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2013

Abbuhl, Gass, S., & Mackey, A. (in press). Experimental design. In D. Sharma and R. Podesva (Eds.), Research methods in linguistics. Cambridge: Cambridge University Press.

Amuzie, G. & Spinner, P. (2013). The L2 acquisition of articles with abstract nouns. Applied Linguistics, 34, 415-434.

Behney, J. & Gass, S. (2013). Interaction and the Noun Phrase Accessibility Hierarchy: A study using syntactic priming. In . J. Schwieter (Ed.), Innovative research and practices in second language acquisition and bilingualism (pp. 43-61). Amsterdam, The Netherlands: John Benjamins.

Cublio, J. & Winke, P. (2013). Redefining the L2 listening construct within an integrated writing task: Considering the impacts of visual-cue interpretation and note-taking. Language Assessment Quarterly, 10(4), 371-397.

Gass, S., Behney, J., & Plonsky, L. (2013). Second Language Acquisition: An Introductory Course (4th edition). New York, NY: Routledge.

Gass, S., Behney, J., & Uzum, B. (2013). Inhibitory control, working memory, and L2 interaction gains. In K. Drozdzial-Szelest & M. Pawlak (Eds). Psycholinguistic and sociolinguistic perspectives on second language learning and teaching: Studies in honor of Waldemar Marton (pp. 91-114). Heidelberg-New York, NY. Springer.

Godfroid, A., Boers, F., & Housen, A. (2013). An eye for words: Gauging the role of attention in incidental L2 vocabulary acquisition by means of eye tracking. Studies in Second Language Acquistion, 35(3), 483-517.

Godfroid, A. & Schmidtke, J. (2013). What do eye movements tell us about awareness? A triangulation of eye-movement data, verbal reports and vocabulary learning scores. In: J. M. Bergsleithner, S. Frota & J. K. Yoshioka (Eds.), Noticing and second language acquisition: Studies in honor of Dick Schmidt (pp. 183-205). Honolulu, HI: University of Hawai'i, National Foreign Language Resource Center.

Godfroid, A. & Uggen, M. S. (2013). Attention to irregular verbs by beginning learners of German- An eye movement study. Studies in Second Language Acquisition, 35(2), 291-322.

Godfroid, A., Winke, P., & Gass, S. (Eds.) (2013). Thematic issues of eye tracking in second language acquistion research. Studies in Second Language Acquisition, 35(2).

Jegerski, J., & VanPatten, B. (Eds.) (2013). Research methods in second language psycholinguistics. New York, NY: Routledge. 

Kamiya, N. & Loewen, S. (2013). The influence of academic articles on an ESL teacher's stated beliefs. Innovation in Language Learning and Teaching, 8(3), 205-218.

Lee, H. & Winke, P. (2013). The differences among three-, four-, and five-option-item formats on a high-stakes English-language listening test. Language Testing, 30(1), 99-123.

Plonsky, L. & Loewen, S. (2013). Focus on form and vocabulary acquisition in the Spanish L2 classroom. Language Interaction and Acquisition, 4(1), 1-24.

Rothman, J. & VanPatten, B. (2013). On multiplicity and mutual exclusivity: The case for different theories. In M. P. García Mayo, M. J. Gutierrez-Mangado, & M. Martínez Adrián (Eds.), Contemporary approaches to second language acquisition (pp. 243-256). Amsterdam, The Netherlands: John Benjamins.

Spinner, P. (2013). Language production and reception: A processability theory study. Language Learning, 64(4), 704-739.

Spinner, P. (2013). The L2 acquisition of number and gender in Swahili: A feature reassembly approach. Second Language Research, 29, 455-479.

Spinner, P., Gass, S., & Behney, J. (2013). Coming eye-to-eye with noticing. In J. M. Bergsleithner, S. N. Frota, & J. K. Yoshioka, (Eds.), Noticing in second language acquisition: Studies in honor of Dick Schmidt (pp. 235-254). Honolulu, HI: University of Hawai'i, National Foreign Language Resource Center.

