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Relevant bibliographies by topics / Second language acquisition Second language acquisition English language

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Academic literature on the topic 'Second language acquisition Second language acquisition English language'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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Journal articles on the topic "Second language acquisition Second language acquisition English language"

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Olshtain, Elite. "Is Second Language Attrition the Reversal of Second Language Acquisition?" Studies in Second Language Acquisition 11, no. 2 (June 1989): 151–65. http://dx.doi.org/10.1017/s0272263100000589.

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The study of language attrition, whether it is concerned with first or second languages, focuses on the effects resulting from an individual's reduced use of the attrited language. Such reduction in use can be due to a change in the linguistic environment or to the termination of an instructional program. In either case, some other language (or languages) is or becomes the dominant one.The present article reports on a series of studies, all focusing on individual attrition of English as a second language (ESL) in an environment where Hebrew is the dominant language. The predictor variables discussed are age, sociolinguistic features, input variables, and linguistic variables. The attrition process affecting English as a second language in a Hebrew dominant context seems to exhibit two major trends of change in language use: (a) a greater variability in the application of peripheral and highly marked structural rules, and (b) lower accessibility of specific lexical items. In each of these trends one can identify a limited reversal of the acquisition process, particularly with young children (5–8-year-olds) as well as a typological transfer process from the dominant language.

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Azhar, Shopia. "SECOND LANGUAGE ACQUISITION IN TEACHING ENGLISH AS A SECOND LANGUAGE." ETERNAL (English, Teaching, Learning and Research Journal) 2, no. 2 (December 30, 2015): 331–43. http://dx.doi.org/10.24252/eternal.v12.2015.a12.

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Lotze, Nathaniel. "Second Language Acquisition Applied To English Language Teaching." TESOL Journal 10, no. 1 (March 2019): e00414. http://dx.doi.org/10.1002/tesj.414.

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Buckledee, Steve. "Motivation and Second Language Acquisition." ELOPE: English Language Overseas Perspectives and Enquiries 5, no. 1-2 (June 16, 2008): 159–70. http://dx.doi.org/10.4312/elope.5.1-2.159-170.

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A feature of Italian universities is the high student drop-out rate in nearly all degree courses. It is likely that among the causes of this phenomenon a significant factor is loss of motivation. This study represents the first stage of a longitudinal research project aimed at monitoring students’ motivation levels over a three-year period. At the beginning of the academic year 2008-2009 a questionnaire was administered to 150 newly enrolled students of English at the University of Cagliari in Italy. The closed-response items were designed to measure the respondents’ instrumental and intrinsic motivation. The responses were then considered in the light of the following variables: age, gender, level of competence in English and choice of degree course. The major finding was that a clear majority of respondents reported a considerably higher level of intrinsic than instrumental motivation, while the most significant variables were shown to be competence level and choice of degree.

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Park, Hyeson. "A minimalist approach to null subjects and objects in second language acquisition." Second Language Research 20, no. 1 (January 2004): 1–32. http://dx.doi.org/10.1191/0267658304sr228oa.

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Studies of the second language acquisition of pronominal arguments have observed that: (1) L1 speakers of null subject languages of the Spanish type drop more subjects in their second language (L2) English than first language (L1) speakers of null subject languages of the Korean type and (2) speakers of Korean-type languages drop more objects than subjects in their L2 English. An analysis of these two asymmetries is conducted within the Minimalist Program framework (MP), which hypothesizes that language acquisition involves the learning of formal features of a target language.I propose, based on Alexiadou and Anagnostopoulou (1998), that the licensing of null subjects is conditioned by the interpretability of agreement features. When a language has [+interpretable] agreement features, raising of the verb to T (X-movement) satisfies the EPP requirement: hence, a null subject is allowed. On the other hand, in a language with [-interpretable] agreement features, the subject is obligatory since merger of the subject in the specifier of TP (XP-merge) is required to check the EPP feature. Learning of the obligatory status of English subjects is easier for Korean learners than for Spanish speakers since syntactically both English and Korean have the same feature value [-interpretable] (although null subjects are allowed in Korean for pragmatic reasons). Spanish has the opposite syntactic feature value [+interpretable] and resetting of this is more difficult. Licensing of null objects is hypothesized to be related to the strength of theta-features. Languages with strong theta-features, such as English and Spanish, do not allow null objects, whereas languages with weak theta-features like Korean allow null objects. It takes time for Korean speakers to learn the different value of English theta-features, resulting in the extended null object period in L2 English of Korean L1 speakers.

