. (2016). Task repetition effects on L1 use in EFL child task-based interaction. Language Teaching Research, 21(4), 480–495.
Azkarai, A., & Imaz Agirre, A. (2016). Negotiation of meaning strategies in child EFL mainstream and CLIL settings. TESOL Quarterly, 50(4), 844–870.
Azkarai, A., & Oliver, R. (2019). Negative feedback on task repetition: ESL vs. EFL child settings. The Language Learning Journal, 47(3), 269–280.
Baddeley, A. D. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4, 417–423.
Baddeley, A. D. (2003a). Working memory and language: An overview. Journal of Communication Disorders, 36, 189–208.
Baddeley, A. D. (2003b). Working memory: Looking back and looking forward. Neuroscience, 4, 829–839.
Baddeley, A. D., & Hitch, G. (1974). Working memory. In Bower, G. H. (ed.), The Psychology of Learning and Motivation (pp. 47–90). New York: Academic Press.
Baralt, M. (2013). The impact of cognitive complexity on feedback efficacy during online versus face-to-face interactive tasks. Studies in Second Language Acquisition, 35(4), 689–725.
Baralt, M., & Gurzynski-Weiss, L. (2011). Comparing learners’ state anxiety during task-based interaction in computer-mediated and face-to-face communication. Language Teaching Research, 15(2), 201–229.
Baralt, M., Gurzynski-Weiss, L., & Kim, Y. (2016). The effects of task complexity and classroom environment on learners’ engagement with the language. In Sato, M. & Ballinger, S. (eds.), Peer Interaction and Second Language Learning: Pedagogical Potential and Research Agenda (pp. 209–239). Amsterdam: John Benjamins.
Bialystok, E., Craik, F. I., Klein, R., & Viswanathan, M. (2004). Bilingualism, aging, and cognitive control: Evidence from the Simon task. Psychology and Aging, 19(2), 290–303.
Bigelow, M. H. (2007). Social and cultural capital at school: The case of a Somali teenage girl. Literacy Institute at Virginia Commonwealth University, 7–22.
Bigelow, M., & Tarone, E. (2004). The role of literacy level in second language acquisition: Doesn’t who we study determine what we know? TESOL Quarterly, 38(4), 689–700.
Bigelow, M., delMas, R., Hansen, K., & Tarone, E. (2006). Literacy and the processing of oral recasts in SLA. TESOL Quarterly, 40(4), 665–689.
Bloomfield, L. (1933). Language. New York: Holt, Rinehart & Winston.
Brown, D. (2016). The type and linguistic foci of oral corrective feedback in the L2 classroom: A meta-analysis. Language Teaching Research, 20(4), 436–458.
Bygate, M. (2001). Effects of task repetition on the structure and control of oral languages. In Bygate, M., Skehan, P., & Swain, M. (eds.), Researching Pedagogic Tasks: Second Language Learning, Teaching and Testing (pp. 23–48). London: Longman.
Bygate, M., Skehan, P., & Swain, M. (2001). Researching Pedagogic Tasks: Second Language Learning, Teaching, and Testing. New York: Routledge.
Cerezo, L. (2021). Corrective feedback in computer-mediated versus face-to-face environments. In Nassaji, H. & Kartchava, E. (eds.), The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching (pp. 494–519). Cambridge: Cambridge University Press.
Chaudron, C. (1977). A descriptive modal of discourse in the corrective treatment of learners’ errors. Language Learning, 27, 29–46.
Chaudron, C. (1988). Second Language Classrooms: Research on Teaching and Learning. Cambridge University Press.
Choi, S., & Lantolf, J. (2008). Representation and embodiment of meaning in L2 communication: Motion events in the speech and gesture of advanced L2 Korean and L2 English speakers. Studies in Second Language Acquisition, 30, 191–224.
Chomsky, N. (1959). Review of B. F. Skinner, Verbal Behavior. Language, 35, 26–58.
Cobb, M. (2010). Meta-analysis of the effectiveness of task-based interaction in form-focused instruction of adult learners in foreign and second language teaching [Unpublished doctoral dissertation]. University of San Francisco.
Corder, S. P. (1967). The significance of learners’ errors. International Review of Applied Linguistics, 5, 161–170.
Coyle, Y., & de Larios, J. R. (2020). Exploring young learners’ engagement with models as a written corrective technique in EFL and CLIL settings. System, 95, 102374.
Coyle, Y., Guirao, J. C., & de Larios, J. R. (2018). Identifying the trajectories of young EFL learners across multi-stage writing and feedback processing tasks with model texts. Journal of Second Language Writing, 42, 25–43.
De la Campa, J. C., & Nassaji, H. (2009). The amount, purpose, and reasons for using L1 in L2 classrooms. Foreign Language Annals, 42, 742–759.
de la Fuente, M. J. (2003). Is SLA interactionist theory relevant to CALL? A study on the effects of computer-mediated interaction in L2 vocabulary acquisition. Computer Assisted Language Learning, 16(1), 47–81.
Donato, R. (1988). Beyond group: A psycholinguistic rationale for collective activity in second-language learning [Unpublished doctoral dissertation]. University of Delaware.
Doughty, C. (2003). Instructed SLA: Constraints, compensation, and enhancement. In Doughty, C. & Long, M. H. (eds.), The Handbook of Second Language Acquisition (pp. 256–310). Oxford: Blackwell.
Eckerth, J. (2009). Negotiated interaction in the L2 classroom. Language Teaching, 42(1), 109–130.