Spinner, P., Gass, S., & Behney, J. (2013). Ecological validity in eye-tracking research: An empirical study. Studies in Second Language Acquisition, 35, 389-415.

VanPatten, B. (2013). Aptitude as grammatical sensitivity: Recent research on processing instruction. In C. Sanz & B. Lado (Eds.), Individual differences, L2 development & language program administration: From theory to application (pp. 13-31). Washington, D.C.: Georgetown University Press.

VanPatten, B. (2013). The psycholinguistics of second language acquisition. In J. Jegerski & B. VanPatten (Eds.), Psycholinguistics and second language acquisition: Research methods for students and researchers (pp. 1-19). New York, NY: Routledge.

VanPatten, B. (2013). Mental representation and skill in instructed SLA. In J. Schwieter (Ed.), Innovations in SLA, bilingualism, and cognition: Research and practice (pp. 3-22). Amsterdam, The Netherlands: John Benjamins.

VanPatten, B., Borst, S., Collopy, E., Qualin, A., & Price, J. (2013). Explicit information, grammatical sensitivity, and the First-noun Principle: A cross-linguistic study in processing instruction. The Modern Language Journal, 92, 506-527.

Winke, P. (2013). An investigation into L2 aptitude for advanced Chinese language learning. The Modern Language Journal, 97(1), 109-130.

Winke, P. (2013). The effectiveness of interactive group orals for placement testing. In K. McDonough & A. Mackey (Eds.), Second language interaction in diverse educational contexts (pp. 247-268). Philadelphia, PA: John Benjamins.

Winke, P. (2013). The effects of input enhancement on grammar learning and comprehension: A modified replication of Lee, 2007, with eye-movement data. Studies in Second Language Acquisition, 3(2), 323-352.

Winke, P. (2013). Eye-tracking technology for reading. In A. J. Kunnan (Ed.), The companion to language assessment (pp. 1029-1046). Hoboken, NJ: Wiley-Blackwell.

Winke, P. (2013). Rating oral language. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 4849-4855). Oxford, UK: Blackwell.

Winke, P., & Gass, S. (2013). The influence of L2 experience and accent familiarity on oral proficiency rating: A qualitative investigation TESOL Quarterly, 47(4), 762-789.

Winke, P., Gass, S., & Myford, C. (2013). Raters’ L2 background as a potential source of bias in rating oral performance. Language Testing, 30(2), 231-252.

Winke, P., Gass, S. & Sydorenko, T. (2013). Factors influencing the use of captions by foreign language learners: An eye-tracking study. The Modern Language Journal, 97(1), 254-275.

Winke, P., Godfroid, A., Gass, S. (2013). Introduction to the special issue. Eye-movement recordings in second language acquisition research. Studies in Second Language Acquisition, 35(2), 205-212.

2012

Amuzie, G. & Spinner, P. (2012). The L2 acquisition of articles with abrtract nouns. Applied Lingusitics, 34, 1-21.

Gass, S. (2012). Comments on stimulated recall as a data-elicitation tool. In A. Burns & R. Barnard (Eds.), Language teacher cognition and practice: International case studies to illuminate methodological issues. Clevedon: Multilingual Matters.

Gass, S. & Mackey, A. (Eds.) (2012). Handbook of second language acquisition. New York: Routledge.

Godfroid, A. (2012). Eye tracking. In P. Robinson (Ed.), Routledge encyclopedia of second language acquisition. New York: Routledge.

Goertler, S. (2012). Theoretical and empirical foundations for blended language learning. In: F. Rubio & J. Thoms (Eds.), Hybrid language teaching and learning: Exploring theoretical, pedagogical, and curricular issues. Boston: Cengage/Heinle, p. 27-49.

Goertler, S., Bollen, M., & Gaff, J. (2012). Students’ readiness for and attitudes toward hybrid foreign language instruction: Multiple perspectives. CALICO Journal, 29(2), 297-320.

Hardison, D. (2012). Second language speech perception: A cross-disciplinary perspective on challenges and accomplishments. In S. Gass & A. Mackey (Eds.), Handbook of second language acquisition (pp. 349-363). New York: Routledge.