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Mayberry, Rachel I. "First-Language Acquisition After Childhood Differs From Second-Language Acquisition." Journal of Speech, Language, and Hearing Research 36, no. 6 (December 1993): 1258–70. http://dx.doi.org/10.1044/jshr.3606.1258.

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This study determined whether the long-range outcome of first-language acquisition, when the learning begins after early childhood, is similar to that of second-language acquisition. Subjects were 36 deaf adults who had contrasting histories of spoken and sign language acquisition. Twenty-seven subjects were born deaf and began to acquire American Sign Language (ASL) as a first language at ages ranging from infancy to late childhood. Nine other subjects were born with normal hearing, which they lost in late childhood; they subsequently acquired ASL as a second language (because they had acquired spoken English as a first language in early childhood). ASL sentence processing was measured by recall of long and complex sentences and short-term memory for signed digits. Subjects who acquired ASL as a second language after childhood outperformed those who acquired it as a first language at exactly the same age. In addition, the performance of the subjects who acquired ASL as a first language declined in association with increasing age of acquisition. Effects were most apparent for sentence processing skills related to lexical identification, grammatical acceptability, and memory for sentence meaning. No effects were found for skills related to fine-motor production and pattern segmentation.

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Leung, Yan-kit Ingrid. "Verb morphology in second language versus third language acquisition." EUROSLA Yearbook 6 (July 20, 2006): 27–56. http://dx.doi.org/10.1075/eurosla.6.05leu.

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This paper reports an experimental study on L2 vs. L3 Spanish morphological representation. A total of 19 Spanish learners (10 Chinese native speakers who are upper intermediate to advanced L2 English users as well as 9 English native speakers who do not speak a prior language without overt morphology) participated in the study. A written production task using Spanish nonce verbs was used to elicit regular and irregular forms of Spanish past participles. The study revealed differences between native and non-native Spanish speakers but ones that are still compatible with an approach which posits a dual mechanism for morphological processing. In addition, no principal difference between the L2 and the L3 Spanish learners was identified. A follow-up experiment on L2 English was therefore carried out testing 26 native speakers of Chinese and 17 native speakers of English using a written production task eliciting English regular and irregular past tense forms for both real verbs and nonce verbs. The findings suggested that native and non-native English speakers’ performances pattern similarly. It seems that L2 English plays a crucial role in Chinese speakers’ L3 Spanish morphological representation and in their similar performance to the L1 English-L2 Spanish speakers.

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Aiking-Brandenburg, Marijke J. T. J., Allan R. James, and Willem J. Meijs. "Suffixation and second Language Acquisition." ITL - International Journal of Applied Linguistics 87-88 (January 1, 1990): 65–93. http://dx.doi.org/10.1075/itl.87-88.04aik.

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The aim of the present paper was to find out which learning strategies secondary school pupils of different ages employ to acquire complex words in English as their second language: either by applying rules and analogies or by learning by heart. As a working hypothesis, it was postulated that younger pupils probably preferred the latter approach and older pupils the former. In order to test this hypothesis, a 122-item complex word derivation test was devised, containing three categories of words: (1) words of which both the base-form and the derived form had been studied, (2) words of which just the base-form had been studied and (3) words of which neither form had been studied. The test was administered to pupils in three grades of secondary school and a group of 1st year university students of English. Statistical treatment of the data neither confirmed nor falsified the original hypothesis, but it showed many correlations and gave rise to a large number of additional conclusions. Amongst other things, it was concluded that the presence of the proposed tentative change-over in learning approach, from learning words as whole entities to applying word-formation rules, may or may not have been present, but if it were, it had been completely obscured. It was evident from several different indications that a dominant influence on the pupils' scores was exerted by exposure. In addition, the data collected revealed numerous correlations concerning the influence of education level, word category, regularity, frequency, etc. Finally, suggestions are given for application of the test results in second language education in secondary school in general.

