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Selected Faculty Publications

MSU Faculty in bold
MSU Graduate Student at time of publication underlined

In press and/or Online first (Early view)

De Costa, P. I. (in press). The power of identity and ideology in language learning. Dordrecht, Netherlands: Springer.

De Costa, P. I. (in press). Situating affect, ethics, and policy in LTI research. In G. Barkhuizen (Ed.), Reflections on language teacher identity. New York: Routledge.

De Costa, P.I. & Canagarajah, S. (in press). Special issue of Linguistics and Education, “Scalar approaches to language teaching and learning”

De Costa, P. I. (in press). Scaling emotions and identification: Insights from a scholarship student. Linguistics and Education [Special issue on scalar approaches to language learning and teaching] (Available through Online First.)

De Costa, P.I. (in press). Constructing the global citizen: An ELF perspective. Journal of Asian Pacific Communication26(2).

De Costa, P. I. & Jou, Y-S. (in press). Unpacking the ideology of cosmopolitanism in language education: Insights from Bakhtin and Systemic Functional Linguistics. Critical Inquiry in Language Studies.

De Costa, P.I. & Norton, B. (in press). Future directions in identity research on language learning and teaching. In S. Preece (Ed.), The Routledge handbook of language and identity. Abingdon, UK: Routledge.

Gass, S. (in press). The road travelled.  In (R. Ellis).  The Life Histories of Some Applied Linguists.  Amsterdam.  John Benjamins.

Gass, S. (in press). Factors Affecting Second Language Acquisition:  Successes and Nonsuccesses.  In A. Bar-On and D. Ravid.   Handbook of communication disorders: Theoretical, empirical, and applied linguistics perspectives. Mouton de Gruyter.

Gass, S., & Glew, M. (in press). Second language acquisition and bilingualism.  In R. Heredia & J. Altarriba. An introduction to bilingualism: Principles and processes (pp. 605-681).  New York: Taylor & Francis (Psychology Press).

Gass, S. & Walters, P. (in press). Challenges and opportunities in preparing English language learners for the university environment. In N. Dejoy (Ed.).

Hardison, D. M.  (in press). Computer-assisted pronunciation teaching. To appear in O. Kang, R. Thomson, & J. Murphy (Eds.), The Routledge handbook of second language pronunciation. London: Routledge.

Jegerski, J., Keating, G. D., & VanPatten, B. (in press). On-line relative clause attachment strategy in heritage speakers of Spanish. International Journal of Bilingualism. (Available through Online First.)

Jegerski, J., VanPatten, B., Keating, G. D. (in press). The processing of ambiguous sentences by Spanish heritage speakers and by Spanish-dominant bilinguals. In A. Roca, M. Carreira, & C. Colombí (Eds.), Global Spanish: Research on bilingualism and language contact. Somerville, MA: Cascadilla Press.

Loewen, S., & Wolff, D. (In press). Peer interaction in F2F and CMC contexts. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda. Amsterdam: John Benjamins.

Okuno, T., & Hardison, D. M. (in press). Perception-production link in L2 Japanese vowel duration: Training with technology. Language Learning & Technology (20th Anniversary issue).

Polio, C. (in press).Second language writing development: A research agenda. Language Teaching.

Wang, W. & Loewen, S. (in press). Nonverbal behaviour and corrective feedback in nine ESL university-level classrooms. Language Teaching Research, 1-20(Available through Online First.)

2016

De Costa, P. I. (Ed.) (2016). Ethics in applied linguistics research: Language researcher narratives. New York: Routledge.

De Costa, P.I. & Qin, K.  (2016). English language education in the United States: Past, present and future issues. In L.T. Wong & A. Dubey-Jhaveri (Eds.), English language education in a global world: Practices, issues and challenges (pp. 229-238). Hauppauge, NY: Nova Science Publishers.

De Costa, P. I. (2016). Ethics in applied linguistics research: An introduction. In P.I. De Costa (Ed.), Ethics in applied linguistics research: Language researcher narratives (pp. 1-11). New York: Routledge.

Mahboob, A., Paltridge, B., Phakiti, A., Wagner, E., Starfield, S., Burns, A., Jones, R.H., & De Costa, P. I. (2016). TESOL Quarterly research guidelines. TESOL Quarterly, 50(1), 42-65.