Li, X., Chen, X, & Chen, W.-H. (2012). Variation of subject pronominal expression in Mandarin Chinese. Sociolinguistic Studies, 6(1), 91-119.

Lowen, S. (2012). The role of feedback. In: S. Gass & A. Mackey, (Eds.), The Routledge handbook of SLA (pp. 24-40). New York: Routledge.

Loewen, S. & Wang, J. (2012). Human behavior in chatrooms. In: Y. Zheng, (Ed.), Encyclopedia of cyber behavior (pp.148-156). Pennsylvania: IGI Global.

Mackey, A. & Gass, S. (Eds.) (2012). Research methodologies in second language acquisition. London: Blackwell.

Mackey, A., Abbuhl, R. & Gass, S. (2012). Interactionist approach. In: S. Gass & A. Mackey (Eds.), Handbook of second language acquisition, (pp. 7-23). New York: Routledge. In S. Gass & A. Mackey (Eds.), Handbook of applied linguistics (pp. 217-231). Oxford: Oxford University Press.

Polio, C. (Ed.) (2012). Annual Review of Applied Lingusitics: Topics in Formulaic Language, Volume 32. Cambridge: Cambridge Univeristy Press.

Polio, C. (2012). How to research second language writing. In S. Gass & A. Mackey, (Eds.), Second language research methods (pp. 139-157). New York: Routledge.

Polio, C. (2012). Measuring the effectiveness of second language instruction in research. In: C.A. Chapelle (Ed.), The encyclopedia of applied linguistics. Oxford, UK: Wiley-Blackwell.

Polio, C. (2012). No paradigm wars, please! A response to Porte and Richards. Journal of Second Language Writing, 21, 294-295.

Polio, C. (2012). Replication in published applied linguistics research: An historical perspective. In G. Porte, (Ed.), Replication in applied linguistics: A practical guide (pp. 47-91). Cambridge: Cambridge University Press.

Polio, C. (2012). Second language writing. In S. Gass & A. Mackey, (Eds.), Handbook of second language acquisition (pp. 319-334). New York: Routledge.

Polio, C. (2012). The relevance of second language acquistion theory to the written error correction debate. Journal of Second Language Writing, 21, 375-389.

Polio, C. & Shi, L. (2012). Perceptions and beliefs about textual appropriation and source use in second language writing: Introduction. Journal of Second Language Writing, 21.

Robinson, P., Mackey, A., Gass, S., & Schmidt, R. (2012). Attention and awareness in second language acquisition. In S. Gass & A. Mackey (Eds.), Handbook of second language acquisition, (pp. 247-267). New York: Routledge.

Thompson, A., White, B., Li, S., Loewen, S., & Gass, S. (2012). Preparing the future professorate in second language acquisition. In: G. Gorsuch (Ed.), Working theories for teaching assistant development, (pp. 137-178). Oklahoma: New Forums Press.

VanPatten, B. (2012). Cognitive second language acquisition: Quantitative methods. In C. Chapelle (Gen. Ed.), Encyclopedia of Applied Linguistics. New York: Wiley-Blackwell.

VanPatten, B. (2012). Input processing. In S. M. Gass & A. Mackey (Eds.), The handbook of second language acquisition (pp. 268-281). New York: Routledge.

VanPatten, B. & Borst, S. (2012). The roles of explicit information and grammatical sensitivity in processing instruction: Nominative-accusative case marking and word order in German L2. Foreign Language Annals, 45, 92-109.

VanPatten, B. Keating, G. D. & M. J. Leeser. (2012). Missing verbal inflections as a representational issue: Evidence from on-line methodology. Linguistic Approaches to Bilingualism, 2, 109-140.

VanPatten, B. & Wong, W. (2012). Liaisons. A feature-length movie for the teaching of French. Boston, MA: Heinle/Cengage.

Winke, P. & Gass, S. (2012). The influence of L2 experience and accent familiarity on oral proficiency rating: A qualitative investigation. TESOL Quarterly.

Winke, P., Gass, S., & Myford, C. (2012). Raters' L2 background as a potential source of bias in rating oral performance. Language Testing, 30(2).