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Haerazi, Haerazi. "PRINCIPLES OF SECOND LANGUAGE ACQUISITION IN CHILDREN." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 3, no. 1 (February 28, 2020): 1. http://dx.doi.org/10.33394/jo-elt.v3i1.2424.

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To understand the principles of second language acquisition, we could adopt a variety of perspective. Research on second language acquisition (SLA) by children and adults is characterized by many different subfields and perspectives, both cognitive and social in orientation. Although children feature as participants in this research, it is relatively rare to find reviews or overviews of SLA that deal specifically with child SLA although there are a few important exceptions. This general lack of focus on children’s SLA is somewhat surprising, considering that data from children as first language learners have often provided a basis and impetus for SLA theorizing. Among the best-known first language studies to prove influential was Brown’s seminal work showing a predictable order of morpheme acquisition by children under the age of three. Many early years settings now welcome children and families from different cultures who use languages other than English. Young children who are starting to learn English as an additional language may also be attending a nursery school, pre-school, day nursery or child-minder perhaps for the first time. They will bring with them many skills and experiences from their home culture and will be both anxious and excited about their new situation. A good foundation for learning English as an additional language is embedded in quality early years practice. To know more about the principle of second language acquisition in children, this paper will present some issues related with it such as the nature and the role of language learning and the logical problem in language learning.

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Lowie, Wander. "Exploring a second language." EUROSLA Yearbook 5 (August 2, 2005): 251–68. http://dx.doi.org/10.1075/eurosla.5.12low.

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A dynamic approach to the acquisition of morphologically complex words assumes that, initially, all words are interpreted holistically. At later stages of acquisition, increasingly more words are analyzed and morphological regularities are discovered. When productivity is defined as the chance that a newly formed word is produced on the basis of a particular affix (Baayen and Lieber, 1991), discovering morphological regularity can be interpreted as discovering productivity. This study finds evidence that contradicts an earlier study (Lowie, 2000) which suggested that morphological productivity starts playing a role only at the most advanced levels of acquisition. The current study used response latencies to test productivity cross-sectionally by comparing English native speaker response rates to those of Dutch learners of English at different levels of proficiency. Using this paradigm, productivity was evident from the earliest stages of acquisition and, at advanced levels, awareness was found even of the productivity of marginally productive affixes.

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Dissertations / Theses on the topic "Second language acquisition Second language acquisition English language"

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Hsieh, Fang-Yen. "Relative clause acquisition in second language Chinese and second language English." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709395.

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Lawrence, Tracee Ann Lang Adler Susan A. "First language literacy and second language reading." Diss., UMK access, 2005.

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Thesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2005.
"A dissertation in curriculum and instructional leadership." Advisor: Susan Adler. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed June 23, 2006. Includes bibliographical references (leaves 121-125 ). Online version of the print edition.

