Second language acquisition research and innovation in task-based learning by Hayo Reinders.

A BIBLIOGRAPY OF SECOND LANGUAGE ACQUISITION

On this page you will find a full bibliography of research in the area of intake, noticing and cognitive psychology as relevant to the field of second language acquisition. There are approximately 600 items. I encourage you to check your own references and invite you to add others. The site is moderated to prevent spam so it may take a few days for your references to be added. You can download the entire list as a csv (Excel) file which can then be imported into your preferred referencing programme. Some of these papers are difficult to get hold of through libraries. If you are an author and you want to store a paper electronically on this web site, please contact me through the 'contact' page. Also if in future you would like to have a paper edited or removed, please contact me in this way.

If you are looking for some initial readings on the topic of noticing I suggest one of the following two texts by Richard Schmidt:

Schmidt, R. (1995). Attention and awareness in foreign language learning. Manoa, University of Hawai'i.

Schmidt, R. (2001). Attention. Cognition and second language instruction. P. Robinson. Cambridge, Cambridge University Press: 3-32.

Anderson, J. R. (1982). “Acquisition of cognitive skill.” Psychological review 89(4): 369-406.

Anderson, J. R. (1983). “A spreading activation theory of memory.” Journal of Verbal Learning and Verbal Behavior 22: 261-295.

Anderson, J. R. (1993). Rules of the mind. Hillsdale, Erlbaum.

Baddeley, A. (1986). Working memory. Oxford, Clarendon press.

Baddeley, A. (1990). Human memory. Theory and practice. Hove, Lawrence Erlbaum.

Bardovi-Harlig, K. (1987). “markedness and salience in second language acquisition.” Language Learning 37: 385-407.

Berry, D. C. (1993). Implicit learning. Attention. Selection, awareness & control. A. Baddeley and L. Weiskrantz. Oxford, Oxford University Press: 246-260.

Broadbent, D. E. (1958). Perception & communication. New York, Pergamon press.

Carlson, R. A. and D. E. Dulany (1985). “conscious attention and abstraction in concept learning.” journal of experimental psychology: learning, memory, and cognition 11: 45-58.

Carr, T. H. and T. Curran (1994). “Cognitive factors in learning about structured sequences: applications to syntax.” Studies in second language acquisition 16: 205-203.

Carroll, S. E. (2001). Input and evidence. The raw material of second language acquisition. Amsterdam/Philedelphia, John Benjamins.

Cermak, L. S. and F. I. M. Craik, Eds. (1979). Levels of processing in human memory. Hillsdale, lawrence erlbaum.

Chaudron, C. (1983). “Simplification of input: topic reinstatements and their effects on L2 learners' recognition and recall.” TESOL Quarterly 17: 437-458.

Chaudron, C. (1985). “Intake: on models and methods for discovering learners' processing of input.” Studies in second language acquisition 7: 1-14.

Corder, S. P. (1967). “The significance of learners' errors.” International review of applied linguistics 5: 161-169.

Cowan, N. (1988). “Evolving conceptions of memory storage, selective attention, and their mutual constraints within the human information processing system.” Psychological bulletin 104: 163-191.

Craik, F.L. M. and R. Lockhart, s (1972). “Levels of processing : a framework for memory research.” journal of verbal learning and verbal behavior 11: 671-683.

Craik, F.L. M. and E. Tulving (1975). “Depth of processing and the retention of words in episodic memory.” Journal of experimental psychology: general 104(3): 268-294.

Curran, T. and S. W. Keele (1993). “Attentional and nonattentional forms of sequence learning.” journal of experimental psychology: learning, memory, and cognition 19(431-469).

DeKeyser, R. M. (1995). Learning second language grammar rules: An
experiment with a miniature linguistic system. Studies in Second
Language Acquisition, 17(3), 379-410.

DeKeyser, R. M. (1997). “Beyond explicit rule learning. Automatizing second language morphosyntax.” Studies in second language acquisition 19: 195-221.

