All Stories

  1. Chapter 4. Task complexity, task features, and task anxiety at low L2 proficiency levels
  2. Input Processing in Spoken Versus Written Language
  3. Usage in ISLA from a processing-based perspective
  4. Written corrective feedback and the language curriculum: Theory, research, curricular issues, and the researcher-teacher interface
  5. Chapter 5. Verbally mediated data
  6. Ronald P. Leow's essential bookshelf: The L2 learning process in instructed second language acquisition (ISLA)
  7. Future directions in writing research
  8. WCF processing in the L2 curriculum: A look at type of WCF, type of linguistic item, and L2 performance
  9. Chapter 13. Writing
  10. The Influence of Learning Contexts on the Psycholinguistics of Second Language Learning
  11. Bridging the Gap Between Researchers and Teachers: A Curricular Perspective
  12. Directions for Future Research Agendas on L2 Writing and Feedback as Language Learning from an ISLA Perspective
  13. Theoretical Perspectives on L2 Writing, Written Corrective Feedback, and Language Learning in Individual Writing Conditions
  14. Cognitive Theoretical Perspectives of Corrective Feedback
  15. Chapter 5. L2 writing-to-learn
  16. Chapter 14. An ISLA perspective on L2 learning through writing
  17. EXPLORING THE VERIDICALITY AND REACTIVITY OF SUBJECTIVE MEASURES OF AWARENESS
  18. Introduction
  19. Hispanic Linguistics
  20. Chapter 8. CALL in ISLA
  21. From SLA > ISLA > ILL
  22. Explicit learning and depth of processing
  23. ISLA: How implicit or how explicit should it be? Theoretical, empirical, and pedagogical/curricular issues
  24. The role of (un)awareness in SLA
  25. THE EFFECTIVENESS OF GUIDED INDUCTION VERSUS DEDUCTIVE INSTRUCTION ON THE DEVELOPMENT OF COMPLEX SPANISH GUSTAR STRUCTURES
  26. Deconstructing the I and SLA in ISLA: One curricular approach
  27. The issue of explicit learning in the L2 classroom from a student-centered perspective.
  28. A Psycholinguistic Approach to Technology and Language Learning
  29. Depth of processing in L2 learning: theory, research, and pedagogy
  30. The roles of attention and (un)awareness in SLA: Conceptual replication of N. C. Ellis & Sagarra (2010a) and Leung & Williams (2012)
  31. Implicit learning in SLA
  32. Concurrent data elicitation procedures, processes, and the early stages of L2 learning: A critical overview
  33. A Handbook of Contemporary Spanish Grammar
  34. Does the medium really matter in L2 development? The validity of CALL research designs
  35. IMPLICIT LEARNING IN SLA AND THE ISSUE OF INTERNAL VALIDITY—ERRATUM
  36. IMPLICIT LEARNING IN SLA AND THE ISSUE OF INTERNAL VALIDITY
  37. IMPLICIT AND EXPLICIT LANGUAGE LEARNING: CONDITIONS, PROCESSES, AND KNOWLEDGE IN SLA AND BILINGUALISM. Cristina Sanz and Ronald Leow (Eds.). Washington, DC: Georgetown University Press, 2011. Pp. ix + 229.
  38. Attention, Noticing, and Awareness in Second Language Acquisition
  39. Cristina Sanz and Ronald P. Leow (eds): IMPLICIT AND EXPLICIT LANGUAGE LEARNING: CONDITIONS, PROCESSES, AND KNOWLEDGE IN SLA AND BILINGUALISM.
  40. Implicit and Explicit Language Learning: Conditions, Processes, and Knowledge in SLA and Bilingualism edited by SANZ, CRISTINA, & RONALD P.  LEOW
  41. Little Words: Their History, Phonology, Syntax, Semantics, Pragmatics, and Acquisition edited by LEOW, RONALD P., HÉCTOR CAMPOS, & DONNA LARDIÈRE
  42. LITTLE WORDS: THEIR HISTORY, PHONOLOGY, SYNTAX, SEMANTICS, PRAGMATICS, AND ACQUISITION. Ronald P. Leow, Héctor Campos, and Donna Lardiere (Eds.).Washington, DC: Georgetown University Press, 2009. Pp. xi + 246.
  43. Review of Leow, Campos & Lardiere (2009): Little words: Their history, phonology, syntax, semantics, pragmatics, and acquisition
  44. LEARNING WITHOUT AWARENESS REVISITED
  45. Attention to Form and Meaning Revisited
  46. Input in the L2 classroom: An attentional perspective on receptive practice
  47. REACTIVITY AND TYPE OF VERBAL REPORT IN SLA RESEARCH METHODOLOGY: Expanding the Scope of Investigation
  48. Spanish Second Language Acquisition: State of the Science
  49. Computerized Task‐Based Exposure, Explicitness, Type of Feedback, and Spanish L2 Development
  50. Awareness, different learning conditions, and second language development
  51. TO THINK ALOUD OR NOT TO THINK ALOUD: The Issue of Reactivity in SLA Research Methodology
  52. TO THINK ALOUD OR NOT TO THINK ALOUD: The Issue of Reactivity in SLA Research Methodology
  53. Spanish Applied Linguistics at the Turn of the Millennium
  54. MODELS, ATTENTION, AND AWARENESS IN SLA
  55. Do Learners Notice Enhanced Forms while Interacting with the L2?: An Online and Offline Study of the Role of Written Input Enhancement in L2 Reading
  56. Attention, Awareness, and Foreign Language Behavior
  57. A STUDY OF THE ROLE OF AWARENESS IN FOREIGN LANGUAGE BEHAVIOR
  58. The Effects of Amount and Type of Exposure on Adult Learners' L2 Development in SLA
  59. The Effects of Amount and Type of Exposure on Adult Learners' L2 Development in SLA
  60. Toward operationalizing the process of attention in SLA: Evidence for Tomlin and Villa's (1994) finegrained analysis of attention
  61. Attention, Awareness, and Foreign Language Behavior
  62. Simplification and Second Language Acquisition
  63. Ideas: Let's Debate!
  64. Modality and Intake in Second Language Acquisition
  65. To Simplify or Not to Simplify
  66. FLUENCY AND ACCURACY: TOWARD BALANCE IN LANGUAGE TEACHING AND LEARNING. Hector Hammerly. Clevedon, UK: Multilingual matters, 1991. Pp. viii + 208. $79.00 cloth, $27.00 paper.
  67. 4. Technology and SLA research: Validity issues
  68. 7. Awareness, type of medium, and L2 development: Revisiting Hsieh (2008)
  69. 10. Uptake, task complexity, and L2 development in SLA: An online perspective
  70. 12. Psycholinguistically motivated CALL activities
  71. 13. Where do we go from here?
  72. 8. Levels of awareness in relation to type of recast and type of linguistic item in synchronous computer-mediated communication: A concurrent investigation