Gass, S. (2016). Second language acquisition and applied linguistics. In K. Allen (Ed.), Handbook of linguistics (pp. 329-343). New York, NY: Routledge.

Keating, G. D., Jegerski, J. & VanPatten, B. (2016). On-line processing of monolingual and heritage speakers of Mexican Spanish. Bilingualism: Language and Cognition, 19, 36-49.

Loewen, S. & Plonsky, L. (2016). An A – Z of applied linguistics research methods. Palgrave: New York.

Mackey, A., & Gass, S. (2016). Second language research:  Methodology and design (2nd edition). New York: Routledge.

Polio, C. (2016). Routledge E-modules on Contemporary Language Teaching: Teaching second language writing. New York: Routledge.

Polio, C., & Park, J. H. (2016). Language development in second language writing. In R. Manchón & P. Matsuda (Eds.), Handbook of L2 writing. New York, NY: Routledge.

Sterling, S., Winke, P., & Gass, S. (2016). Training in research ethics among SLA researchers.  In P. De Costa (Ed.). Ethics in Applied Linguistics Research: Language Researcher Narratives (pp. 15-37)New York: Routledge.

VanPatten, B. (2016). Communication and skill. A mini-monograph for the new e-book series Foundations of Language Teaching. New York: Routledge.

VanPatten, B. (2016). Language. A mini-monograph for the new e-book series Foundations of Language Teaching. New York: Routledge.

Yoon, H.J. & Polio, C. (2016). ESL students’ linguistic development in two written genres.  TESOL Quarterly.

2015

De Costa, P. (2015). Re-envisioning language anxiety in the globalized classroom through a social imaginary lens. Language Learning, 65(3), 504-532.

De Costa, P. (2015). Ethics in applied linguistics research. In B. Paltridge & A. Phakiti (Eds.), Research methods in applied linguistics: A practical resource (pp. 245-257). London, UK: Bloomsbury.

De Costa, P. (2015). Tracing reflexivity through a narrative and identity lens. In Y. L. Cheung, S. B. Said, & K. Park (Eds.), Advances and current trends in language teacher identity research. New York, NY: Routledge.

Gass, S. (2015). Experimental research. In B. Paltridge & A. Phakiti (Eds.), Second language research methods (pp. 101-117). London: Bloomsbury.

Gass, S. (2015). Comprehensible input and output in classroom interaction. In N. Markee (Ed.), Handbook of classroom discourse and interaction (pp. 182-197). Boston, MA: Wiley-Blackwell.

Gass, S., & Mackey, A. (2015). Input, interaction and output in second language acquisition. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition (2nd edition) (pp. 180-206). New York, NY: Routledge.

Gass, S. & Valmori, L. (2015). Replication in interaction and working memory research: Révész (2012) and Goo (2012). Language Teaching Research, 545-555.

Godfroid, A. (2015). The effects of implicit instruction on implicit and explicit knowledge development. Studies in Second Language Acquisition. Advance online publication.

Godfroid, A. & Spino, L. (2015). Reconceptualizing reactivity of think-alouds and eye-tracking: Absence of evidence is not evidence of absence. Language Learning, 65(4), 896-928.

Godfroid, A., Loewen, S., Jung, S., Park, J., Gass, S., & Ellis, R. (2015). Timed and untimed grammaticality judgments measure distinct types of knowledge: Evidence from eye-movement patterns. Studies in Second Language Acquisition, 37(2), 269-297.

Godfroid, A., & Spino, L. (2015). Under the radar: Triangulating think-alouds and finger tracking to detect the unnoticed. In A. Mackey & E. Marsden (Eds.), Advancing methodology and practice: The IRIS repository of instruments for research into second languages (pp. 73-90). New York: Routledge.

Godfroid, A., & Winke, P. (2015). Investigating implicit and explicit processing using L2 learners' eye-movement data. In P. Rebuschat (Ed.), Implicit and explicit learning of languages (pp. 73-90). Philadelphia, PA: John Benjamins.

Goertler, S. (2015). Study abroad and technology: Friend or enemy? Foreign Language Teaching Magazine, July 2015http://fltmag.com/study-abroad-and-technology/

Jegerski, J., Keating, G. D., & VanPatten B. (2015). On-line relative clause attachment strategy in heritage speakers of Spanish. International Journal of Bilingualism. Published online 14 October 2014. 