Ellis, N. C. (1998). Emergentism, connectionism and language learning. Language Learning, 48, 631–664.
Ellis, N. C. (2002). Frequency effects in language processing: A review with implications for theories of implicit and explicit language acquisition. Studies in Second Language Acquisition, 24, 143–188.
Ellis, N. C. (2006). Language acquisition as rational contingency learning. Applied Linguistics, 27, 1–24.
Ellis, N. C. (2008). The dynamics of second language emergence: Cycles of language use, language change, and language acquisition. The Modern Language Journal, 41, 232–249.
Ellis, N. C. (2017). Salience in usage-based SLA. In Gass, S., Spinner, P., & Behney, J. (eds.), Saliency in Second Language Acquisition (pp. 39–58). New York: Routledge.
Ellis, N. C., & Wulff, S. (2020). Usage-based approaches to SLA. In VanPatten, B., Keating, G., & Wulff, S. (eds.), Theories in Second Language Acquisition: An Introduction (3rd ed., pp. 63–82). New York: Routledge.
Ellis, R. (1984). Classroom Second Language Development: A Study of Classroom Interaction and Language Acquisition. Oxford: Pergamon.
Ellis, R. (1999). Learning a Second Language through Interaction. Amsterdam: John Benjamins.
Ellis, R. (2001). Investigating form-focused instruction. Language Learning, 51(1), 1–46.
Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford: Oxford University Press.
Ellis, R. (2017). Oral corrective feedback in L2 classrooms: What we know so far. In Nassaji, H. & Kartchava, E. (eds.), Corrective Feedback in Second Language Teaching and Learning: Research, Theory, Applications, Implications (pp. 3–18). New York: Routledge.
Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28(2), 339–368.
Ellis, R., Tanaka, Y., & Yamazaki, A. (1994). Classroom interaction, comprehension, and the acquisition of L2 word meanings. Language Learning, 44(3), 449–491.
Farrokhi, F., & Gholami, J. (2007). Reactive and preemptive language related episodes and uptake in an EFL class. Asian EFL Journal, 9(2), 58–92.
Farrokhi, F., Ansarin, A. A., & Mohammadnia, Z. (2008). Preemptive Focus on Form: Teachers’ practices across proficiencies. Linguistics Journal, 3(2), 7–30.
Ferguson, C. (1971). Absence of copula and the notion of simplicity: A study of normal speech, baby talk, foreigner talk and pidgins. In Hymes, D. (ed.), Pidginization and Creolization of Languages (pp. 141–150). Cambridge: Cambridge University Press.
Foster, P. (1998). A classroom perspective on the negotiation of meaning. Applied Linguistics, 19(1), 1–23.
Frawley, W., & Lantolf, J. P. (1985). L2 discourse: A Vygotskian perspective. Applied Linguistics, 6, 19–44.
Fries, C. (1957). Foreword. In Lado, R., Linguistics across Cultures. Ann Arbor: University of Michigan Press.
Gallaway, C., & Richards, B. (eds.) (1994). Input and Interaction in Language Acquisition. Cambridge: Cambridge University Press.
Galloway, V. (1998). Constructing cultural realities: “Facts” and frameworks of association. In Harper, J., Lively, M., & Williams, M. (eds.), The Coming of Age of the Profession (pp. 129–140). Boston: Heinle & Heinle.
Gánem Gutiérrez, A. (2008). Microgenesis, method and object: A study of collaborative activity in a Spanish as foreign language classroom. Applied Linguistics, 29(1), 120–148.
García Mayo, M. P. (2002). Interaction in advanced EFL pedagogy: A comparison of form-focused activities. International Journal of Educational Research, 37(3–4), 323–341.
García Mayo, M. P., & Alcón Soler, E. (2013). Negotiated input and output/interaction. In Herschensohn, J. & Young Scholten, M. (eds.), The Cambridge Handbook of Second Language Acquisition (pp. 209–229). Cambridge: Cambridge University Press.
García Mayo, M. P., & García Lecumberri, M. L. (2003). Age and the Acquisition of English as a Foreign Language. Clevedon, UK: Multilingual Matters.
García Mayo, M. P., & Imaz Agirre, A. (2016). Task repetition and its impact on EFL children’s negotiation of meaning strategies and pair dynamics: An exploratory study. The Language Learning Journal, 44(4), 451–466.
García Mayo, M. P., & Lázaro Ibarrola, A. (2015). Do children negotiate for meaning in task-based interaction? Evidence from CLIL and EFL settings. System, 54, 40–54.
Gass, S. (1988). Integrating research areas: A framework for second language studies. Applied Linguistics, 9(2), 198–217.
Gass, S. (1997). Input, Interaction, and the Second Language Learner. Mahwah, NJ: Lawrence Erlbaum Associates.
Gass, S. (2010). Interactionist perspectives on second language acquisition. In Kaplan, R. (ed.), The Oxford Handbook of Applied Linguistics (2nd ed., pp. 217–231). Oxford: Oxford University Press.
Gass, S. (2018). Input, Interaction, and the Second Language Learner. New York: Routledge.
Gass, S., & Mackey, A. (2006). Input, interaction and output: An overview. In Bardovi Harlig, K. and Dörnyei, Z. (eds.), AILA Review (pp. 3–17). Amsterdam: John Benjamins.
