Adams, R. (2003). L2 ouptut, reformulation, and noticing: Implications for IL development. Language Teaching Research, 7(3), 347-376.
Adams, R., Fujii, A., & Mackey, A. (in press). Research methodology: Qualitative research. In C. Sanz (Ed.), Internal and external variables in adult SLA. Washington, DC: Georgetown University Press.
Alatis, J.E., Straehle, C., Ronkin, M., & Gallenberger, B. (Eds.) (1996). Linguistics, language acquisition, and language variation: Current trends and future prospects. Washington, DC: Georgetown University Press.
Alatis, J.E., Straehle, C., Gallenberger, B., & Ronkin, M. (Eds.) (1996). Linguistics and the education of language teachers: Ethnolinguistic, psycholinguistic, and sociolinguistic aspects. Washington, DC: Georgetown University Press.
Bowden, H.W., Sanz, C., & Stafford, C. (in press). Individual differences: Age, sex, working memory, and prior knowledge. In C. Sanz (Ed.), Internal and external variables in adult SLA. Washington, DC: Georgetown University Press.
Bowles, M.A. (2003). The effects of textual input enhancement on language learning: An online/offline study of fourth-semester Spanish students. In P. Kempchinsky & C.E. Pineros (Eds.), Theory, practice, and acquisition: Papers from the 6th Hispanic Linguistics Symposium and the 5th Conference on the Acquisition of Spanish and Portuguese (pp. 395-411). Somerville, MA: Cascadilla Press.
Bowles, M.A. (2004). L2 glossing: To CALL or not to CALL. Hispania, 87(3), 543-555.
Bowles, M.A., & Leow, R.P. (2005). Reactivity and type of verbal report in SLA research methodology: Expanding the scope of investigation. Studies in Second Language Acquisition, 27(3), 415-440.
Bueso I., Moreno, N., Vazquez, R., & Wingeyer, H. (1999). Diferencias de usos gramaticales entre espanol peninsular y el espanol de America. Madrid: Editorial Edinumen.
Burt, M., Peyton, J.K., & Adams, R. (2003). Reading and adult English language: A review of the research. Washington, DC: Center for Applied Linguistics and National Center for ESL Literacy Education.
Byrnes, H., Crane, C., & Sprang, K.A. (2002). Nonnative teachers teaching at the advanced level: Challenges and opportunities. ADFl Bulletin, 33(3), 25-34.
Calvo Aladro, C., Martinez Prado, A.B., & Camblor Portilla, M.T. (2000). La fala del conceyu casu. Gijon (Spain): Albora Libros.
Camblor Portilla, M.T., & Bowden, H. (2005). Mass neuter phenomena in Asturian: Adjectives and agreement. Revista de Filoloxia Asturiana, 5.
Campos, H., & Zampini, M. (1990). Focalization strategies in Spanish. Probus, 2(1), 47-64.
Carpenter, H. (2000). Trends in foreign language assessment: Simulated Oral Proficiency Interviews (SOPIs). The NCLRC Language Resource, 4(1).
Carpenter, H. (1997). Making SOPI assessment training easier: Multimedia advances. The NCLRC Language Resource, 1(9).
Carpenter, H., & Lunde, R.M. (2002). Assessing speaking skills in young language learners: The student Oral Proficiency Assessment (SOPA).The NCLRC Language Resource, 6(3).
Carpenter, H., & Malone, M. (2002). Online learning meets assessment training for teachers: A new twist in the foriegn language distance learning movement. The NCLRC Language Resource, 6(2).
Carpenter, H., & Winke, P. (2002). A 10% chance: What can teachers, parents and learners expect for late L2 language acquisition? The NCLRC Language Resource, 6(6).
Cerezo, L. (2003). Teaching about computers and translation. Trans: Revista de traductologia. Malaga: Dpto. de Traduccion e Interpretacion de la Universidad de Malaga.
Cerezo, L. (2003). Las maquinas de traducir: Una demo para el discurso juridico. Actas de Ier Congreso Internacional de la AIETI. Granada: AIETI.
Cerezo, L., & Corpas, G. (2001). Estrategias para no naufragar en la traduccion de hipertextos. El traducto profesional ante el proximo milenio. Madrid: Universidad Europea de Madrid (CEES).
Cerezo, L., & Corpas, G. (2002). L'Ipertesto: Strategie traduttive e applicazioni pedagogiche. Atti del Congresso Multimedia 2000. Translation and multimedia: From the monitor to the big screen. Roma: AITI.