Lavolette, B., Polio, C., & Kahng, J. (2015). The accuracy of computer-assisted feedback and students' responses to it. Language Learning and Technology, 19, 50-67.

Lim, H., & Godfroid, A. (2015). Automatization in second language sentence processing: A partial, conceptual replicaton of Hulstijn, Van Gelderen, and Schoonen's 2009 study. Applied Psycholinguistics, 36(5), 1247-1282 . 

Loewen, S. (2015). Introduction to instructed second language acquisition. New York, NY: Routledge. 

Loewen, S. & Gonulal, T. (2015). Factor analysis. In L. Plonsky (Ed.), Advancing quantitative methods in second language research. New York: Routledge, 182-212.

Nakatsukasa, K. & Loewen, S. (2015). A teacher's first language use in form-focused episodes in Spanish as a foreign language classroom. Language Teaching Research, 19(2), 133-149.

Spinner, P. & Gass, S. (2015). Second language acquisition and linguistics: A bidirectional perspective. Linguistics Vanguard, 1(1), 227–233.

Sterling, S. & Loewen, S. (2015). The occurrence of teacher-initiated playful LREs in a Spanish L2 classroom. System, 53, 73-83.

Sterling, S., Winke, P., & Gass, S. (in press). Training in research ethics among SLA researchers. In P. De Costa (Ed.), Ethics in applied linguistics research: Language researcher narratives. New York, NY: Routledge.

VanPatten, B. (2015). Foundations of processing instruction. For a special issue of International Review of Applied Linguistics, 53, 91-109.

VanPatten, B. (2015). Film and language acquisition. (Introductory essay for special edition.) Hispania, 98, 391-393.

VanPatten, B. (2015). Processing perspectives on pedagogical intervention. In J. Schwieter (Ed.), The Cambridge handbook of bilingual processing (pp. 200-215). Cambridge, UK: Cambridge University Press.

VanPatten, B. (2015). Where are the experts? A white paper. Hispania, 98, 2-13.

VanPatten, B. (2015). Input processing in adult SLA. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition, 2nd edition (pp. 113-134). New York, NY: Routledge.

VanPatten, B. & Benati, A. (2015.) Key terms in second language acquisition, 2nd edition. London: Bloomsbury.

VanPatten, B. & Rothman, J. (2015). What does current generative theory suggest about the explicit-implicit debate? In P. Rebuschat (Ed.), Explicit and implicit learning of languages (pp. 91-116). Amsterdam, Netherlands: John Benjamins.

VanPatten, B. & Hopkins, W. P. (2015.) Can-Do statements for a basic language program. CLEAR News (a publication of the Center for Language Education and Research, Michigan State University), 19, 1-5.

VanPatten, B.,  Trego, D., & Hopkins, W. P. (2015). In-class versus on-line testing in university-level language courses: A research report. Foreign Language Annals.

VanPatten, B. & Williams, J. (Eds.). (2015). Theories in Second Language Acquisition: An introduction. New York: Routledge.

Winke, P., Lee, S., Ahn, I., Choi, I., Cui, Y., & Yoon, H.-J. (2015). A validation study of the reading section of the Young Learners Tests of English (YLTE). CaMLA Working Papers, 2015-03, 1-30. 

Winke, P. & Lim, H. (2015). ESL essay raters' cognitive processes in applying the Jacobs et al. rubric: An eye-movement study. Assessing Writing, 25, 37-53.

2014

Abhul, R., Gass, S., & Mackey, A. (2014). Experimental design. In D. Sharma & R. Podesva (Eds.), Research methods in linguistics (pp. 116-134). Cambridge, UK: Cambridge University Press.

Connor-Linton, J. & Polio, C. (2014). Comparing perspectives on L2 writing: Multiple analyses of a common corpus: Introduction. Journal of Second Language Writing, 23, 1-9.

De Costa, P. (2014). Making ethical decisions in an ethnographic study. TESOL Quarterly, 48, 413-422.

De Costa, P. (2014). Cosmopolitanism and English as a lingua franca: Learning English in a Singapore school. Research in the Teaching of English, 49, 9-30.