Gass, S., & Mackey, A. (2020). Input, interaction, and output in L2 acquisition. In B. VanPatten, Keating, G., & Wulff, S. (eds.), Theories of Second Language Acquisition: An Introduction (3rd ed., pp. 192–222). New York: Routledge.
Gass, S., & Selinker, L. (1994). Second Language Acquisition: An Introductory Course. Hillsdale, NJ: Lawrence Erlbaum Associates.
Gass, S., & Varonis, E. (1984). The effect of familiarity on the comprehensibility of non-native speech. Language Learning, 34(1), 65–89.
Gass, S., & Varonis, E. (1985). Variation in native speaker speech modification to nonnative speakers. Studies in Second Language Acquisition, 7, 37–57.
Gass, S., & Varonis, E. (1989). Incorporated repairs in NNS discourse. In Eisenstein, M. (ed.), Variation and Second Language Acquisition (pp. 71–86). New York: Plenum Press.
Gass, S., & Varonis, E. (1994). Input, interaction and second language production. Studies in Second Language Acquisition, 16, 283–302.
Gass, S., Behney, J., & Plonsky, L. (2020). Second Language Acquisition: An Introductory Course (5th ed.). New York: Routledge.
Gass, S., Behney, J., & Uzum, B. (2013). Inhibitory control, working memory, and L2 interaction gains. In Droździał-Szelest, K. & Pawlak (eds.), M., Psycholinguistic and Sociolinguistic Perspectives on Second Language Learning and Teaching: Studies in Honor of Waldemar Marton (pp. 91–114). Berlin: Springer Verlag.
Gass, S., Mackey, A., & Ross-Feldman, L. (2005). Task-based interactions in classroom and laboratory settings. Language Learning, 55, 575–611.
Gass, S., Mackey, A., & Ross-Feldman, L. (2011). Task-based interactions in classroom and laboratory settings. Language Learning (reprint), 61, 189–220.
Gilabert, R., Barón, J. & Llanes, À. (2009). Manipulating cognitive complexity across task types and its impact on learners’ interaction during oral performance. International Review of Applied Linguistics in Language Teaching, 47(3–4), 367–395.
Glisan, E. W., & Donato, R. (2017). Enacting the Work of Language Instruction: High-Leverage Teaching Practices. Alexandria, VA: American Council on the Teaching of Foreign Languages.
Goo, J. (2012). Corrective feedback and working memory capacity in interaction-driven L2 learning. Studies in Second Language Acquisition, 34, 445–474.
Goo, J., & Mackey, A. (2013). The case against the case against recasts. Studies in Second Language Acquisition, 35, 127–165.
Gurzynski-Weiss, L., & Baralt, M. (2014). Exploring learner perception and use of task-based interactional feedback in face-to-face and computer-mediated modes. Studies in Second Language Acquisition, 36, 1–37.
Hall, J. K. (2007). Redressing the roles of correction and repair in research on second and foreign language learning. The Modern Language Journal, 91(4), 511–526.
Hall, J. K. (2013). Teaching and Researching: Language and Culture (2nd ed.). New York: Routledge.
Hatch, E. (1978a). Acquisition of syntax in a second language. In Richards, J. C. (ed.), Understanding Second and Foreign Language Learning: Issues and Approaches (pp. 34–69). Rowley, MA: Newbury House.
Hatch, E. (1978b). Discourse analysis and second language acquisition. In Hatch, E. (ed.), Second Language Acquisition: A Book of Readings (pp. 401–435). Rowley, MA: Newbury House.
Hatch, E. (1983). Psycholinguistics: A Second Language Perspective. Rowley, MA: Newbury House.
Henrich, J., Heine, S. J., & Norenzayan, A. (2010). The weirdest people in the world? Behavioral and Brain Sciences, 33(2–3), 61–83.
Hlas, A. C., & Hlas, C. S. (2012). A review of high‐leverage teaching practices: Making connections between mathematics and foreign languages. Foreign Language Annals, 45(s1), s76–s97.
Hulstijn, J., Young, R., Ortega, L., & Bigelow, M. (2014). Bridging the gap: Cognitive and social approaches to research in second language learning and teaching. Studies in Second Language Acquisition, 36, 361–421.
Jeong, H., Sugiura, M., Suzuki, W., Sassa, Y., Hashizume, H., & Kawashima, R. (2016). Neural correlates of second-language communication and the effect of language anxiety. Neuropsychologia, 84, e2–e12.
Keck, C. M., Iberri-Shea, G., Tracy-Ventura, N., & Wa-Mbaleka, S. (2006). Investigating the empirical link between task-based interaction and acquisition: A meta-analysis. In Norris, J. M. & Ortega, L. (eds.), Synthesizing Research on Language Learning and Teaching (pp. 91–131). Amsterdam: John Benjamins.
Krashen, S. (1977). Some issues relating to the monitor model. In Brown, H., Yorio, C., & Crymes, R. (eds.), On TESOL ’77: Teaching and Learning English as a Second Language: Trends in Research and Practice (pp. 144–158). Washington, DC: Teachers of English to Speakers of Other Languages.
Krashen, S. (1982). Principles and Practice in Second Language Acquisition. London: Pergamon.
Krashen, S. (1985). The Input Hypothesis: Issues and Implications. New York: Longman.
Lado, R. (1957). Linguistics across Cultures. Ann Arbor: University of Michigan Press.
Lantolf, J. (2012). Sociocultural theory: A dialectical approach to L2 research. In Gass, S. & Mackey, A. (eds.), The Routledge Handbook of Second Language Acquisition (pp. 57–72). New York: Routledge.
