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AUTHOR INDEX, M-R
Authors of articles, review articles, research notes, and responses are indexed by the last name of the first-named author. Additional authors are cross-referenced.
MACINTYRE, P. D. See Gardner, R. C. 13 (1). (1991). 57-72.
MACINTYRE, P. D. See Gardner, R. C. 14 (2). (1992). 197-214.
MACINTYRE, P. D., BAKER, S. C., CLÉMENT, R., & CONROD, S. Willingness to communicate, social support, and language learning orientations of immersion students. 23 (3). (2001). 369-388.
MACINTYRE, P. D., & GARDNER, R. C. The effects of induced anxiety on three stages of cognitive processing in computerized vocabulary learning. 16 (1). (1994). 1-17.
MACKAY,
MACKEY, A. Input, interaction, and second language development: An empirical study of question formation in ESL. 21 (4). (1999). 557-587.
MACKEY, A., GASS, S., & MCDONOUGH, K. How do learners perceive interactional feedback? 22 (4). (2000). 471-497.
MACWHINNEY, B. See Kempe, V. 20 (4). (1998). 543-587.
MACWHINNEY, B. Implicit and explicit processes: Commentary. 19 (2). 277-280.
MAGNAN, S. S. Age and sensitivity to gender in French. 5 (2). (1983). 194-212.
MAJOR, R. C. Phonological similarity, markedness, and rate of L2 acquisition. 9 (1). (1987). 63-82.
MAJOR, R. C. Interlanguage phonetics and phonology: An introduction. 20 (2). (1998). 131-137.
MAJOR, R. C., & FAUDREE, M. C. Markedness universals and the acquisition of voicing contrasts in Korean speakers of English. 18 (1). (1996). 69-90.
MALEY, A. Teaching for communicative competence: Reality and illusion. 3 (1). (1980). 10-16.
MARCHENA, E. See Hulstijn, J. H. 11 (3). (1989). 241-255.
MARINIS, T., ROBERTS, L., FELSER, C., & CLAHSEN, H. Gaps in second language sentence processing. 27 (1). (2005). 53-78.
MARTIN, A. V. First-language differences in processing spatial/chronological and hierarchical information (Research Note). 4 (1). (1981). 70-74.
MATSUMURA, M. Japanese learners' acquisition of the locality requirement of English reflexives: Evidence for retreat from overgeneralization. 16 (1). (1994). 19-42.
MAXWELL, D. On the acquisition of Esperanto. 10 (1). (1988). 51-61.
MAYS, D. V. Crosscultural social status perception in speech (Research Note). 5 (1). (1982). 52-64.
MAZURKEWICH, I. Syntactic markedness and language acquisition. 7 (1). (1985). 15-35.
MCDONOUGH, K. See Mackey, A. 22 (4). (2000). 471-497.
MCDONOUGH, K. Identifying the impact of negative feedback and learner’s responses to ESL question development. 27 (1). (2005). 79-103.
MCLAUGHLIN, B. Linguistic input and conversational strategies in L1 and L2. 2 (2). (1979). 1-16.
MEARA, P. See Schmitt, N. 19 (1). (1997). 17-36.
MEISEL, J. M. See Carroll, S. 12 (2). (1990). 201-208.
MEISEL, J. M. See Pienemann, M. 15 (4). (1993). 495-503.
MEISEL, J. M. Code-switching in young bilingual children: The acquisition of grammatical constraints. 16 (4). (1994). 413-439.
MEISEL, J. M., CLAHSEN, H., & PIENEMANN, M. On determining developmental stages in natural second language acquisition. 3 (2). (1981). 109-135.
MILANOVIC, M. See Young, R. 14 (4). (1992). 403-424.
MITCHELL, R. See Myles, F. 21 (1). (1999). 49-80.
MONDRIA, J.-A. The effects of inferring, verifying, and memorizing on the retention of L2 word meanings: An experimental analysis of the “meaning-inferred method” and a comparison with the “meaning-given method.” 25 (4). (2003). 473-499.
MONTRUL, S. Transitivity alternations in L2 acquisition: Toward a modular view of transfer. 22 (2). (2000). 229-273.
MONTRUL, S. Introduction (Introduction to thematic issue). 23 (2). (2001). 145-151.
