CerezoL.CarasA.LeowR.P. (2016). Effectiveness of guided induction versus deductive instruction on the development of complex Spanish ‘gustar’ structures: An analysis of learning outcomes and processes. Studies in Second Language Acquisition, 38, 265–291.
2.
CorderS.P. (1967). The significance of learners’ errors. International Review of Applied Linguistics, 5, 161–170.
3.
DonaldsonB. (2012). Syntax and discourse in near-native French: Clefts and focus. Language Learning, 62, 902–930.
4.
The Douglas Fir Group. (2016). A transdisciplinary framework for SLA in a multilingual world. Modern Language Journal, 100, 19–47.
5.
EllisN. (1994). Implicit and explicit learning of languages. London / San Diego, CA: Academic Press.
6.
EllisR. (1994). A theory of instructed second language acquisition. In EllisN. (Ed.), Implicit and explicit learning of languages (pp. 79–114). San Diego, CA: Academic Press.
7.
EllisR. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
8.
EllisR. (2015). Introduction: Complementarity in research syntheses. Applied Linguistics, 36, 285–289.
9.
EllisR.ShintaniN. (2013). Exploring language pedagogy through second language acquisition research. New York: Routledge.
10.
FirthA.WagnerJ. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. Modern Language Journal, 81, 285–300.
11.
GassS.M.SelinkerL. (1994). Second language acquisition: An introductory course. 1st edition. Hove: Erlbaum.
12.
GeeslinK.Guijarro-FuentesP. (2006). Second language acquisition of variable structures in Spanish by Portuguese speakers. Language Learning, 56, 53–107.
13.
HanZ.-H. (2015). Striving for complementarity between narrative and meta-analytic reviews. Applied Linguistics, 36, 409–415.
14.
HanZ.-H. (2016). A ‘reimagined SLA’ or an expanded SLA: A rejoinder to the Douglas Fir Group (2016). The Modern Language Journal, 100, 736–740.
15.
KanwitM. (2017). What we gain by combining variationist and concept-oriented approaches: The case of acquiring Spanish future-time expression. Language Learning, 67, 461–498.
16.
LeowR. (2015). Explicit learning in the L2 classroom: A student-centered approach. New York: Routledge.
17.
LoewenS. (2015). Introduction to instructed second language acquisition. New York: Routledge.
18.
LoewenS.SatoM. (Eds.) (2017). The Routledge handbook of instructed second language acquisition. New York: Routledge.
19.
LongM. (2000). Focus on form in task-based language teaching. In LambertR.ShohamyE. (Eds.), Language policy and pedagogy: Essays in honor of A. Ronald Walton (pp. 179–192). Philadelphia, PA: John Benjamins.
20.
LongM. (2015). Second language acquisition and task-based language teaching. New York: Wiley-Blackwell.
21.
LongM. (2017). Instructed second language acquisition (ISLA): Geopolitics, methodological issues, and some major research questions. Instructed Second Language Acquisition, 1, 7–44.
22.
LongM.CrookesG. (1992). Three approaches to task-based syllabus design. TESOL Quarterly, 26, 27–56.
23.
NassajiH. (2000). Towards integrating form-focused instruction and communicative interaction in the second language classroom: Some pedagogical possibilities. Modern Language Journal, 84, 241–250.
24.
NassajiH. (2012). Significance tests and their relation to generalizability of research results: A case for replication. In PorteG. (Ed.), Replication research in applied linguistics and second language research: A practical guide. Cambridge: Cambridge University Press.
25.
NassajiH. (2015). Interactional feedback dimension in instructed second language learning. London: Bloomsbury Publishing.
26.
NassajiH. (2016a). Research timeline: Form-focused instruction and second language acquisition. Language Teaching, 49, 35–62.
27.
NassajiH. (2016b). Introduction: Recent advances in instructed second language acquisition. Studies in Second Language Learning and Teaching, 6, 13–18.
28.
NassajiH. (2017). Grammar acquisition. In LoewenS.SatoM. (Eds.), Routledge handbook of instructed SLA (pp. 205–222). New York: Routledge.
29.
NassajiH.FotosS. (2010). Teaching grammar in second language classrooms: Integrating form-focused instruction in communicative context. London: Routledge.
30.
NassajiH.KartchavaE. (2019). Content-Based second language teaching. In SchwieterJ.BenatiA. (Eds.), The Cambridge handbook of language learning (pp. 597–620). Cambridge: Cambridge University Press.
31.
NorrisJ.OrtegaL. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50, 417–528.
32.
SchacterD.L. (1989). On the relation between memory and consciousness: Dissociable interactions and conscious experience. In RoedigerH.L.CraikF.I.M. (Eds.), Varieties of memory and consciousness: Essays in honor of Endel Tulving (pp. 355–389). Hillsdale, NJ: LEA.
VanPattenB. (2017). Situating instructed language acquisition: Facts about second language acquisition. Instructed Second Language Acquisition, 1, 45–60.