Lantolf, J. P. (2014). The sociocultural perspective. Studies in Second Language Acquisition, 36, 368–374.
Lantolf, J. P., & Thorne, S. (2006). Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press.
Lantolf, J. P., & Thorne, S. (2007). Sociocultural theory and second language learning. In VanPatten, B. & Williams, J. (eds.), Theories in Second Language Acquisition: An Introduction (pp. 201–224). Mahwah, NJ: Lawrence Erlbaum Associates.
Lantolf, J., Kurtz, L., & Kisselev, O. (2016). Understanding the revolutionary character of L2 development in the ZPD: Why levels of mediation matter. Language and Sociocultural Theory, 3, 153–171.
Lantolf, J., Thorne, S., & Poehner, M. (2020). Sociocultural theory and second language development. In VanPatten, B., Keating, G., & Wulff, S. (eds.), Theories of Second Language Acquisition: An Introduction (3rd ed.). New York: Routledge.
Levine, G. (2013). The case for a multilingual approach to language classroom communication. Language and Linguistics Compass, 7(8), 423–436.
Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta‐analysis. Language Learning, 60(2), 309–365.
Li, S. (2013). The interactions between the effects of implicit and explicit feedback and individual differences in language analytic ability and working memory. The Modern Language Journal, 97(3), 634–654.
Li, S., Zhu, Y., & Ellis, R. (2016). The effects of the timing of corrective feedback on the acquisition of a new linguistic structure. The Modern Language Journal, 100, 276–295.
Liebscher, G., & Dailey-O’Cain, J. (2009). Student and teacher use of the first language in foreign language classroom interaction: Functions and applications. In Turnbull, M. & Dailey-O’Cain, J. (eds.), First Language Use in Second and Foreign Language Learning (pp. 131–144). Clevedon, UK: Multilingual Matters.
Lightbown, P. M., & Spada, N. (2013). How Languages Are Learned (4th ed.). Oxford: Oxford University Press.
Linck, J. A., & Weiss, D. J. (2011). Working memory predicts the acquisition of explicit L2 knowledge. In Sanz, C. (ed.), Implicit and Explicit Language Learning: Conditions, Processes, and Knowledge in SLA and Bilingualism (pp. 101–113). Washington, DC: Georgetown University Press.
Linck, J. A., Osthus, P., Koeth, J. T., & Bunting, M. F. (2014). Working memory and second language comprehension and production: A meta-analysis. Psychonomic Bulletin & Review, 21, 861–883.
Loewen, S. (2002). The occurrence and effectiveness of incidental focus on form in meaning-focused ESL lessons [Unpublished doctoral dissertation]. University of Auckland.
Loewen, S. (2003). Variation in the frequency and characteristics of incidental focus on form. Language Teaching Research, 7, 315–345.
Loewen, S., & Gass, S. (2021). Laboratory-based oral corrective feedback. In Nassaji, H. & Kartchava, E. (eds.), The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching (pp. 130–146). Cambridge: Cambridge University Press.
Loewen, S., & Sato, M. (2018). Interaction and instructed second language acquisition. Language Teaching, 51, 285–329.
Long, M. H. (1980). Input, interaction and second language acquisition [Unpublished doctoral dissertation]. University of California.
Long, M. H. (1981). Input, interaction and second language acquisition. In Winitz, H. (ed.), Native Language and Foreign Language Acquisition: Annals of the New York Academy of Sciences Vol. 379 (pp. 259–278). New York: New York Academy of Sciences.
Long, M. H. (1983a). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4(2), 126–141.
Long, M. H. (1983b). Linguistic and conversational adjustments. Studies in Second Language Acquisition, 5(2), 177–193.
Long, M. H. (1983c). Native speaker/non-native speaker conversation in the second language classroom. In Clarke, M. & Handscombe, J. (eds.), On TESOL ’82: Pacific Perspectives on Language Learning and Teaching (pp. 207–225). Washington, DC: TESOL.
Long, M. H. (1991). Focus on form: A design feature in language teaching methodology. In de Bot, K., Ginsberg, R., & Kramsch, C. (eds.), Foreign Language Research in Cross-Cultural Perspective (pp. 39–52). Amsterdam: John Benjamins.
Long, M. H. (1992, March). Input, focus on form, and second language acquisition. Paper presented at the American Association of Applied Linguistics annual meeting, Seattle, WA.
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In Ritchie, W. C. & Bhatia, T. K. (eds.), Handbook of Language Acquisition. Vol. 2: Second Language Acquisition (pp. 413–468). New York: Academic Press.
Long, M. H. (2015). Second Language Acquisition and Task-Based Language Teaching. Malden, MA: Wiley Blackwell.
Lyster, R. (2019). Roles for corrective feedback in second language instruction. In Chapelle, C. (ed.), The Encyclopedia of Applied Linguistics. Malden, MA: Wiley-Blackwell.
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 36–37.
Lyster, R., & Ranta, L. (2013). Counterpoint piece: The case for variety in corrective feedback research. Studies in Second Language Acquisition, 35(1), 167–184.
Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32(2), 265–302.
Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46(1), 1–40.
Macaro, E. (2001). Analysing student teachers’ codeswitching in foreign language classrooms: Theories and decision making. The Modern Language Journal, 85(4), 531–548.
MacIntyre, P. D. (2012). The idiodynamic method: A closer look at the dynamics of communication traits. Communication Research Reports, 29(4), 361–367.