Cerezo, L., Corpas, G., & Leiva, J. (2002). Aplicaciones didacticas y profesionales de los sistemas hipertextuales para la traduccion. Trans: Revista de traductologia. Malaga: Dpto. de Traduccion e Interpretacion.
Choi, M. (in press). Testing Eubank's optional verb-raising in L2 grammars of Korean speakers. In J.M. Liceras, et al. (Eds.), Proceedings of the 7th Generative Approaches to Second Language Acquisition conference. Somerville, MA: Cascadilla Press.
Corpas, G., Amaya, C., Cerezo, L., & Manchado, D. (2000). El Aula Virtual: Un nuevo recurso pedagogico al servicio de la ensenanza de la traduccion. Iin M. Cebrian (Ed.), Proyectos de innovacion educativa. Malaga: IEEV.
Corpas, G., Amaya, C., Cerezo, L., & Manchado, D. (2001). La innovacion pedagogica en traduccion: El Aula Virtual. In C. Valero & I. de la Cruz (Eds.), Traduccion y nuevas tecnologias. Herramientas auxiliares del traductor. Encuentros en torno a la traduccion 4. Madrid: Universidad de Alcala.
Corpas, G., Amaya, C., Cerezo, L., & Palomares, R. (2003). Un recorrido didactico por El Aula Virtual de traduccion. In Actas de las III jornadas sobre la formacion y profesion del traductor e interprete. Madrid: Universidad Europea de Madrid.
Crane, C., Liamkina, O., & Ryshina-Pankova, M. (2004). Fostering advanced-level language abilities in foreign language graduate programs: Applications of genre theory. In H. Byrnes & H. Maxim (Eds.), Advanced foreign language learning: A challenge to college programs (pp. 150-177). Boston, MA: Heinle.
Fujii, A., & Fukao, A. (2004). What does a second language reader learn to do?: Metacognitive development in academic reading. ICU Language Research Bulletin, 18, 63-80.
Greensdale, T., Bouden, L., & Sanz, C. (1999). A conceptual replication study of VanPatten 1991. Spanish Applied Linguistics, 3, 65-90.
Hamilton, H.E., Crane, C., & Bartoshesky, A. (2004). Doing foreign language: Bringing Concordia Language Villages into language classrooms. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Johnson, M., & Tyler, A. (1998). Re-analyzing the OPI: How much does it look like natural conversation? In R. Young & A.W. He (Eds.), Talking and testing: Discourse approaches to the assessment of oral proficiency (pp. 27-51). Amsterdam: John Benjamins.
Kenyon, D., Malabonga, V., & Carpenter, H. (2001). Response to the Norris commentary. Language Learning & Technology, 5(2), 106-108.
Leow, R.P., Egi, T., Nuevo, A.M., & Tsai, T.-C. (2003). The roles of textual enhancement and type of linguistic item in adult L2 learner's comprehension and intake. Applied Language Learning, 13(2), 93-108.
Leow, R.P., & Morgan-Short, K. (2004). To think aloud or not to think aloud: The issue of reactivity in SLA research methodology. Studies in Second Language Acquisition, 26(1), 35-57.
Mackey, A. & Abbuhl, R. (in press). Interaction and tasks. In C. Sanz (Ed.), Internal and external variables in adult SLA. Washington, DC: Georgetown University Press.
Mackey, A., Gass, S., & McDonough, K. (2000). How do learners perceive interactional feedback? Studies in Second Language Acquisition, 22(4), 471-497.
Mackey, A., McDonough, K., Fujii, A., & Tatsumi, T. (2001). Investigating learner's reports about the L2 classroom. Studies International Review of Applied Linguistics, 39, 285-308.
Mackey, A., Philp, J., Egi, T., Fujii, A., & Tatsumi, T. (2002). Individual differences in working memory, noticing of interactional feedback and L2 development. In P. Robinson (Ed.), Individual differences in instructed language learning (pp. 181-210). Amsterdam: John Benjamins.
Malabonga, V., Kenyon, D., & Carpenter, H. (in press). Effects of examinee control on examinee attitudes and performance on a computerized oral proficiency test. Language Testing.
McDonough, K., & Mackey, A. (2000). Communicative tasks, conversational interaction and linguistic form: An empirical study of Thai. Foreign Language Annals, 33(1), 82-91.
Moreno, N. (2001). El espanol en al ambito de la Bolsa de Valores: Una propuesta didactica. In J. Gomez de Enterria (Ed.), De la investigacion a la practica en el aula: La ensenanza/aprendizaje del espanol con fines especificos (pp. 101-116). Madrid: Editorial Edinumen.