DeKeyser, R. M. (1998). Beyond focus on form: Cognitive perspectives
on learning and practicing second language grammar. In C. Doughty &
J. Williams (Eds.), Focus on form in classroom second language
acquisition (pp. 42-63). New York: Cambridge University Press.

DeKeyser, R. M. (2001). Automaticity and automatization. Cognition and second language instruction. P. Robinson. Cambridge, Cambridge University Press: 125-151.

DeKeyser, R. M., R. Salaberry, et al. (2002). “What gets processed in processing instruction? A commentary on Bill VanPatten's "Processing instruction: an update".” Language Learning 52(4): 805-823.

DeKeyser, R. M. (2003). Implicit and explicit learning. In C. Doughty
& M. Long (Eds.), Handbook of Second Language Acquisition (pp.
313-348). Oxford, UK: Blackwell.

DeKeyser, R. M. (2005). What makes learning second-language grammar
difficult? A review of issues. Language Learning, 55(Supplement 1),
1-25.

DeKeyser, R. M. (2006). Skill acquisition theory. In B. VanPatten &
J. Williams (Eds.), Theories in Second Language Acquisition: An introduction (pp.
97-112). Mahwah, NJ: Erlbaum.

Doughty, C. and j. williams, Eds. (1998). Focus on form in classroom second language acquisition. Cambridge applied linguistics. cambridge, Cambridge University Press.

Dulany, D. E., R. A. Carlson, et al. (1984). “A case of syntactial learning and judgment: how conscious and how abstract?” Journal of experimental psychology: general 113: 541-555.

Egeth, H. E. and S. Yantis (1997). “Visual attention: control, representation and time course.” Annual review of psychology 48: 269-297.

Ellis, N. C. (2002). “Frequency effects in language processing.” Studies in second language acquisition 24(2): 143-188.

Ellis, N. C. (2002). “Reflections on frequency effects in language processing.” Studies in second language acquisition 24(2): 297-339.

Ellis, R. (1991). Grammar teaching practice or consciousness-raising? Second language acquisition and second language pedagogy. R. Ellis. Clevedon, Avon, Multilingual matters: 232-241.

Ellis, R. (1993). The structural syllabus and second language acquisition. tesol quarterly. 27: 91-112.

Eysenck, M. W. (1982). Incidental learning and orienting tasks. Handbook of research methods in human memory and cognition. C. R. Puff. New York, Academic Press: 197-228.

Faerch, C., K. Haastrup, et al. (1984). Learner language and language learning. Clevedon, England, Multilingual matters.

Faerch, C. and G. Kasper (1980). “Processes and strategies in foreign language learning and communication.” Interlanguage Studies Bulletin 5: 47-118.

Fotos, S. S. (1993). “Consciousness raising and noticing through focus on form: grammar task performance versus formal instruction.” Applied Linguistics 14(4): 385-407.

Gass, S. M. (1991). Grammatical instruction, selective attention, and learning. Foreign/second language pedagogy. R. Phillipson, E. Kellerman, L. Selinker, M. Sharwood Smith and M. Swain. Clevedon, Avon, Multilingual matters.

Gass, S. M. (1997). Input, interaction, and the second language learner. Mahwah, lawrence erlbaum.

Gopher, D. (1992). The skill of attentional control: Acquisition and execution of attention strategies. Attention and performance XIV: Synergies in experimental psychology, artificial intelligence, and cognitive neuroscience. D. E. Meyer and S. Kornblum. Cambridge, Mass, MIT Press: 299-322.

Gregg, K. R. (2001). Learnability and second language acquisition theory. Cognition and second language instruction. P. Robinson. Cambridge, Cambridge University Press: 152-182.

Hanson, C. and W. Hirst (1988). “Frequency encoding of token and type information.” Journal of experimental psychology: learning, memory and cognition 14: 289-297.

Harrington, M. (2001). Sentence processing. Cognition and second language instruction. P. Robinson. Cambridge, Cambridge University Press: 91-124.