MONTRUL, S. Agentive verbs of manner of motion in Spanish and English as second languages. 23 (2). (2001). 171-206.
MONTRUL, S. & SLABAKOVA, R. Competence similarities between native and near-native speakers: An investigation of the preterite-imperfect contrast in Spanish. 25 (3). (2003). 351-398.
MORGAN-SHORT, K. See Leow, R. P. 26 (1). (2004). 35-57.
MORGENTHALER, L. See Pica, T. 11 (1). (1989). 63-90.
MORRISON, G. S. An appropriate metric for cue weighting in L2 speech perception: Response to Escudero and Boersma (2004). 27 (4). (2005). [Response]. 597-606.
MOUGEON, R. See Rehner, K. 25 (1). (2003). 99-126.
MOYER, A. Ultimate attainment in L2 phonology: The critical factors of age, motivation, and instruction. 21 (1). (1999). 81-108.
MUFWENE, S. S. Transfer and the substrate hypothesis in creolistics (State of the Art). 12 (1). (1990). 1-23.
MUNRO, M. J. See Flege, J. E. 16 (4). (1994). 381-411.
MUNRO, M. J. See Derwing, T. M. 19 (1). (1997). 1-16.
MUNRO, M. J. Nonsegmental factors in foreign accent: Ratings of filtered speech. 17 (1). (1995). 17-34.
MUNRO, M. J. The effects of noise on the intelligibility of foreign-accented speech. 20 (2). (1998). 139-154.
MUNRO, M. J., & DERWING, T. M. Modeling perceptions of the accentedness and comprehensibility of L2 speech: The role of speaking rate. 23 (4). (2001). 451-468.
MUÑOZ, C. Markedness and the acquisition of referential forms: The case of zero anaphora (Replication study). 17 (4). (1995). 517-527.
MÜLLER, K. E. The foreign language syllabus and communicative approaches to teaching: Proceedings of a European-American seminar (Introduction to thematic issue). 3 (1). (1980). v-vii.
MURCIA-SERRA, J. See Carroll, M. 22 (3). (2000). 441-466.
MURPHY, V. A. Dissociable systems in second language inflectional morphology. 26 (3). (2004). 433-459.
MYHILL, J. The acquisition of complex sentences: A crosslinguistic study (Research Note). 4 (2). (1982). 193-200.
MYLES, F., MITCHELL, R., & HOOPER, J. Interrogative chunks in French L2: A basis for creative construction? 21 (1). (1999). 49-80.
NADASDI, T. See Rehner, K. 25 (1). (2003). 99-126.
NEAPOLITAN, D. M., PEPPERBERG,
NEWMAN, J. See Pica, T. 13 (3). (1991). 343-376.
NIKOLOVA, Y. See Zareva, A. 27 (4). (2005). 567-595.
NOYAU, C., & VÉRONIQUE, D. SLA research in
NUNAN, D. Methods in second language classroom-oriented research: A critical review. 13 (2). (1991). 249-274.
O'GRADY, W. POINT AND COUNTERPOINT: Toward a new nativism. 21 (4). (1999). 621-633.
O’GRADY, W., LEE, M., & CHOO, M. A subject-object asymmetry in the acquisition of relative clauses in Korean as a second language. 25 (3). (2003). 433-448.
O'MALLEY, J. M., CHAMOT, A. U., & WALKER, C. Some applications of cognitive theory to second language acquisition. 9 (3). (1987). 287-306.
O'NEILL, M. D. See Rosa, E. 21 (4). (1999). 511-556.
OLIVER, R. Negative feedback in child NS-NNS conversation. 17 (4). (1995). 459-481.
OLSHTAIN, E. Utilizing redundancy features in TEFL. 2 (2). (1979). 99-109.
OLSHTAIN, E. See Blum-Kulka, S. 8 (2). (1986). 165-179.
OLSHTAIN, E. The acquisition of new word formation processes in second language acquisition. 9 (2). (1987). 221-231.
OLSHTAIN, E. Is second language attrition the reversal of second language acquisition? 11 (2). (1989). 151-165.
OLYNYK, M., SANKOFF, D., & D'ANGLEJAN, A. Second language fluency and the subjective evaluation of officer cadets in a military college. 5 (2). (1983). 213-236.
