Editorial

Aljaafreh A. Lantolf J. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. Modern Language Journal, 78, 465–83.

Atkinson D. (2002). Towards a sociocognitive approach to second language acquisition. Modern Language Journal, 86, 525–45.

Block D. (2003). The social turn in second language acquisition. Edinburgh: Edinburgh University Press.

Cook V. (2010). Prolegomena to second language learning. In Seedhouse P. Walsh S. Jenks C. (Eds.), Conceptualising ‘learning’ in applied linguistics (pp. 6–22). Basingstoke: Palgrave Macmillan.

Eckerth J. (2008a). Investigating consciousness-raising tasks: Pedagogically targeted and non-targeted learning gains. International Journal of Applied Linguistics, 18, 119–45.

Eckerth J. (2008b). Task-based learner-learner interaction: Investigating learning opportunities, learning processes, and learning outcomes. In Eckerth J. Siekmann S. (Eds.), Task-based language learning and teaching (pp. 89–118). Frankfurt am Main: Peter Lang.

Ellis R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.

Ellis R. (2010). Theoretical pluralism in SLA: Is there a way forward? In Seedhouse P. Walsh S. Jenks C. (Eds.), Conceptualising ‘learning’ in applied linguistics (pp. 23–51). Basingstoke: Palgrave Macmillan.

Firth A. Wagner J. (1997). On discourse, communication and (some) fundamental concepts in SLA research. Modern Language Journal, 81, 285–300.

Johnson K.E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40, 235–57.

Kasper G. (1997). ‘A’ stands for acquisition: A response to Firth and Wagner. Modern Language Journal, 81, 307–12.

Laufer B. Hulstijn J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22, 1–26.

Long M. (1997). Construct validity in SLA research: A response to Firth and Wagner. Modern Language Journal, 81, 318–23.

Ohta A.S. (2001). Second language acquisition processes in the classroom: Learning Japanese. Mahwah, NJ: Lawrence Erlbaum.

Seedhouse P. (2010). A framework for conceptualising learning in applied linguistics. In Seedhouse P. Walsh S. Jenks C. (Eds.), Conceptualising ‘learning’ in applied linguistics (pp. 240–56). Basingstoke: Palgrave Macmillan.

Seedhouse P. Walsh S. Jenks C. (Eds.) (2010). Conceptualising ‘learning’ in applied linguistics. Basingstoke: Palgrave Macmillan.

Sfard A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27, 4–13.

Swain M. (1998). Focus on form through conscious reflection. In Doughty C. Williams J. (Eds.), Focus on form in classroom second language acquisition (pp. 64–81). Cambridge: Cambridge University Press.

Zuengler J. Miller E.R. (2006). Cognitive and sociocultural perspectives: Two parallel SLA worlds? TESOL Quarterly, 40, 35–58.