Holender, D. (1986). “Semantic activation wihtout conscious identification in dichotic listening, parafoveal vision, and visual masking: a survey and appraisal.” Behavioral & brain sciences 9: 1-66.

Hulstijn, J. H. (1989). Implicit and incidental second language learning: experiments in the process of natural and partly artificial input. Interlingual processes. H. W. Dechert and M. Raupach. Ubingen, G. Narr: 49-73.

James, W. (1890). Principles of Psychology, Vol. 1. New York, Holt.

Joe, A. (1998). “What effects do text-based takss promoting generation have on incidental vocabulary acquisition?” applied language learning 19(3): 357-377.

Kahneman, D. (1973). Attention and effort. Englewood Cliffs, Prentice Hall.

Krashen, S. (1981). Second Language Acquisition and Second Language Learning. Oxford, Pergamon press.

Krashen, S. (1982). Principles and practice in second language acquisition. Oxford, Pergamon press.

Krashen, S. D. (1985). The input hypothesis. london, Longman.

Leow, R. P. (2001). “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.” Hispania 84(496-509).

Levy, J. and H. Pashler (2001). “Is dual-task slowing instruction dependent?” Journal of experimental psychology: human perception and performance 27(4): 862-869.

Logan, G. D. (1985). “On the ability to inhibit simple thougths and actions: II. stop-signal studies of repetition priming.” Journal of experimental psychology: learning, memory, & cognition 9: 585-606.

Logan, G. D. (1988). “toward an instance theory of automatization.” psychological review 95: 492-527.

Logan, G. D. (1992). “Shapes of reaction-time distributions and shapes of learning curves: a test of teh instance theory of automaticity.” Journal of experimental psychology: learning, memory and cognition 18: 883-914.

Long, M. H. (1981). Input, interaction, and second language acquisition. Native language and foreign language acquisition. H. Winitz, Annals of the New York Academy of Sciences. 379: 259-278.

Long, M. H. (1983). “Native speaker/non-native-speaker conversation and the negotiation of comprehensible input.” Applied Linguistics 4(2): 126-141.

Long, M.H. (1991). Focus on form: a design feature in langauge teaching methodology. Foreign language research in cross-cultural perspective. K. De Bot, R. Ginsberg and C. Kramsch. Amsterdam, John Benjamins: 39-52.

Long, M. H. (1996). The role of the linguistic environment in second language acquisition. Handbook of research on second language acquisition. W. Ritchie and T. Bhatia. New York, Academic.

Long, M. H. and G. Crookes (1992). “Three approaches to task-based syllabus design.” TESOL Quarterly 26: 27-56.

Loschky, L. and Bley-Vroman (1993). Grammar and task-based methodology. Tasks and language learning. G. Crookes and S. M. Gass. Clevedon, Avon, Multilingual matters.

MacWhinney, B. (1997). “Implicit and explicit processes: Commentary.” Studies in second language acquisition 13???: 277-281.

MacWhinney, B. (2001). The competition model: the input, the context, and the brain. Cognition and second language instruction. P. Robinson. cambridge, Cambridge University Press.

Whinney, B. and E. Bates (1989). The crosslinguistic study of sentence processing. Cambridge, Cambridge University Press.

McClelland, J., D. Rummelhart, et al. (1986). The appeal of parallel distributed processing. D. e. a. Rummelhart.

McLaughlin, B. (1978). “The monitor model: some methodological considerations.” Language and society 7: 183-213.

McLaughlin, B. (1987). Theories of second language learning. London, Edward Arnold.

Meyer, D. E. and D. E. Kieras (1997). “EPIC - a computational theory of executive cognitive processes and multipe-task performance: Part 1. Accounts of psychological refractory-period phenomena.” Psychological review 104: 3-65.

Meyer, D. E. and D. E. Kieras (1997). “EPIC - a computational theory of executive cognitive processes and multipe-task performance: Part 2. Accounts of psychological refractory-period phenomena.” Psychological review 104: 749-791.