ORTEGA, L. Planning and focus on form in L2 oral performance. 21 (1). (1999). 109-148.
OSHITA, H. The unaccusative trap in second language acquisition. 23 (2). (2001). 279-304.
OSTERLOH, K.-H. Intercultural differences and communicative approaches to
foreign language teaching in the
PALMBERG, R. Patterns of vocabulary development in foreign-language learners. 9 (2). (1987). 201-219.
PANKHURST, J. See Kruse, H. 9 (2). (1987). 141-154.
PAOLILLO, J. C. Asymmetries in Universal Grammar: The role of method and statistics. 22 (2). (2000). 209-228.
PAPADOPOULOU, D., & CLAHSEN, H. Parsing strategies in L1 and L2 sentence processing: A study of relative clause attachment in Greek. 25 (4). (2003). 501-528.
PARADIS, J., & GENESEE, F. Syntactic acquisition in bilingual children: Autonomous or interdependent? 18 (1). (1996). 1-25.
PARIBAKHT, T. S. See de Bot, K. . 19 (3). (1997). 309-329.
PARIBAKHT, T. S. See Wesche, M. 21 (2). (1999). 175-180.
PARIBAKHT, T. S., & WESCHE, M. Reading and "incidental" L2 vocabulary acquisition: An introspective study of lexical inferencing. 21 (2). 195-224.
PARKER, K. See Chaudron, C. 12 (1). (1990). 43-64.
PATRICK, P. L. See Kouwenberg, S. 25 (2). (2003). 175-184.
PAVESI, M. Markedness, discoursal modes, and relative clause formation in a formal and an informal context. 8 (1). (1986). 38-55.
PEPPERBERG, I. M. See Neapolitan, D. M. 10 (1). (1988). 1-11.
PERDUE, C. Introduction: Organizing principles of learner varieties. 22 (3). (2000). 299-305.
PERDUE, C., & KLEIN, W. Why does the production of some learners not grammaticalize? 14 (3). (1992). 259-272.
PERKINS, L. See Scarcella, R. 9 (3). (1987). 347-353.
PFAFF, C. W. Incipient creolization in Gastarbeiterdeutsch?: An experimental sociolinguistic study. 3 (2). (1981). 165-178.
PFAFF, C. W. The issue of grammaticalization in early German second language. 14 (3). (1992). 273-296.
PHILLIPS, J. S. See Valdman, A. 1 (1). (1978). 21-40.
PHILP, J. Constraints on “noticing the gap”: Nonnative speakers’ noticing of recasts in NS-NNS interaction. 25 (1). (2003). 99-126.
PICA, T. Methods of morpheme quantification: Their effect on the interpretation of second language data (Research Note). 6 (1). (1983). 69-78.
PICA, T., & DOUGHTY, C. The role of group work in classroom second language acquisition. 7 (2). (1985). 233-248.
PICA, T., HOLLIDAY, L., LEWIS, N., BERDUCCI, D., & NEWMAN, J. Language learning through interaction: What role does gender play? 13 (3). (1991). 343-376.
PICA, T., HOLLIDAY, L., LEWIS, N., & MORGENTHALER, L. Comprehensible output as an outcome of linguistic demands on the learner. 11 (1). (1989). 63-90.
PIENEMANN, M. See Meisel, J. M. 3 (2). (1980). 109-135.
PIENEMANN, M. Psychological constraints on the teachability of languages (Research Note). 6 (2). (1984). 186-214.
PIENEMANN, M., & HAKANSSON, G. A unified approach toward the development of Swedish as L2: A processability account. 21 (3). (1999). 383-420.
PIENEMANN, M., JOHNSTON, M., & BRINDLEY, G. Constructing an acquisition-based procedure for second language assessment. 10 (2). (1988). 217-243.
PIENEMANN, M.,
PLANKEN, B. See Bongaerts, T. 19 (4). (1997). 447-465.
PLÉH, C. The search for universal operating principles in language acquisition (Review Article). 12 (2). (1990). 233-241.
POLIO, C. Acquiring nothing?: The use of zero pronouns by nonnative speakers of Chinese and the implications for the acquisition of nominal reference. 17 (3). (1995). 353-377.
POLIO, C., & GASS, S. M. Replication and reporting: A commentary. 19 (4). (1997). 499-508.
