Alanen, R. (1995). Input enhancement and rule presentation in second language acquisition. In R. Schmidt (Ed.), Attention and awareness in foreign language learning (pp. 259-302). Honolulu: University of Hawaii.
Benati, A. (2005). The effects of processing instruction, traditional instruction, and meaning-output instruction on the acquisition of the English past simple tense. Language Teaching Research, 9, 67-93.
Benati, A., & Lee, J. F. (2008). Grammar acquisition and processing instruction: Secondary and cumulative effects. Bristol UK: Multilingual Matters.
DeKeyser, R. M., & Sokalski, K. J. (1996). The differential role of comprehension and production practice. Language Learning, 46, 613-642.
Dempster, F. N. (1987). Effects of variable encoding and spaced presentation on vocabulary learning. Journal of Educational Psychology, 79, 162-170.
Duff, P. (2008). Case study research in applied linguistics. New York: Lawrence Erlbaum Associates.
Dupuy, B., & Krashen, S. D. (1993). Incidental vocabulary acquisition in French as a foreign language. Applied Language Learning, 4, 55-63.
Ellis, R. (1991). Second language acquisition and language pedagogy. Clevedon: Multilingual Matters.
Ellis, R. (1995). Interpretation tasks for grammar teaching. TESOL Quarterly, 29, 87-105.
Ellis, R. (2003). Task-based language learning and teaching. New York: Oxford University Press.
Ferna´ndez, C. (2008). Reexamining the role of explicit information in processing instruction. Studies in Second Language Acquisition, 30, 207-305.
Fotos, S. (1994). Integrating grammar instruction and communicative language use through grammar consciousness-raising tasks. TESOL Quarterly, 28, 323-351.
Fotos, S., & Ellis, R. (1991). Communicating about grammar: A task-based approach. TESOL Quarterly, 25, 605-628.
Griffin, G. F. (1992). Aspects of the psychology of second language vocabulary list learning. PhD thesis, Dept. of Psychology, University of Warwick.
Harley, B. (1989). Functional grammar in French immersion: A classroom experiment. Applied Linguistics, 10, 331-359.
Hatch, E., & Lazaraton, A. (1991). The research manual: design and statistics for applied linguistics. Boston, MA: Heinle and Heinle.
House, J., & Kasper, G. (1981). Politeness markers in English and German. In F. Coulmas (Ed.), Conversational routine (pp. 157-185). The Hague: Mouton de Gruyter.
Hulstijn, J. H. (1992). Retention of inferred and given word meanings: Experiments in incidental vocabulary learning. In P. Arnaud and H. Bejoint (Eds.), Vocabulary and applied linguistics (pp. 113-25). London: Macmillan.
Izumi, S. (2002). Output, input enhancement, and the noticing hypothesis: An experimental study on ESL relativization. Studies in Second Language Acquisition, 24, 541-577.
Johnson, K. (1988). Mistake correction. ELT Journal, 42, 89-101.
Jourdenais, R., Ota, M., Stauffer, S., Boyson, B., & Doughty, C. (1995). Does textual enhancement promote noticing? A think aloud protocol analysis. In R. Schmidt (Ed.), Attention and awareness in foreign language learning (pp. 183-216). Honolulu, HI: University of Hawaii, Second Language Teaching and Curriculum Center.
Keating, G. D., & Farley, A. P. (2008). Processing instruction, meaning-based output instruction, and meaning-based drills: Impacts on L2 classroom acquisition of Spanish object pronouns. Hispania, 91, 639-650.
Kim, S. (2001). Structured input and production practice in foreign/second-language learning. Unpublished Ed.D. dissertation, Temple University, Philadelphia.
Koike, D. A., & Pearson, L. (2005). The effect of instruction and feedback in the development of pragmatic competence. System, 33, 481-501.
Laufer, B. and Shmueli, K. (1997). Memorizing new words: Does teaching have anything to do with it? RELC Journal, 28, 89-108.
Lyster, R. (1994). The effect of functional-analytic teaching on aspects of French immersion students’ sociolinguistic competence. Applied Linguistics, 15, 263-287.
Mackey, A., & Gass, S. (2005). Second language research: Methodology and design. Mahwah, NJ: Lawrence Erlbaum.
Min, H. T. (2008). EFL vocabulary acquisition and retention: Reading plus vocabulary enhancement activities and narrow reading. Language Learning, 58, 73-115.
Mori, J. (2002). Task design, plan, and development of talk-in-interaction: An analysis of a small group activity in a Japanese language classroom. Applied linguistics, 23, 323-347.
Nicholas, H., Lightbown, P., & Spada, N. (2001). Recasts as feedback to language learners. Language Learning, 51, 719-758.
Pitts, M., White, H., & Krashen, S. (1989). Acquiring second language vocabulary through reading: A replication of the Clockwork Orange study using second language acquirers. Reading in a Foreign Language, 5, 271-275.
Qin, J. (2008). The effect of processing instruction and dictogloss tasks on the acquisition of English passive voice. Language Teaching Research, 12, 61-82.
Salaberry, M. R. (1997). The role of input and output practice in second language acquisition. Canadian Modern Language Review, 53, 422-451.
Sanz, C., & Morgan-Short, K. (2004). Positive evidence vs. explicit rule presentation and explicit negative feedback: A computer assisted study. Language Learning, 54, 35-78.
Sheen, R. (1992). Problem solving brought to task. RELC Journal, 23, 44-59.
Storch, N. (1999). Are two heads better than one? Pair work and grammatical accuracy. System, 27, 363-374.
Swain, M. (1998). Focus on form through conscious reflection. In C. Doughty and J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 64-81). Cambridge: Cambridge University Press.
Tanaka, S., & Kawade, S. (1982). Politeness strategies and second language acquisition. Studies in Second Language Acquisition, 5, 18-33.
Tateyama, Y. (2001). Explicit and implicit teaching of pragmatic routines. In K. Rose and G. Kasper (Eds.), Pragmatics in language teaching (pp. 200-222). New York: Cambridge University Press.
Trahey, M., and White, L. (1993). Positive evidence and preemption in the second language classroom. Studies in Second Language Acquisition, 5, 181-204.
Truscott, J., & Sharwood Smith, M. (2004). Acquisition by processing: A modular perspective on language development. Bilingualism: Language and Cognition, 7, 1-20.
VanPatten, B., & Cadierno, T. (1993). Explicit instruction and input processing. Studies in Second Language Acquisition, 15, 225-243.
VanPatten, B., & Uludag, O. (2011). Transfer of training and processing instruction: From input to output. System, 39, 44-53.
Witten, C. (2000). Using video to teach for sociolinguistic competence in the foreign language classroom. Texas Papers in Foreign Language Education, 5(1) 143-175.
)