Mackey, A. (1999). Input, interaction and second language development. Studies in Second Language Acquisition, 21, 557–587.
Mackey, A. (2002). Beyond production: Learners’ perceptions about interactional processes. International Journal of Educational Research, 37, 379–394.
Mackey, A. (ed.) (2007). Conversational Interaction in Second Language Acquisition. Oxford: Oxford University Press.
Mackey, A. (2012). Input, Interaction, and Corrective Feedback in L2 Learning. Oxford: Oxford University Press.
Mackey, A. (2020). Interaction, Feedback and Task Research in Second Language Learning: Methods and Design. Cambridge: Cambridge University Press.
Mackey, A., & Goo, J. (2007). Interaction research in SLA: A meta-analysis and research synthesis. In Mackey, A. (ed.), Conversational Interaction in Second Language Acquisition: A Series of Empirical Studies (pp. 407–452). Oxford: Oxford University Press.
Mackey, A., & Oliver, R. (2002). Interactional feedback and children’s L2 development. System, 30, 459–477.
Mackey, A., & Philp, J. (1998). Conversational interaction and second language development: Recasts, responses, and red herrings? The Modern Language Journal, 82, 338–356.
Mackey, A., & Sachs, R. (2012). Older learners in SLA research: A first look at working memory, feedback, and L2 development. Language Learning, 62, 704–740.
Mackey, A., & Silver, R. E. (2005). Interactional tasks and English L2 learning by immigrant children in Singapore. System, 33, 239–260.
Mackey, A., Abbuhl, R., & Gass, S. (2012). Interactionist approach. In Gass, S. & Mackey, A. (eds.), The Routledge Handbook of Second Language Acquisition (pp. 7–23). New York: Routledge.
Mackey, A., Adams, R., Stafford, C., & Winke, P. (2010). Exploring the relationship between modified output and working memory capacity. Language Learning, 60, 501–533.
Mackey, A., Gass, S. M., & McDonough, K. (2000). How do learners perceive interactional feedback? Studies in Second Language Acquisition, 22, 471–497.
Mackey, A., Oliver, R., & Leeman, J. (2003). Interactional input and the incorporation of feedback: An exploration of NS-NNS and NNS-NNS adult and child dyads. Language Learning, 53, 35–66.
Mackey, A., Park, H., Akiyama, Y., & Pipes, A. (2014, March). The role of cognitive creativity in L2 learning processes. Paper presented at the Georgetown University Round Table, Washington, DC.
Mackey, A., Philp, J., Egi, T., Fujii, A., & Tatsumi, T. (2002). Individual differences in working memory, noticing of interactional feedback, and L2 development. In Robinson, P. (ed.), Individual Differences and Instructed Language Learning (pp. 181–209). Philadelphia: John Benjamins.
McDonough, K., & Mackey, A. (2006). Responses to recasts: Repetitions, primed production, and linguistic development. Language Learning, 56, 693–720.
McDonough, K., Crawford, W., & Mackey, A. (2015). Creativity and EFL students’ language use during a group problem-solving task. TESOL Quarterly, 49(1), 188–198.
McLaughlin, B. (1987). Theories of Second Language Learning. London: Edward Arnold.
Miyake, A., & Shah, P. (eds.) (1999). Models of Working Memory: Mechanisms of Active Maintenance and Executive Control. Cambridge: Cambridge University Press.
Muñoz, C. (ed.) (2006). Age and the Rate of Foreign Language Learning. Clevedon, UK: Multilingual Matters.
Nagle, C., Trofimovich, P., O’Brien, M., & Kennedy, S. (in press). Beyond linguistic features: Exploring behavioral and affective correlates of comprehensible second language speech. Studies in Second Language Acquisition. Published online March 23, 2021, https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=1241&context=language_pubs (accessed July 10, 2021). Nakatsukasa, K., & Loewen, S. (2017). Non-verbal feedback. In Nassaji, H. & Kartchava, E. (eds.), Corrective Feedback in Second Language Teaching and Learning: Research, Theory, Applications, Implications (pp. 158–173). New York: Routledge.
Nassaji, H., & Kartchava, E. (eds.) (2017). Corrective Feedback in Second Language Teaching and Learning: Research, Theory, Applications, Implications. New York: Routledge.
Nassaji, H., & Kartchava, E. (eds.) (2021). The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching. Cambridge: Cambridge University Press.
National Standards Collaborative Board (2015). World-Readiness Standards for Learning Languages (4th ed.). Alexandria, VA: Author.
Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press.
Oliver, R. (1995). Negative feedback in child NS-NNS conversation. Studies in Second Language Acquisition, 17, 459–481.
Oliver, R. (1998). Negotiation of meaning in child interactions. The Modern Language Journal, 82(3), 372–386.
Oliver, R. (2000). Age differences in negotiation and feedback in classroom and pairwork. Language Learning, 50(1), 119–151.
Oliver, R. (2002). The patterns of negotiation for meaning in child interactions. The Modern Language Journal, 86(1), 97–111.
Oliver, R. (2009). How young is too young? Investigating negotiation of meaning and corrective feedback in children aged five to seven years. In Mackey, A. & Polio, C. (eds.), Multiple Perspectives on Interaction: Second Language Interaction Research in Honor of Susan M. Gass (pp. 135–156). London: Routledge.
Oliver, R., & Azkarai, A. (2017). Review of child second language acquisition (SLA): Examining theories and research. Annual Review of Applied Linguistics, 37, 62–76.