Wong, W., Weber-Feve, S., Ousselin, E. & VanPatten, B. (2012). Liaisons: An Introduction to French. Boston, MA: Heinle/Cengage.

2011

Gass, S. (2011). Comments on Handbooks: A non-believer or a convert? The Modern Language Journal, 95, 635-638.

Gass, S. & Lee, J. (2011). Working memory capacity, stroop interference, and proficiency in a second language. In M. Schmid & W. Lowie (Eds.), From structure to chaos: Twenty years of modeling bilingualism (pp. 59-84). Amsterdam: John Benjamins.

Gass, S., Mackey, A., & Ross-Feldman, L. (2011). Task-based interactions in classroom and laboratory settings. Language Learning Supplement, 61, 189-220.

Gass, S. & Reed, D. (2011). English language testing: A case study of test development in Greece. In A. De Houwer & A. Wilton (Eds.),English in Europe today (pp. 31-50). Amsterdam: John Benjamins.

Goertler, S. (2011). For a smoother blend: Lessons learned from blended instruction. In S. Huffman & V. Hegelheimer (Eds.), The role of CALL in hybrid and online language courses. Ames, IA: Iowa State University.

Goertler, S. (2011). Blended and open/online learning: Adapting to a changing world of foreign language teaching. In N. Arnold & L.Ducate (Eds.), Present and future promises of CALL: From theory and research to new directions in language teaching (pp. 471-502). CALICO: San Marcos, TX.

Jegerski, J., VanPatten, B., & Keating, G. D. (2011). Cross-linguistic variation and the acquisition of pronominal reference in L2 Spanish. Second Language Research, 27, 481-507.

Keating, G.,VanPatten, B. & Jegerski, J. (2011). Who was walking on the beach? Anaphora resolution in monolingual natives and heritage speakers of Spanish. Studies in Second Language Acquisition, 33(2), 193-221.

Li, X. & Pu, C. (2011). Tapping the potential: A case study on interactive read-alouds in a Chinese heritage language classroom. Journal of Chinese Language Teachers Association, 46(1), 61-87.

Loewen, S. (2011). Focus on form. In Hinkel, E. (Ed.), Handbook of research in second language teaching and learning, Volume II (pp. 576–592). New York: Routledge.

Plonsky, L. & Gass, S. (2011). Study quality in interactionist research. Language Learning, 61, 1-41. Winner of the Language Learning “Outstanding Article of the Year” award.

Spinner, P. (2011). Second language research in Bantu languages: A (mostly) untapped research opportunity. Review article. Second Language Research, 27, 418-430.

Spinner, P. (2011). L2 placement/proficiency measures and morphosyntactic development. Studies in Second Language Acquisition, 33(4).

VanPatten, B. & J. Jegerski. (2011). L2 processing and parsing: The issues. In B. VanPatten & J. Jegerski (Eds.), Second language processing and parsing (pp. 3-23). Amsterdam: John Benjamins.

VanPatten, B. (2011). Stubborn syntax: How it resists explicit teaching and learning. In C. Sanz & R. Leow (Eds.), Implicit and explicit language learning: Conditions, processing, and knowledge (pp. 9-21). Washington, D.C.: Georgetown University Press.

VanPatten, B. & J. Jegerski. (Eds.) (2011). Research on second language processing and parsing. Amsterdam: John Benjamins.

VanPatten, B. & Uludag, O. (2011). Transfer of training and processing instruction: From input to output. System, 39(1), 1-10.

Winke, P., Gass, S. & Myford, C. (2011). The relationship between raters’ prior language study and the evaluation of foreign language speech samples. ETS Research Report. Princeton, NJ: Educational Testing Services. Available from the ETS website:http://www.ets.org/Media/Research/pdf/RR-11-30.pdf

Winke, P. (2011). Evaluating the validity of a high-stakes ESL test: Why teachers' perceptions matter. TESOL Quarterly, 45(4). Winner of the TESOL and Heinle “Award for Distinguished Research" 2012.

Winke, P. (2011). Investigating the reliability of the civics portion of the U.S. Naturalization Test. Language Assessment Quarterly, 8(4), 317-341.