Neumann, O. (1987). Beyond capacity: a functional view of attention. Perspectives on perception and action: current approaches. H. Heuer and A. Sanders. Berlin, Springer Verlag: 227-267.

Norman, D. A. (1986). Attention to action: willed and automatic control of behaviour. Consciousness and self-regulation, vol 4. R. J. Davidson, G. E. Schwartz and D. Shapiro. New York, Plenum press: 1-18.

Norris, J. M. and L. Ortega (2000). “Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta-analysis.” Language Learning 50(3): 417-528.

Ortega, L. and M. H. Long (1997). “The effect of models and recasts on the acquisition of object topicalization and adverb placement in L2 Spanish.” Spanish Applied Linguistics 1(1): unknown.

Pica, T. (1994). “Research on negotiation: what does it reveal about second language learning, conditions, processes, outcomes?” Language Learning 44: 493-527.

Pienemann, M. (1985). Learnability and syllabus construction. Modelling and assessing second language development. K. Hyltenstam and M. Pienemann. Clevedon, Avon, Multilingual matters: 23-76.

Pienemann, M. (1998). Language Processing and Second-Language Development: Processability Theory. Amsterdam, John Benjamins.

Posner, M. I. (1980). “Orienting of attention.” Journal of experimental psychology: general 32: 3-25.

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Reber, A.S. (1976). “Implicit learning of artifical grammars.” journal of experimental psychology: human learning and memory 2: 88-94.

Reber, A. S. (1989). “Implicit learning and tacit knowledge.” journal of experimental psychology: general 114: 17-24.

Reber, A. S. (1992). “The cognitive unconscious: an evolutionary perspective.” consciousness and cognition 1: 93-133.

Robinson, P. (1995). “Attention, memory and the "noticing" hypothesis.” Language Learning 45(2): 283-331.

Robinson, P. (1996). “Learning simple and complex second language rules under implicit, incidental, rule-search, and instructed conditions.” Studies in second language acquisition 18: 27-67.

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.

Rutherford, W. and M. Sharwood Smith (1985). “Consciousness-raising and universal grammar.” Applied Linguistics 6(3): 274-282.

Sanders, A. (1998). Elements of human performance. Mahwah, lawrence erlbaum.

Schmidt, R. (1990). “The role of consciousness in second language learning.” Applied Linguistics 11(2): 129-159.

Schmidt, R. (1992). “Psychological mechanisms underlying second language learning.” Studies in second language acquisition 14: 357-386.

Schmidt, R. (1994). Implicit learning and the cognitive unconscious: of artifical grammars and SLA. Implict and explicit learning of languages. N. Ellis. San Diego, CA, Academic Press: 165-210.

Schmidt, R. (1995). Attention and awareness in foreign language learning. Manoa, University of Hawai'i.

Schmidt, R. (2001). Attention. Cognition and second language instruction. P. Robinson. Cambridge, Cambridge University Press: 3-32.

Schumacher, E. H., T. Seymour, et al. (1997 (November)). Virtually perfect time sharing in dual-task performance. 38th conference annual meeting of the Psychonomic Society, Philadelphia, PA.

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Sharwood Smith, M. (1991). “Speaking to many minds: on the relevance of different types of language information for the L2 learner.” second language research 7: 118-132.

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VanPatten, B. (1990). “Attending to form and content in the input: an experiment in consciousness.” Studies in second language acquisition 12: 287-301.

VanPatten, B. (1994). “Evaluating the role of consciousness in second language acquisition: terms, linguistic features & reserach methodology.” AILA review 11: 27-36.

VanPatten, B. (1996). Input processing and grammar instruction in second language acquisition. Norwood, Ablex Publishing Corporation.

VanPatten, B. (2002a). “Processing instruction: an update.” Language Learning 52(4): 755-803.

VanPatten, B. (2002b). “Processing the content of input-processing and processsing instruction research: a response to DeKeyser, Salaberry, Robinson, and Harrington.” Language Learning 52(4): 825-831.

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