Oliver, R., & Mackey, A. (2003). Interactional context and feedback in child ESL classrooms. The Modern Language Journal, 87, 519–533.
Ortega, L. (1997). Processes and outcomes in networked classroom interaction: Defining the research agenda for L2 computer-assisted classroom discussion. Language Learning & Technology, 1(1), 82–93.
Ortega, L. (2005). What do learners plan?: Learner-driven attention to form during pre-task planning. In Ellis, R. (ed.), Planning and Task Performance in a Second Language (pp. 77–109). Amsterdam: John Benjamins.
Paradis, J. (2007). Second language acquisition in childhood. In Hoff, E. & Shatz, M. (eds.), Blackwell Handbook of Language Development (pp. 387–406). Malden, MA: Blackwell.
Philp, J. (2003). Constraints on noticing the gap: Nonnative speakers’ noticing of recasts in NS-NNS interaction. Studies in Second Language Acquisition, 25, 99–126.
Philp, J., & Tognini, R. (2009). Language acquisition in foreign language contexts and the differential benefits of interaction. International Review of Applied Linguistics in Language Teaching, 47(3–4), 245–266.
Philp, J., Adams, R., & Iwashita, N. (2013). Peer Interaction and Second Language Learning. New York: Routledge.
Philp, J., Oliver, R., & Mackey, A. (eds.) (2008). Second Language Acquisition and the Younger Learner: Child’s Play? Amsterdam: John Benjamins.
Pica, T. (1987). Second language acquisition, social interaction, and the classroom. Applied Linguistics, 8, 3–21.
Pica, T. (1988). Interlanguage adjustments as an outcome of NS–NNS negotiated interaction. Language Learning, 38, 45–73.
Pica, T. (1994). Research on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes? Language Learning, 44, 493–527.
Pica, T. (1996). Second language learning through interaction: Multiple perspectives. Working Papers in Educational Linguistics, 12(1), 1–21.
Pica, T. (2005). Classroom learning, teaching, and research: A task‐based perspective. The Modern Language Journal, 89(3), 339–352.
Pica, T., Kanagy, R., & Falodun, J. (1993). Choosing and using communication tasks for second language instruction. In Crookes, G. & Gass, S. M. (eds.), Tasks and Language Learning (pp. 9–34). Clevedon, UK: Multilingual Matters.
Pienemann, M., & Johnston, M. (1987). Factors influencing the development of language proficiency. In Nunan, D. (ed.), Applying Second Language Acquisition Research (pp. 45–141). Adelaide: National Curriculum Resource Centre, AMEP.
Pienemann, M., & Mackey, A. (1993). An empirical study of children’s ESL development. In McKay, P. (ed.), ESL Development: Language and Literacy in Schools. Vol. 2: Documents on Bandscale Development and Language Acquisition (pp. 115–259). Canberra: National Languages & Literacy Institute of Australia and Commonwealth of Australia.
Pienemann, M., Johnston, M., & Brindley, G. (1988). Constructing an acquisition-based procedure for second language assessment. Studies in Second Language Acquisition, 10, 217–243.
Pinter, A. (2006). Verbal evidence of task related strategies: Child versus adult interactions. System, 34, 615–630.
Plonsky, L. (2015, October). Demographics in SLA: A systematic review of sampling practices in L2 research. Paper presented at the Second Language Research Forum (SLRF), Atlanta, GA.
Plonsky, L., & Brown, D. (2015). Domain definition and search techniques in meta-analyses of L2 research (or why 18 meta-analyses of feedback have different results). Second Language Research, 31, 267–278.
Plonsky, L., & Gass, S. (2011). Quantitative research methods, study quality, and outcomes: The case of interaction research. Language Learning, 61, 325–366.
Polio, C., & Duff, P. (1994). Teachers’ language use in university foreign language classrooms: A qualitative analysis of English and target language alternation. The Modern Language Journal, 78(3), 313–326.
Quinn, P. (2014). Delayed versus immediate corrective feedback on orally produced passive errors in English [Unpublished doctoral dissertation]. University of Toronto.
Quinn, P. G., & Nakata, T. (2017). The timing of oral corrective feedback. In Nassaji, H. & Kartchava, E. (eds.), Corrective Feedback in Second Language Teaching and Learning: Research, Theory, Applications, Implications (pp. 35–47). New York: Routledge.
Rassaei, E. (2015). Oral corrective feedback, foreign language anxiety, and L2 development. System, 49, 98–109.
Révész, A. (2012). Working memory and the observed effectiveness of recasts on different L2 outcome measures. Language Learning, 62(1), 93–132.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. New York: Cambridge University Press.
Robinson, P., Mackey, A., Gass, S., & Schmidt, R. (2012). Attention and awareness in second language acquisition. In Gass, S. & Mackey, A. (eds.), The Routledge Handbook of Second Language Acquisition (pp. 247–267). New York: Routledge.
Rudd, L. C., & Lambert, M. C. (2011). Interaction theory language development. In Goldstein, S. & Naglieri, J. A. (eds.), Encyclopedia of Child Behavior and Development. Boston, MA: Springer.
Russell, J., & Spada, N. (2006). The effectiveness of corrective feedback for the acquisition of L2 grammar: A meta-analysis of the research. In Norris, J. & Ortega, L. (eds.), Synthesizing Research on Language Learning and Teaching (pp. 133–163). Philadelphia: John Benjamins.