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Urponen, Marja Inkeri. "Ultimate attainment in postpuberty second language acquisition." Thesis, Boston University, 2004. https://hdl.handle.net/2144/32846.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The study examined ultimate attainment m postpuberty second language acquisition and the Critical Period Hypothesis as an explanation for non-nativeness. A grammaticality judgment task acted as an assessment instrument; a subject was considered to be native-like if the individual's subtest score was greater than or equal to the mean ratings of 90% of the control group members. The native-like subtests were totaled into a nativeness score. The study consisted of 6 research questions and followup interviews with the highest scoring and lowest scoring subjects. As a methodological innovation, the selection of Finnish-born spouses of native English speakers (N=104) as subjects controlled background variables (amount and quality ofL2 exposure, amount ofL2 and Ll use, education and language learning); 80% had studied EFL. 55 subjects had age on arrival of 2:16 years and had lived in USA/Canada for 20-60 years. 88% of the control group (N=40) obtained the nativeness score 6 or 5. The grammaticality judgments of 38% of Finnish-born subjects were indistinguishable from the judgments of the control group and contradicted the Critical Period Hypothesis as an only explanation for native-like ultimate attainment. The findings also indicate that Age on Arrival and Age English as a Foreign Language Began are separate age of exposure measures. The best logistic regression model with 11 binary variables predicted nativelikeness with 76.9% accuracy; the significant predictors were Age English as a Foreign Language Began, US Education, and Length of Exposure, but not Age on Arrival. However, the youngest age on arrival group (12-15 years) outperformed all other subject groupings. Their performance did not decline with aging; the nativeness scores of other subjects declined as Age at Testing increased after the peak performance age. ANOV As for Age English as a Foreign Language Began, Length of Exposure, Total Years of Education, and Age at Testing were significant for the 104 and 55 subject groupings. The n-shaped relationship between the nativeness score and Length of Exposure explains their low correlation. Age at Testing impacted on ultimate attainment by confounding with education and other background variables (prior foreign language study, second language proficiency on arrival, multilingualism, etc.).
2031-01-01

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Hirase, Yuka. "Fossilization and defossilization in second language acquisition." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1014799.

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This study investigates the fossilization and defossilization in the developing interlanguage of ESL students. The subjects were a group of 13 Japanese SL learners who studied at a U. S. University in an exchange program during 1994-95. The students' use of copula, auxiliaries, morphemes and syntactic structures was examined to see the degree to which there were interlanguage changes during the period. A close examination of SL production in form-focused contexts indicates that fossilized errors are more likely to occur when a number of particular conditions are not satisfied, involving a relatively automatized system of conveying meaning, an easy control of topic and a high degree of understanding of the target linguistic structure.
Department of English

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Slabakova, Roumyana. "Zero acquisition : second language acquisition of the parameter of aspect." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ44589.pdf.

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Hoffmann, Leatrice Neves. "An accelerative psycholinguistic aproach to second language acquisition applied to english language." reponame:Repositório Institucional da UFSC, 1990. https://repositorio.ufsc.br/xmlui/handle/123456789/157638.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina. Centro de Comunicação e Expressão
Made available in DSpace on 2016-01-08T16:45:13Z (GMT). No. of bitstreams: 1 81455.pdf: 2415574 bytes, checksum: 199d8ba8fdc459f824c28982ea1ef387 (MD5) Previous issue date: 1990
Trata de uma abordagem psicolingüística para o ensino/aprendizagem de línguas estrangeiras. Através de estudos lingüísticos e teorias cognitivas, um modelo simplificado foi desenvolvido para acelerar a aquisição da língua inglesa através do ensino das estruturas verbais. Neste estudo o modelo foi testado através de dois experimentos, quando a eficiência acelerativa desta metodologia foi investigada e comparada à metodologia comunicativa. Os resultados favoreceram a abordagem psicolingüística em termos de eficiência de ensino os estudantes submetidos a metodologia psicolingüística obtiveram melhores resultados nos aspectos da competência lingüística testados.

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Leung, Yau-keung. "Lexical networks and foreign language vocabulary acquisition." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810664.

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Groot, Ingeborg. "Note-taking in English as a second language acquisition." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/770936.