POLITZER, R. L. An exploratory study of self-reported language learning behaviors and their relation to achievement (Research Note). 6 (1). (1983). 54-68.
PORQUIER, R. See Trévise, A. 8 (3). (1986). 265-275.
PRÉVOST, P. Truncation and missing inflection in initial child L2 German. 25 (1). (2003). 65-97.
PULVERMÜLLER, F. What neurobiology can buy language theory: A response to Eubank and Gregg (Response). 17 (1). (1995). 73-77.
PY, B. Making sense: Interlanguage's intertalk in exolingual conversation. 8 (3). (1986). 343-353.
QUINTERO, K. W. Learnability and the acquisition of extraction in relative clauses and WH-questions. 14 (1). (1992). 39-70.
RANDAZZA, L. A. See Flege, J. E. 20 (2). (1998). 155-187.
RAFFALDINI, T. The loss of language skills, R. D. Lambert & B. Freed (Review Article). 6 (1). (1983). 94-100.
RAFFALDINI, T. The use of situation tests as measures of communicative ability. 10 (2). (1988). 197-216.
RAMAT, A. G. Grammaticalization processes in the area of temporal and modal relations. 14 (3). (1992). 297-322.
RANTA, L. See Lyster, R. 19 (1). (1997). 37-66.
REGAN, V. M. See Adamson, H. D. 13 (1). (1991). 1-22.
REGENT, O. See Abe, D. 2 (1). (1979). 99-104.
REHNER, K., MOUGEON, R., & NADASDI, T. The learning of sociolinguistic variation by advanced FSL learners: The case of nous versus on in immersion French. 25 (1). (2003). 127-156.
REPPEN, R. See Biber, D. 24 (2). (2002). 199-208.
REYNOLDS, D. W. Repetition in nonnative speaker writing: More than quantity. 17 (2). (1995). 185-209.
RIAZANTSEVA, A. Second language proficiency and pausing: A study of Russian speakers of English. 23 (4). (2001). 497-526.
RICKFORD, J., & HANCOCK, I. The social context of "special" second language acquisition (Review Article). 7 (3). (1985). 343-350.
RILEY, G. L. See Lee, J. F. 12 (1). (1990). 25-41.
RINEY, T. J. Changes over time in global foreign accent and liquid identifiability and accuracy. 20 (2) (1998). 213-243.
RITCHIE, W. C. Linguistic theory: Contributions to second language acquisition (Review Article). 13 (1). (1991). 77-85.
ROBERTS, C. D. The structure of intonational meaning: Evidence from English, D. R. Ladd, Jr. (Review Article). 4 (2). (1982). 211-220.
ROBERTS, L. See Marinis, T. 27 (1). (2005). 53-78.
ROBINSON, P. Learning simple and complex second language rules under implicit, incidental, rule-search, and instructed conditions. 18 (1). (1996). 27-67.
ROBINSON, P. Generalizability and automaticity of second language learning under implicit, incidental, enhanced, and instructed conditions. 19 (2). (1997). 223-247.
ROBINSON, P. J., & HA, M. A. Instance theory and second language rule learning under explicit conditions. 15 (4). (1993). 413-438.
ROBISON, R. E. The primacy of aspect: Aspectual marking in English interlanguage. 12 (3). (1990). 315-330.
RODGERS, T. S. Towards a model of learner variation in autonomous foreign language learning. 2 (1). (1979). 73-97.
ROSA, E., & O'NEILL, M. D. Explicitness, intake, and the issue of awareness: Another piece to the puzzle. 21 (4). (1999). 511-556.
ROSE, K. R. An exploratory cross-sectional study of interlanguage pragmatic development. 22 (1). (2000). 27-67.
ROSS, S., & BERWICK, R. The discourse of accomodation in oral proficiency interviews. 14 (2). (1992). 159-176.
ROTT, S. The effect of exposure frequency on intermediate language learners' incidental vocabulary acquisition and retention through reading. 21 (4). (1999). 589-619.
ROUNDS, P., & KANAGY, R. Acquiring linguistic cues to identify AGENT: Evidence from children learning Japanese as a second language. 20 (4). (1998). 509-542.
RYAN, E. B. Social psychological mechanisms underlying native speaker evaluations of nonnative speech. 5 (2). (1983). 148-159.