DISCUSSION

Studies in Second Language Acquisition

Volumn 21, Issue 2, 1999, Pages 319-333

  Gass, Susan ^a  

^a MICHIGAN STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85137626564     PISSN: 02722631     EISSN: 14701545     Source Type: Journal    
DOI: 10.1017/S0272263199002090     Document Type: Article

References (33)

1. Ard, J., & Homburg, T. (1992). Verification of language transfer. In S. Gass & L. Selinker (Eds.), Language transfer in language learning (pp. 47-70). Amsterdam: Benjamins.
2. Eckman, F., Bell, L., & Nelson, D. (1988). On the generalization of relative clause instruction in the acquisition of English as a second language. Applied Linguistics, 9, 1-20.
3. Ellis, N. (1994a). Implicit and explicit language learning: An overview. In N. Ellis (Ed.), Implicit and explicit learning of languages (pp. 1-31). New York: Academic Press.
4. Ellis, N. (1994b). Vocabulary acquisition: The implicit ins and outs of explicit cognitive mediation. In N. Ellis (Ed.), Implicit and explicit learning of languages (pp. 211-282). New York: Academic Press.
5. Gass, S. (1979). Language transfer and universal grammatical relations. Language Learning, 29, 327-344.
6. Gass, S. (1982). From theory to practice. In M. Hines & W. Rutherford (Eds.), On TESOL ?81 (pp. 129-139). Washington, DC: Teachers of English to Speakers of Other Languages.
7. Gass, S. (1988). Integrating research areas: A framework for second language studies. Applied Linguistics, 9, 198-217.
8. Gass, S. (1997). Input, interaction, and the second language learner. Hillsdale, NJ: Erlbaum.
9. Gass, S., & Ard, J. (1987). Lexical constraints on syntactic acquisition. Studies in Second Language Acquisition, 9, 233-252.
10. Hulstijn, J. (1996, August). Does incidental vocabulary acquisition really exist? Paper presented at the 11th World Congress of Applied Linguistics (AILA), Jyväskylä, Finland.
11. Krashen, S. (1980). The Input Hypothesis. In J. Alatis (Ed.), Current issues in bilingual education (pp. 168-180). Washingon, DC: Georgetown University Press.
12. Mackey, A. (1995). Stepping up the pace: Input, interaction and interlanguage development, an empirical study of questions in ESL. Unpublished doctoral dissertation, University of Sydney, Sydney, Australia.
13. Nagy, W., Herman, P., & Anderson, R. (1985). Learning words from context. Reading Research Quarterly, 20, 233-253.
14. Paribakht, T. S., & Wesche, M. (1993). Reading comprehension and second language development in a comprehension-based ESL program. TESL Canada Journal, 11, 9-29.
15. Paribakht, T. S., & Wesche, M. (1996). Enhancing vocabulary acquisition through reading: A hierarchy of text-related exercise types. The Canadian Modern Language Review, 52, 155-178.
16. Paribakht, T. S., & Wesche, M. (1997). Vocabulary enhancement activities and reading for meaning in second language vocabulary acquisition. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition (pp. 174-200). New York: Cambridge University Press.
17. Philp, J. (1998). Interaction, noticing and second language acquisition: An examination of learners? noticing of recasts in task-based interaction. Unpublished doctoral dissertation, University of Tasmania, Hobart, Australia.
18. Pienemann, M., & Johnston, M. (1987). Factors influencing the development of language proficiency. In D. Nunan (Ed.), Applying second language acquisition research (pp. 45-141). Adelaide, Australia: University of Sydney, National Curriculum Resource Centre, AMEP.
19. Robinson, P. (1997). Generalizability and automaticity of second language learning under implicit, incidental, enhanced, and instructed conditions. Studies in Second Language Acquisition, 19, 223-247.
20. Samuda, V. (1993, October). Grammar tasks: Creating a need to mean. Paper presented at Michigan State University, East Lansing, MI.
21. Schachter, J., Rounds, P., Wright, S., & Smith, T. (in press). Comparing conditions for learning syntactic patterns: Attentional, nonattentional, and awareness. Applied Linguistics.
22. Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-158.
23. Schmidt, R. (1994). Implicit learning and the cognitive unconscious: Of artificial grammars and SLA. In N. Ellis (Ed.), Implicit and explicit learning of languages (pp. 165-209). New York: Academic Press.
24. Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In R. Schmidt (Ed.), Attention and awareness in learning (pp. 15-52). Honolulu: University of Hawai?i Press.
25. Schwartz, B. (1993). On explicit and negative data effecting and affecting competence and linguistic behavior. Studies in Second Language Acquisition, 15, 147-163.
26. Sharwood Smith, M. (1993). Input enhancement in instructed SLA: Theoretical bases. Studies in Second Language Acquisition, 15, 165-179.
27. Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensive output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235-253). Rowley, MA: Newbury House.
28. Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honour of H. G. Widdowson (pp. 125-144). Oxford: Oxford University Press.
29. 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.
30. Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. Modern Language Journal, 82, 320-337.
31. Tinkham, T. (1997). The effects of semantic and thematic clustering on the learning of second language vocabulary. Second Language Research, 13, 138-163.
32. White, L. (1989). Universal Grammar and second language acquisition. Amsterdam: Benjamins.
33. Zobl, H. (1995). Converging evidence for the acquisition-learning distinction. Applied Linguistics, 16, 35-56.