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The purpose of this study was to investigate and describe several aspects of English as a second language (ESL) note-taking in response to lectures. The objective of this study was to analyze note-taking production. In addition, the study had hoped to trace note-taking progress as it correlated with language proficiency progress, but due to circumstances beyond the control of the researcher this idea had to be abandoned. Instead, the study focused on the first six weeks of a learner's academic semester in the target language.The researcher observed twenty students in order to obtain insights into the note-taking production of low ESL students in response to lectures. The methods used were: class observation, notebook collection, a two-part questionnaire, and a follow-up questionnaire. It was found that in the first six weeks of academic study, this group of low ESL students had difficulty taking notes due, largely, to language proficiency problems, such as the rate of delivery. Other reasons why the students had difficulties taking notes included their lack of formal training in note-taking and the fact that they were not using special strategies and skills. Thus, all this study can say about note-taking in second language acquisition is that it is difficult for low ESL students.
Department of English

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Kwok, Wing-ki Judy. "The relationship between students' self-monitoring and performance on oral tasks." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21160740.

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Wennerstrom, Ann K. "Discourse intonation and second language acquisition : three genre-based studies /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9493.

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Books on the topic "Second language acquisition Second language acquisition English language"

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Lightbown, Patsy. Language acquisition. [Québec]: Direction générale des programmes, Direction de la formation du personnel scolaire, 1989.

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Lightbown, Patsy. Language acquisition. [Québec]: Direction générale des programmes, Direction de la formation du personnel scolaire, 1989.

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Introducing second language acquisition. 2nd ed. Cambridge: Cambridge University Press, 2012.

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Second language vocabulary acquisition. Bern: Peter Lang, 2009.

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Second dialect acquisition. Cambridge: Cambridge University Press, 2010.

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Harley, Brigit. Age in second language acquisition. San Diego, CA: College-Hill Press, 1986.

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Age in second language acquisition. Clevedon: Multilingual Matters, 1986.

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Age in second language acquisition. San Diego, Calif: College-Hill Press, 1986.

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Kellerman, Eric. Aspects of transferability in second language acquisition. [Nijmegen]: Katholieke Universiteit te Nijmegen, 1987.

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Samelson, William. English as a second language. 2nd ed. Laurel, MD: Elstreet Educational, 2007.

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Book chapters on the topic "Second language acquisition Second language acquisition English language"

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Murray, Denise E., and MaryAnn Christison. "Second Language Acquisition and Second Language Pedagogy." In What English Language Teachers Need to Know Volume I, 216–32. 2nd edition. | New York : Routledge, 2019. | Series: ESL & applied linguistics professional series: Routledge, 2019. http://dx.doi.org/10.4324/9781351139847-15.

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Murray, Denise E., and MaryAnn Christison. "An Introduction to Second Language Acquisition." In What English Language Teachers Need to Know Volume I, 196–215. 2nd edition. | New York : Routledge, 2019. | Series: ESL & applied linguistics professional series: Routledge, 2019. http://dx.doi.org/10.4324/9781351139847-14.

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Sarko, Ghisseh. "L2 English article production by Arabic and French speakers." In Second Language Acquisition of Articles, 37–66. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/lald.49.06sar.

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Mourão, Sandie. "2. Integrating and Emulating: Early English Initiatives in Portugal." In Early Instructed Second Language Acquisition, edited by Joanna Rokita-Jaśkow and Melanie Ellis, 26–48. Bristol, Blue Ridge Summit: Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781788922517-005.

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Goad, Heather, and Lydia White. "Articles in Turkish/English interlanguage revisited: Implications of vowel harmony." In Second Language Acquisition of Articles, 201–32. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/lald.49.13goa.

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Suzuki, Takeshi. "Teaching Conversational Storytelling Skills to Japanese Students of English." In Readings in Second Language Pedagogy and Second Language Acquisition, 43–58. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/ubli.4.06suz.

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Yoshitomi, Asako. "The Use of Phrasal Verbs by Japanese Learners of English." In Readings in Second Language Pedagogy and Second Language Acquisition, 201–25. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/ubli.4.15yos.

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García Mayo, María del Pilar. "Article choice in L2 English by Spanish speakers: Evidence for full transfer." In Second Language Acquisition of Articles, 13–35. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/lald.49.05pil.