Sagarra, N. (2007). From CALL to face-to-face interaction: The effect of computer delivered recast and working memory on L2 development. In Mackey, A. (ed.), Conversational Interaction in Second Language Acquisition (pp. 229–248). Oxford: Oxford University Press.
Saito, K., & Akiyama, Y. (2017). Video-based interaction, negotiation for comprehensibility, and second language speech learning: A longitudinal study. Language Learning, 67(1), 43–74.
Sato, C. (1986) Conversation and interlanguage development: Rethinking the connection. In Day, R. (ed.), Talking to Learn: Conversation in Second Language Acquisition (pp. 23–45). Rowley, MA: Newbury House.
Saxton, M. (1997). The contrast theory of negative input. Journal of Child Language, 24, 139–161.
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129–158.
Schmidt, R. (1993a). Awareness and second language acquisition. Annual Review of Applied Linguistics, 13, 206–226.
Schmidt, R. (1993b). Consciousness, learning and interlanguage pragmatics. In Kasper, G. & Blum-Kulka, S. (eds.), Interlanguage Pragmatics (pp. 21–42). New York: Oxford University Press.
Schmidt, R. (1994). Implicit learning and the cognitive unconscious: Of artificial grammars and SLA. In Ellis, N. (ed.), Implicit and Explicit Learning of Languages (pp. 165–209). London: Academic Press.
Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In Schmidt, R. (ed.), Attention and Awareness in Foreign Language Learning (Tech. Rep. No. 9, pp. 1–64). Honolulu: University of Hawai’i at Manoa, Second Language Teaching and Curriculum Center.
Schmidt, R. (2001). Attention. In Robinson, P. (ed.), Cognition and Second Language Instruction (pp. 3–32). Cambridge: Cambridge University Press.
Schmidt, R., & Frota, S. (1986). Developing basic conversational ability in a second language: A case study of an adult learner of Portuguese. In Day, R. (ed.), Talking to Learn: Conversation in Second Language Acquisition (pp. 237–326). Rowley, MA: Newbury House.
Sheen, Y. (2004). Corrective feedback and learner uptake in communicative classrooms across instructional settings. Language Teaching Research, 8(3), 263–300.
Sheen, Y. (2008). Recasts, language anxiety, modified output, and L2 learning. Language Learning, 58(4), 835–874.
Sheen, Y. (2010). Introduction: The role of oral and written corrective feedback in SLA. Studies in Second Language Acquisition, 32(2), 159–179.
Sheen, Y., & Ellis, R. (2011). Corrective feedback in language teaching. In Hinkel, E. (ed.), Handbook of Research in Second Language Teaching and Learning (2nd ed., pp. 593–610). New York: Routledge.
Shi, G. (2004). Teacher’s corrective feedback and learner repair in secondary EFL classrooms. Foreign Language and Literature, 86(4), 242–248.
Shrum, J., & Glisan, E. (2015). Teacher’s Handbook: Contextualized Language Instruction (5th ed.). Boston, MA: Heinle & Heinle.
Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38–62.
Slabakova, R., Leal, T., Dudley, A., & Stack, M. (2020). Generative Second Language Acquisition (Cambridge Element). Cambridge: Cambridge University Press.
Spada, N. (1997). Form-focussed instruction and second language acquisition: A review of classroom and laboratory research. Language Teaching, 30(2), 73–87.
Spada, N., & Lightbown, P. (1993). Instruction and the development of questions in L2 classrooms. Studies in Second Language Acquisition, 15, 205–224.
Stevick, E. W. (1976). Memory, Meaning and Method. Rowley, MA: Newbury House.
Storch, N. (2017). Sociocultural theory in the L2 classroom. In Loewen, S. & Sato, M. (eds.), The Routledge Handbook of Instructed Second Language Acquisition (pp. 70–83). New York: Routledge.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In Gass, S. & Madden, C. (eds.), Input in Second Language Acquisition (pp. 235–253). Rowley, MA: Newbury House.
Swain, M. (1993). The output hypothesis: Just speaking and writing aren’t enough. The Canadian Modern Language Review, 50, 158–164.
Swain, M. (1995). Three functions of output in second language learning. In Cook, G. & Seidlhofer, B. (eds.), Principle and Practice in Applied Linguistics (pp. 125–144). Oxford: Oxford University Press.
Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In Lantolf, J. P. (ed.), Sociocultural Theory and Second Language Learning (pp. 97–114). Oxford: Oxford University Press.
Swain, M. (2005). The output hypothesis: Theory and research. In Hinkel, E. (ed.), Handbook of Research in Second Language Teaching and Learning (pp. 471–483). Mahwah, NJ: Lawrence Erlbaum Associates.
Swain, M. (2006). Languaging, agency, and collaboration in advanced language proficiency. In Byrnes, H (ed.), Advanced Language Learning: The Contribution of Halliday and Vygotsky (pp. 95–108). London: Continuum.
Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16, 371–391.
Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal, 82(3), 320–337.
Swain, M., & Lapkin, S. (2001). Focus on form through collaborative dialogue: Exploring task effects. In Bygate, M., Skehan, P., & Swain, M. (eds.), Researching Pedagogic Tasks: Second Language Learning, Teaching and Testing (pp. 99–118). London: Longman.
Swain, M., & Watanabe, Y. (2013). Languaging: Collaborative dialogue as a source of second language learning. In Chapelle, C. (ed.), The Encyclopedia of Applied Linguistics (pp. 1–8). Hoboken, NJ: Blackwell.