Moreno, N., & Wingeyer, H. (2000). Simplificacion del sistema verbal en el espanol de America. Actas del XI Congreso Internacional de ASELE. Zaragoza, Spain.
Moreno, N., &Wingeyer, H. (1999). Observaciones de aspectos linguisticos del espanol de American para una propuesta didactica. Frecuencia E-LE, 12, 65-67.
Morgan-Short, K., & Bowden, H.W. (2004). Processing instruction and meaningful output-based instruction: Effects on linguistic development. Manuscript submitted for publication.
Nakahama, Y., Tyler, A., & van Lier, L. (2001). Negotiating meaning in conversational and information-gap activities: A comparative discourse analysis. TESOL Quarterly, 35(3), 377-405.
Peyton, J.K., Lewelling, V.W., & Winke, P. (2001). Spanish for Spanish speakers: Developing dual language proficiency. Educational Information and Resources Center, Clearinghouse on Languages and Linguistics. Washington, DC.
Roca, A., Peyton, J.K., & Winke, P. (2001). Teaching Spanish to Spanish speakers: Resource guide online. Educational Information and Resources Center, Clearinghouse on Languages and Linguistics. Washington, DC.
Rosa, E., & O'Neill, M. (1998). Effects of stress and location on acoustic salience at the initial stages of Spanish L2 input processing. Spanish Applied Linguistics, 2, 24-52.
Rosa, E., & O'Neill, M. (1999). Explicitness, intake, and the issue of awareness: Another piece to the puzzle. Studies in Second Language Acquisition, 21, 511-556.
Sanz, C., & Morgan-Short, K. (in press). Explicitness in pedagogical interventions: Input, practice, and feedback. In C. Sanz (Ed.), Internal and external variables in adult SLA. Washington, DC: Georgetown University Press.
Sanz, C., & Morgan-Short, K. (2004). Positive evidence vs. explicit rule presentation and explicit negative feedback: A computer-assisted study. Language Learning, 54(1), 35-78.
Stansfield, C.W., Bowles, M., & Rivera, C. (in press). Case studies of state polices and practices concerning test translation. Mahwah, NJ: Lawrence Erlbaum.
Tyler, A., & Evans, V. (2003). The semantics of English prepositions: Spatial scenes, cognition, and the experiential basis of meaning. Cambridge: Cambridge University Press.
Tyler, A., & Evans, V. (2001). Reconsidering prepositional polysemy networks: The case of over. Language, 77(4), 724-765.
Tyler, A., & Evans, V. (2001). The relationship between experience, conceptual structure and meaning: Non-temporal uses of tense and language teaching. In M. Putz, S. Niemeier, & R. Dirven (Eds.), Cognitive linguistics approaches to language pedagogy (pp. 63-105). Berlin: Mouton de Gruyter.
Tyler, A., & Evans, V. (2000). My first husband was Italian: Examining 'exceptional' uses of English tense. Linguistic Agency of University of Duisburg (L.A.U.D.) Series A: General and Theoretical Papers. Essen: LAUD 2000.
Tyler, A., Takada, M., Kim, Y., & Marinova, D. (Eds.). (in press). Language in use: Cognitive and discourse approaches to language and language learning: Select proceedings from Georgetown University Roundtable on Languages and Linguistics 2003. Washington, DC: Georgetown University Press.
Tyler, A., Kim, Y., & Takada, M. (Eds.). (in press). Language in the context of use: Usage-based approaches to language and language learning. Berlin: Mouton de Gruyter.
Weger-Guntharp, H. (2003). [Review of the textbook Interactions 1: Reading (4th ed.)]. TESL-EJ, 7(1).
Winke, P. (in press). Online assessment of foreign language proficiency: Meeting development, design, and delivery challenges. In S. Howell (Ed.), Online assessment and measurement (Vol. 2). Provo, UT: Brigham Young University Press.
Winke, P., & Aquil, R. (in press). Issues in developing standardized tests of Arabic proficiency. In K. Wahba, L. England, & Z. Taha (Eds.), A handbook for Arabic language teaching professionals in the 21st Century. Mahwah, NJ: Lawrence Erlbaum.
Winke, P. (2003). [Review of the book Testcraft: A teacher's guide to writing and using language test specifications]. Language Testing, 20(3), 345-350.
Winke, P., & MacGregor, D. (2001). [A review of Hot Potatoes: Software for creating Web-based language exercises]. Language Learning & Technology, 5(2), 28-33.
Winke, P., & Stafford, C. (2002). Selecting materials to teach Spanish to Spanish speakers. Educational Information and Resources Center, Clearinghouse on Languages and Linguistics, Washington, DC. |