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Fleta, Teresa. "3. From Research on Child L2 Acquisition of English to Classroom Practice." In Early Instructed Second Language Acquisition, edited by Joanna Rokita-Jaśkow and Melanie Ellis, 57–79. Bristol, Blue Ridge Summit: Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781788922517-007.

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Kim, Lucy Kyoungsook, and Usha Lakshmanan. "The processing role of the Article Choice Parameter: Evidence from L2 learners of English." In Second Language Acquisition of Articles, 87–113. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/lald.49.08kim.

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Conference papers on the topic "Second language acquisition Second language acquisition English language"

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Zhao, Yanmei. "Enlightenment of Second Language Acquisition from Language Thinking in English Teaching." In 2015 3rd International Conference on Education, Management, Arts, Economics and Social Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemaess-15.2016.68.

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Sun, Yan. "Krashen's Second Language Acquisition Theory in Business English Teaching." In 2017 4th International Conference on Education, Management and Computing Technology (ICEMCT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemct-17.2017.299.

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"Relevance Analysis of Second Language Acquisition and College English Teaching." In 2019 International Conference on Advanced Education, Service and Management. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v3.060.

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"Relevance Analysis of Second Language Acquisition and College English Teaching." In 2018 International Conference on Social Sciences, Education and Management. Francis Academic Press, 2018. http://dx.doi.org/10.25236/socsem.2018.83.

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Deng, Yun. "English Acquisition as Second Language by Two English Major Students in China." In 2017 World Conference on Management Science and Human Social Development (MSHSD 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/mshsd-17.2018.81.

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Kalegina, Tatiana, Aleksandra Seredina, and Farida Yarullina. "THE ROLE OF THE ENGLISH LANGUAGE TRANSFER IN ACQUISITION OF ITALIAN AS A SECOND LANGUAGE." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1762.

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Wang, Xinglong. "Automatic acquisition of English topic signatures based on a second language." In the ACL 2004. Morristown, NJ, USA: Association for Computational Linguistics, 2004. http://dx.doi.org/10.3115/1219079.1219088.

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Zhang, Yafeng. "Acquisition of English Tough Construction by Chinese Learners of English as Second Language." In 2017 International Conference on Culture, Education and Financial Development of Modern Society (ICCESE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iccese-17.2017.83.

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Rui, Chen. "A brief study on second language acquisition and Web-based English teaching." In 2011 International Conference on E-Business and E-Government (ICEE). IEEE, 2011. http://dx.doi.org/10.1109/icebeg.2011.5887011.

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Liu, Lu. "The Application and Enlightenment of Second Language Acquisition Theory in English Teaching." In 7th International Conference on Education, Management, Information and Mechanical Engineering (EMIM 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emim-17.2017.251.

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Reports on the topic "Second language acquisition Second language acquisition English language"

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O'Malley, J. M., Anna U. Chamot, Lisa Kupper, and Mark A. Sabol. The Role of Learning Strategies in Second Language Acquisition: Strategy Use by Students of English. Fort Belvoir, VA: Defense Technical Information Center, January 1987. http://dx.doi.org/10.21236/ada192006.

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Sowers, Andrew. Loanwords in Context: Lexical Borrowing from English to Japanese and its Effects on Second Language Vocabulary Acquisition. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5865.

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O'Malley, J. M., R. P. Russo, and A. U. Chamot. Basic Skills Resource Center. A Review of the Literature on the Acquisition of English as a Second Language: The Potential for Research Applications. Fort Belvoir, VA: Defense Technical Information Center, May 1985. http://dx.doi.org/10.21236/ada160395.

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Alderks, Cathie E. An Annotated Bibliography on Second Language Acquisition. Fort Belvoir, VA: Defense Technical Information Center, June 1994. http://dx.doi.org/10.21236/ada282713.

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Bess, Dee. The Constraints of a Typological Implicational Universal for Interrogatives on Second Language Acquisition. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6962.

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