2010

Erlam, R. & Loewen, S. (2010). Implicit and explicit recasts in L2 oral French interaction. The Canadian Modern Language Review, 66(3), 871-899.

Gass, S. (2010). Experimental research. In B. Paltridge & A. Phakiti (Eds.), Second language research methods (pp. 7-21). London: Continuum Press.

Gass, S. (2010). Interactionist perspectives in SLA. In R. Kaplan (Ed.), Handbook of applied linguistics (pp. 217-231).Oxford: Oxford University Press.

Gass, S. (2010). Relating L2 input and L2 Output. E. Macaro (Ed.), Continuum companion to second language acquisition (pp. 194-219). London:Continuum Press.

Godfroid, A., Housen, A., & Boers, F. (2010). A procedure for testing the Noticing Hypothesis in the context of vocabulary acquisition. InPütz, M. & L. Sicola (Eds.), Inside the learner’s mind: Cognitive processing and second language acquisition (pp. 169-197). Amsterdam/Philadelphia: John Benjamins.

Godfroid, A. Cognitive processes in second language acquisition: The role of noticing, attention and awareness in processing words in written L2 input. Unpublished doctoral dissertation, Vrije Universiteit Brussel, Belgium.

Hardison, D. & Motohashi Saigo, M. (2010). Development of perception of second language Japanese geminates: Role of duration, sonority, and segmentation strategy. Applied Psycholinguistics, 31, 81-99.

Hardison, D. (2010).Visual and auditory input in second-language speech processing [Research Timeline]. Language Teaching, 43,84-95.

Li, X.(2010).Sociolinguistic variation in the speech of learners of Chinese as a second language. Language Learning, 60(2), 366-408.

Li, X. (2010). Variability in Chinese: The case of a morphosyntactic particle. Sociolinguistic Studies, 40(1), 227-252.

Li, X. & Pu, C. (2010). Promoting intercultural competence in Chinese heritage language education. Intercultural Communication Studies, XIX(2), 128-144.

Mackey, A., Adams, R., Stafford, C., & Winke, P. (2010). Exploring the relationship between modified output and working memory capacity. Language Learning, 60(3), 501-533.

VanPatten, B. (2010). Some verbs are more perfect than others: Why learners have difficulty with ser and estar and what it means for instruction. Hispania, 93(1), 29-38.

VanPatten, B. & Benati, A. (2010). Key terms in second language acquisition. London: Continuum.

Winke, P. (2010). Using online tasks for formative language assessment. In A. Shehadeh & C. Coombe (Eds.), Applications of Task-Based Learning in TESOL (pp. 173-185). Alexandria, VA: TESOL.

Winke, P., Gass, S., Sydorenko, T. (2010). The effects of captioning videos used for foreign language listening activities. Language Learning & Technology, 14(1),65-86.

Winke, P., Goertler, S., & Amuzie, G. L. (2010). Commonly-taught and less-commonly- taught language learners: Are they equally prepared for CALL and online language learning? Computer Assisted Language Learning, 23(3), 199-219.

Winke, P., & Teng, C. (2010). Using task-based pragmatics tutorials while studying abroad in China. Intercultural Pragmatics, 7(2), 363-399.

2009

Amuzie, G. L., & Winke, P. (2009). Changes in language learning beliefs as a result of study abroad. System, 37(3), 366-370.

Culman, H., Henry, N., & VanPatten, B. (2009). The effects of explicit information in processing instruction: An on-line study with German case. Die Unterrichtspraxis, 42(1), 19-31.

Ekkens, K., & Winke, P. (2009). Evaluating workplace English language programs. Language Assessment Quarterly, 6(4), 265-287.

Ellis, R., Loewen, S., Erlam, R., Philp, J., Elder, C. & Reinders, H. (Editors). (2009). Implicit and explicit knowledge in second language learning and teaching. Clevedon, UK: Multilingual Matters.

Gass, S. (2009). Selected works of Susan Gass on Applied Linguistics (vols 1 & 2). Beijing: Foreign Language Teaching and Research Press.

