Advanced Search: EBSCOhost. (n.d.). http://web.a.ebscohost.com/ehost/search/advanced?sid=af51e01d-0a92-431d-8a9e-b100a2d899f2%40sessionmgr4006&vid=0&hid=4002
Ammar, A., & Spada, N. (2006). ONE SIZE FITS ALL?: Recasts, Prompts, and L2 Learning. Studies in Second Language Acquisition, 28(04). https://doi.org/10.1017/S0272263106060268
Apllied linguistics - Special issue on accuracy, fluency and complexity: Table of Contents — December 2009, 30 (4). (n.d.). http://applij.oxfordjournals.org/content/30/4.toc
Applied Linguistics. (n.d.).
Bygate, Martin, Skehan, Peter, & Swain, Merrill. (2000). Researching pedagogic tasks: second language learning, teaching and testing: Vol. Applied linguistics and language study. Longman.
De Bot, Kees, Lowie, Wander, & Verspoor, Marjolyn. (2005). Second language acquisition: an advanced resource book: Vol. Routledge applied linguistics [Electronic resource]. Routledge. https://roe.idm.oclc.org/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9780203446416&uid=^u
Doughty, C., & Long, M. H. (2005). The handbook of second language acquisition: Vol. Blackwell handbooks in linguistics. Blackwell.
Ellis, N. C. (2005). AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT  LANGUAGE KNOWLEDGE. Studies in Second Language Acquisition, 27(02). https://doi.org/10.1017/S027226310505014X
Ellis, R. (1999). Item versus system learning: explaining free variation. Applied Linguistics, 20(4), 460–480. https://doi.org/10.1093/applin/20.4.460
Ellis, R. (2000). Task-based research and language pedagogy. Language Teaching Research, 4(3), 193–220. https://doi.org/10.1177/136216880000400302
Ellis, R. (2005). MEASURING IMPLICIT AND EXPLICIT KNOWLEDGE OF A SECOND LANGUAGE: A  Psychometric Study. Studies in Second Language Acquisition, 27(02). https://doi.org/10.1017/S0272263105050096
Ellis, Rod. (2003). Task-based language learning and teaching: Vol. Oxford applied linguistics. Oxford University Press.
Foster, P. (2000). Measuring spoken language: a unit for all reasons. Applied Linguistics, 21(3), 354–375. https://doi.org/10.1093/applin/21.3.354
Foster, P. (2005). Negotiation for Meaning and Peer Assistance in Second Language Classrooms. Applied Linguistics, 26(3), 402–430. https://doi.org/10.1093/applin/ami014
Foster, P., & Tavakoli, P. (2009). Native Speakers and Task Performance: Comparing Effects on Complexity, Fluency, and Lexical Diversity. Language Learning, 59(4), 866–896. https://doi.org/10.1111/j.1467-9922.2009.00528.x
Gass, Susan. (1997). Input, interaction, and the second language learner. Lawrence Erlbaum.
Gass, Susan M. & Selinker, Larry. (2008). Second language acquisition: an introductory course (3rd ed) [Electronic resource]. Routledge.
Goldschneider, J. M., & DeKeyser, R. M. (2001). Explaining the "Natural Order of L2 Morpheme Acquisition” in English: A Meta-analysis of Multiple Determinants. Language Learning, 51(1), 1–50. https://doi.org/10.1111/1467-9922.00147
Guo-Qiang Liu, E. T. (1995). Situational context, variation and second language acquisition theory.
Herschensohn, Julia Rogers & Young-Scholten, Martha. (2013). The Cambridge handbook of second language acquisition: Vol. Cambridge handbooks in language and linguistics [Electronic resource]. Cambridge University Press. https://doi.org/10.1017/CBO9781139051729
Izumi, S. (2003). Comprehension and Production Processes in Second Language Learning: In Search of the Psycholinguistic Rationale of the Output Hypothesis. Applied Linguistics, 24(2), 168–196. https://doi.org/10.1093/applin/24.2.168
Language Learning. (n.d.).
Language Teaching Research. (n.d.).
Lightbown, P., & Spada, N. M. (2006). How languages are learned: Vol. Oxford handbooks for language teachers (3rd ed). Oxford University Press.
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(1), 35–66. https://doi.org/10.1111/1467-9922.00210
Mackey, Alison. (2000). INPUT, INTERACTION, AND SECOND LANGUAGE DEVELOPMENT. Studies in Second Language Acquisition, 21(04), 557–587. http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=36661&fileId=S0272263199004027
Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta-analysis. Language Learning, 50(3), 417–528. https://doi.org/10.1111/0023-8333.00136
Pauline Foster. (2001). Rules and routines: a consideration of their role in the task based language production of native and non-native speakers.
Robinson, Peter. (2001). Cognition and second language instruction: Vol. Cambridge applied linguistics. Cambridge University Press. https://doi.org/10.1017/CBO9781139524780
Rosamund Mitchell, Florence Myles, & Emma Marsden. (2013). Second Language Learning Theories (3rd ed). Routledge. https://roe.idm.oclc.org/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9780203770795&uid=^u
Schmidt, Richard W. & University of Hawaii at Manoa. (1995). Attention and awareness in foreign language learning: Vol. Technical report. Second Language Teaching & Curriculum Center, University of Hawai’i at Mānoa.
Skehan, Peter. (1998). A cognitive approach to language learning: Vol. Oxford applied linguistics. Oxford University Press.
Studies in Second Language Acquisition. (n.d.).
Susan Gass. (1997). Input, interaction and the second language learner (Chapter 5 the role of interaction). Lawrence Erlbaum Assocs.
Swan, Michael & Smith, Bernard. (2001). Learner English: a teacher’s guide to interference and other problems: Vol. Cambridge handbooks for language teachers (2nd ed). Cambridge University Press.
Syder, P. (1983). Two puzzles for linguistic theory.
TESOL Quarterly. (n.d.).
VANPATTEN, B., & CADIERNO, T. (1993). Input Processing and Second Language Acquisition: A Role for Instruction. The Modern Language Journal, 77(1), 45–57. https://doi.org/10.1111/j.1540-4781.1993.tb01944.x