Tarone, E., & Bigelow, M. H. (2005). Impact of literacy on oral language processing: Implications for second language acquisition research. Annual Review of Applied Linguistics, 25, 77–97.
Tarone, E., & Bigelow, M. H. (2007). Alphabetic print literacy and processing of oral corrective feedback in the L2. In Mackey, A. (ed.), Interaction and Second Language Acquisition (pp. 101–121). Oxford: Oxford University Press.
Thompson, G. L., & Harrison, K. (2014). Language use in the foreign language classroom. Foreign Language Annals, 47(2), 321–337.
Tognini, R. (2008). Interaction in languages other than English classes in Western Australian primary and secondary schools: Theory, practice and perceptions [Doctoral dissertation]. Edith Cowan University.
Tognini, R., & Oliver, R. (2012). L1 use in primary and secondary foreign language classrooms and its contribution to learning. In Alcón Soler, E. & Safont Jordá, M. P. (eds.), Discourse and Learning across L2 Instructional Contexts (pp. 53–78). Amsterdam: Rodopi.
Trofimovich, P., Ammar, A., & Gatbonton, E. (2007) How effective are recasts? The role of attention, memory, and analytical ability. In Mackey, A. (ed.), Conversational Interaction in Second Language Acquisition (pp. 171–195). Oxford: Oxford University Press.
Valmori, L. (2016). Anxiety in interaction-driven L2 learning [Unpublished PhD dissertation]. Michigan State University.
VanPatten, B., Keating, G., & Wulff, S. (eds.) (2020). Theories in Second Language Acquisition: An Introduction (3rd ed.). New York: Routledge.
Varonis, E. M., & Gass, S. (1982). The comprehensibility of non-native speech. Studies in Second Language Acquisition, 4(2), 114–136.
Varonis, E. M., & Gass, S. (1985a). Non-native/non-native conversations: A model for negotiation of meaning. Applied Linguistics, 6(1), 71–90.
Varonis, E. M., & Gass, S. (1985b). Variation in native speaker speech modification to non-native speakers. Studies in Second Language Learning, 7, 35–57.
Vygotsky, L. (1962). Thought and Language. Cambridge, MA: MIT Press.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Vygotsky, L. S. (1987). The Collected Works of L. S. Vygotsky. Vol. 1. Problems of General Psychology. Including the volume thinking and speech. New York: Plenum Press.
Wagner-Gough, K., & Hatch, E. (1975). The importance of input in second language acquisition studies. Language Learning, 25, 297–308.
Wajnryb, R. (1990). Grammar Dictation. Oxford: Oxford University Press.
Wesche, M. (1994). Input and interaction in second language acquisition. In Gallaway, C. & Richards, B. (eds.), Input and Interaction in Language Acquisition (pp. 219–249). Cambridge: Cambridge University Press.
Williams, J. N. (1999). Memory, attention, and inductive learning. Studies in Second Language Acquisition, 21, 1–48.
Williams, J. N. (2012). Working memory and SLA. In Gass, S. & Mackey, A. (eds.), The Routledge Handbook of Second Language Acquisition (pp. 427–441). New York: Routledge.
Wilson-Duffy, C. (2003). Creating online language activities: Putting task-based language teaching to use (Part 2). CLEAR News, 7(2), 1, 3, 6–7.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89–100.
Wulff, S. (2013). Input matters: The processor as a statistician. Invited commentary. Linguistic Approaches to Bilingualism, 3, 356–360.
Wulff, S. (2021). Usage-based approaches. In Tracy-Ventura, N. & Paquot, M. (eds.), Routledge Handbook of SLA and Corpora (pp. 177–190). New York: Routledge.
Wulff, S., & Ellis, N. C. (2018). Usage-based approaches to second language acquisition. In Miller, D., Bayram, F., Rothman, J., & Serratrice, L. (eds.), Bilingual Cognition and Language: The State of the Science across Its Subfields (pp. 37–56). Amsterdam/Philadelphia: John Benjamins.
Yang, Y., & Lyster, R. (2010). Effects of form-focused practice and feedback on Chinese EFL learners’ acquisition of regular and irregular past tense forms. Studies in Second Language Acquisition, 32(2), 235–263.
Yilmaz, Y. (2013). Relative effects of explicit and implicit feedback: The role of working memory capacity and language analytic ability. Applied Linguistics, 34, 344–368.
Yilmaz, Y., & Sağdıç, A. (2019). The interaction between inhibitory control and corrective feedback timing. ITL-International Journal of Applied Linguistics, 170(2), 204–227.
Ziegler, N. (2016). Synchronous computer-mediated communication and interaction: A meta-analysis. Studies in Second Language Acquisition, 38(3), 553–586.
Ziegler, N., & González-Lloret, M. (eds.) (in press). Handbook of SLA and Technology. New York: Routledge.
Ziegler, N., & Mackey, A. J. (2017). Interactional feedback in computer-mediated communication: A review and state of the art. In Nassaji, H. & Kartchava, E. (eds.), Corrective Feedback in Second Language Teaching and Learning: Research, Theory, Applications, Implications (pp. 80–94). London: Routledge.
Ziegler, N., Parlak, Ö. , & Phung, H. (in press). Interactionist perspectives and the role of technology in SLA. In Ziegler, N. & González-Lloret, M. (eds.), Handbook of SLA and Technology. New York: Routledge.