Gass, S. (2009) A survey of SLA research. In W. Ritchie and T. Bhatia (Eds), Handbook of SLA (pp. 3-28). Bingley, UK: Emerald.

Gass, S. (2009), Second Language Acquisition. In S. Foster-Cohen (Ed.), Handbook of Acquisition (pp. 109-139). London: Palgrave Macmillan.

Goertler, S. (2009). Hybridizing the curriculum: Needs, benefits, challenges, and attitudes. In J. Oxford & R. Oxford (Eds.), Second language teaching and learning in the N-generation (pp. 53-64). National Foreign Language Research Center: Manoa, Hawaii.

Goertler, S. (2009). Rent an American: Putting cultural perspectives to task. In L. Stone & C. Wilson-Duffy (Eds.), Task-based III: Expanding the range of tasks through the web (pp. 176-199). International Association for Language Learning Technology.

Goertler, S. (2009). Using computer-mediated communication in language teaching. Die Unterrichtspraxis, 42(1), 74-84.

Grinstead, J. & Spinner, P. (2009). Subjects, topicalizations and Wh-questions in child German and Southern Romance. Probus 21, 51-82.

Hardison. D. (2009). Guest editor. Technology and learning pronunciation [Special issue]. Language Learning & Technology, 13(3).

Hardison, D. & Motohashi Saigo, M. (2009). Acquisition of L2 Japanese geminates: Training with waveform displays. Language Learning & Technology, 13(3), 29-47.

Hardison, D. & de Segovia, L. P. (2009). Implementing education reform: EFL teachers’ perspectives. ELT Journal, 63. 154-162.

Henry, N., Culman, H., & VanPatten, B. (2009). More on the effects of explicit information in instructed SLA: A partial replication of and a response to Fernández (2008). Studies in Second Language Acquisition, 31(4), 559-575.

Kraemer, A., Ahn, S., Hillman, S., & Fei, F. (2009). Innovative learning modules for language in context: MIMEA. CALICO Journal,27(1), 187-204.

Li, X. (2009). Do they tell stories differently?: Discourse marker use by Chinese native and nonnative speakers. Intercultural Communication Studies, 18(2), 150-170.

Li, X. & Hedebouw, E. (2009). The use of literature circles in CFL teaching:“????”. Journal of Chinese Language Teachers Association, 44(3), 43-71.

Loewen, S. (2009). Recasts in multi-move focus on form episodes. In A. Mackey and C. Polio (Eds.), Multiple perspectives on interaction (pp. 176-196). New York: Routledge.

Loewen, S. & Gass, S. (2009). Research Timeline: Statistical Rigor in SLA. Language Teaching, 42, 181-196.

Loewen, S., Li, S. F., Fei, F., Thompson, A., Nakatsukasa, K., Ahn, S. & Chen, A. (2009). L2 learners’ beliefs about grammar instruction and error correction. The Modern Language Journal, 93(1), 91-104.

Loewen, S. & Reissner, S. (2009). A comparison of incidental focus on form in the second language classroom and chatroom.Computer Assisted Language Learning, 22(2), 101-114.

Mackey, A., & Polio, C. (Eds.) (2009). Multiple perspectives on interaction: Second language research in honor of Susan M. Gass. New York: Routledge.

Polio, C. & Zyzik, E. (2009). Don Quixote meets serand estar: Multiple perspectives on language learning in Spanish literature classes.Modern Language Journal. 93(4), 550-569.

Polio, C. & Williams, J. (2009). Teaching and testing writing. In Long, M.H. & Doughty, C. (Eds.), The Handbook of language teaching (pp. 486-517). Malden, MA: Wiley-Blackwell.

VanPatten, B., Farmer, J. L., & Clardy, C. L. (2009). Processing instruction and meaning- based output instruction: A response to Keating and Farley (2008). Hispania, 92(1), 116-126.

VanPatten, B., Inclezan, D., Salazar, H., & Farley, A. P. (2009). Processing instruction and dictogloss: a study on word order and object pronouns in Spanish. Foreign Language Annals, 42(3), 558-576.