De Costa, P. (2014). Bridging the socio-cognitive divide: Rethinking the willingness to communicate concept from a conversation-based ELF perspective. Novitas Royal: Research on Youth and Language, 8, 11-29.

Gass, S. (2014). Connecting interaction-based research with other disciplines. Second Language Research, 13, 5-16.

Gass, S. (2014). Methodologies of second language acquisition. In M. Bigelow (Ed.), The Routledge handbook of educational linguistics (pp. 9-22). New York, NY: Routledge.

Gass, S., Polio, C. (2014). Methodological Influences of Interlanguage (1972): Data then and data now. In Z. H. Han & E. Tarone (Eds.), Interlanguage: 40 years later (pp. 147-171). Amsterdam/New York: John Benjamins.

Hardison, D. (2014). Changes in second-language learners' oral skills and socio-affective profile following study abroad: A mixed-methods approach. The Canadian Modern Language Review [Special issue: Second language speech perception and production: Implications for language teaching], 70, 415-444.

Hardison, D. (2014). Phonological literacy in L2 learning and teacher training. In J. Levis and A. Moyer (Eds.), Social dynamics in second language accent (pp. 195-218). Boston/Berlin: de Gruyter Mouton.

Li, X. (2014). Literature circle with multimedia support in CFL teaching. Journal of Chinese Language Teachers Association, 49(2), 155-162.

Li, X. (2014). Variation of subject pronominal expression in L2 Chinese. Studies in Second Language Acquisition, 36(1), 39-68. 

Lim, H., & Godfroid, A. (2014). Automatization in second language sentences processing: A partial, conceptual replication of Hulstijn, Van Gelderen, and Schoonen's 2009 study. Applied Linguistics. Published online 15 May 2014.

Loewen, S., Lavolette, B., Spino, L., Papi, M., Schmidtke, J., Sterling, S,, & Wolff, D. (2014). Statistical literacy among applied linguists and second language acquisition researchers. TESOL Quarterly, 48, 360-388.

Polio, C. & Shea, M. (2014). Another look at accuracy in second language writing development. Journal of Second Language Writing, 23, 10-27.

Smith, M. & VanPatten, B. (2014). Instructed SLA as parameter setting: Evidence from earliest-stage learners of Japanese as L2. In A. Benati, C. Laval, & M. J. Arche (Eds.), The grammar dimension in instructed second language acquisition: Theory, research, and practice (pp. 127-146). London, UK: Bloomsbury.

Spinner, P. & Thomas, J. (2014). Morphophonological and semantic cues in the L2 acquisition of Swahili gender. International Review of Applied Linguistics, 52(3), 283-311.

VanPatten, B. (2014). Input processing by novices: The nature of processing and research methods. In Z-H. Hong & . Rast (Eds.), Input processing at second language initial state (pp. 193-207). Cambridge, UK: Cambridge University Press.

VanPatten, B. (2014). Language acquisition theories. In C. Fäcke (Ed.), Manual of language acquisition (pp. 103-121). Berlin, Germany: De Gruyter.

VanPatten, B. (2014). On the limits of instruction: 40 years after 'Interlanguage'. In Z-H. Han & E. Tarone (Eds.), Interlanguage: 40 years later (pp. 105-126). Amsterdam, Netherlands: John Benjamins.

VanPatten, B. (2014). Creating comprehensible input and output: Fundamental considerations. The Language Educator. October 2014 (pp. 24-26). Published by the American Council on the Teaching of Foreign Languages.

VanPatten, B. & Rothman, J. (2014). Against "rules." In A. Benati, C. Laval, & M. J. Arche (Eds.), The grammar dimension in instructed second language acquisition: Theory, research, and practice (pp. 15-35). London, UK: Bloomsbury.

VanPatten, B. & Smith, M. (2014). Aptitude as grammatical sensitivity and the initial stages of learning Japanese as an L2: Parametric variation and case marking. Studies in Second Language Acquisition, 37, 135-165. 

Winke, P. (2014). Testing hypotheses about language learning using structural equation modeling. Annual Review of Applied Linguistics, 34, 102-122.

Winke, P. (2014). Formative, task-based oral assessments in an advanced Chinese-language class. In M. González-Lloret & L. Ortega (Eds.), Technology and tasks: Exploring technology-mediated TBLT (pp. 263-293). New York: NY: Mouton de Gruyter.