This list contains references from the content that can be linked to their source. For a full set of references and notes please see the PDF or HTML where available.
D. Birdsong (1989). Metalinguistic performance and interlinguistic competence. Berlin: Springer-Verlag.
J. N. Bohannon III, & L. Stanowicz (1988). The issue of negative evidence: Adult responses to children's language errors. Developmental Psychology, 24, 684–689.
C. Chaudron (1977). A descriptive model of discourse in the corrective treatment of learner learner's errors. Language Learning, 27, 29–46.
A. Chun , R. Day , N. Chenoweth , & S. Luppescu (1982). Errors, interaction, and correction: A study of native–nonnative conversations. TESOL Quarterly, 16, 537–547.
F. I. M. Craik , & E. Tulving (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General, 104, 268–294.
G. Crookes , & K. Rulon (1988). Topic continuation and corrective feedback in native–nonnative conversation. TESOL Quarterly, 22, 675–681.
R. Day , N. Chenoweth , A. Chun , & S. Luppescu (1984). Corrective feedback in native-nonnative discourse. Language Learning, 34, 19–45.
R. Hawkins (1987). Markedness and the acquisition of the English dative alternation by L2 speakers. Second Language Research, 3, 20–55.
F. M. Holley , & J. K. King (1971). Imitation and correction in foreign language learning. Modern Language Journal, 55, 494–498.
J. F. Lalande II (1982). Reducing composition errors: An experiment. Modern Language Journal, 66, 140–149.
I. Mazurkewich (1984a). The acquisition of the dative alternation by second language learners and linguistic theory. Language Learning, 34, 91–109.
I. Mazurkewich , & L. White (1984). The acquisition of the dative alternation: Unlearning overgeneralizations. Cognition, 16, 261–283.
G. A. Miller , E. Galanter , & K. Pribram (1960). Plans and the structure of behaviour. New York: Holt, Rinehart and Winston.
D. Osherson , M. Stob , & S. Weinstein (1984). Learning theory and natural language. Cognition, 17, 1–28.
A. G. Ramirez , & N. P. Stromquist (1979). ESL methodology and student language learning in bilingual elementary schools. TESOL Quarterly, 13, 145–158.
T. Robb , S. Ross , & I. Shortreed (1986). Salience of feedback on error and its effect on EFL writing quality. TESOL Quarterly, 20, 83–93.
J. Schachter (1984). A universal input condition. In W. Rutherford (Ed.), Language universals and second language acquisition (pp. 167–183). Amsterdam: John Benjamins.
J. Schachter (1986). Three approaches to the study of input. Language Learning, 36, 211–225.
B. Schwartz (1986). The epistemological status of second language acquisition. Second Language Research, 2, 120–159.
B. Schwartz , & M. Gubala-Ryzak (1992). Learnability and grammar reorganization in L2 A: Against negative evidence causing the unlearning of verb movement. Second Language Research, 8, 1–38.
H. D. Semke (1984). Effects of the red pen. Foreign Language Annals, 17, 195–202.
L. White (1989). Universal Grammar and second language acquisition. Amsterdam: John Benjamins.
L. White (1991). Adverb placement in second language acquisition: Some effects of positive and negative evidence in the classroom. Second Language Research, 7, 133–161.
M. Zock , G. Francopoulo , & A. Laroui (1989). SWIM: A natural interface for the scientifically minded language learner. Computers and the Humanities, 23, 411–422.