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"Professor Michael H. Long (1945-2021) was one of the most influential scholars in the field of second language acquisition. This volume presents a set of chapters that honour some of his key contributions in language teaching and learning. Following a bibliometric analysis of the impact of his research to the field, the volume spans topics such as task-based language teaching, focus on form, age effects, transfer, feedback, interaction, incidental learning, stabilization, among many others"--.

• Second Language Acquisition Theory
• Editorial page
• Title page
• Copyright page
• Table of contents
• In memory of Professor Michael Long (1945–2021)
• Acknowledgements
• Preface
  • References
• About the editor and contributors
  • About the editors
  • About the contributors
    • Chapter 1
    • Chapter 2
    • Chapter 3
    • Chapter 4
    • Chapter 5
    • Chapter 6
    • Chapter 7
    • Chapter 8
    • Chapter 9
    • Chapter 10
    • Chapter 11
• Chapter 1. The legacy of Professor Michael Long and his influence in second language acquisition
  • Contributions in the present volume
  • References
• Chapter 2. Taking the Long view: A bibliometric analysis
  • 1. Introduction: Long’s impact
    • 1.1 Citations
    • 1.2 Indices
    • 1.3 Other indications of impact
    • 1.4 Impact beyond publications
  • 2. Bibliometric analysis
    • 2.1 Data
    • 2.2 Analysis
  • 3. Discussion
    • 3.1 Task based language teaching and learning
    • 3.2 Input/interaction
    • 3.3 Ultimate attainment
  • Conclusion
  • References
• Chapter 3. Stabilization: A dynamic account
  • 1. Mike Long’s impact on PT and the way it conceptualizes variability
  • 2. Variability, steadiness and stabilization as conceptualized in PT: The ‘wrong track pathway’
  • 3. Dynamics in SLA
  • 4. Simulating linguistic simplification in a dynamical system using an Agent-Based Model
  • 5. Empirical validation
    • Hakuta (1974)
    • Haznedar (1997)
    • Nicholas (1987)
    • Pienemann ( 1980, 1981)
  • 6. Conclusion
  • Acknowledgements
  • References
  • Appendix 1
• Chapter 4. Enhanced incidental learning
  • 1. Introduction
  • 2. Enhanced incidental learning and input enhancement: pedagogical needs and definition
  • 3. Enhanced incidental learning and input enhancement: Psycholinguistic rationale and implications
  • 4. Enhanced incidental learning and input enhancement: Empirical evidence
    • 4.1 Input enhancement
    • 4.2 Enhanced incidental learning
  • 5. Conclusion and directions for future research
  • References
• Chapter 5. The uncertainty principle in second language acquisition
  • 1. Introduction: Mike and science
  • 2. Rationalism continued
  • 3. Second language development could be twofold
  • 4. Second language acquisition research could benefit from the study of intra-language
  • 5. Language competence could be permanently re-assembled and rehearsed during online performance
  • 6. The knowability issue
  • 7. The uncertainly principle and second language development
  • 8. Arrivederci
  • References
• Chapter 6. Tandem interaction enhancement: Manipulating NS-NNS semi-spontaneous conversation to promote focus on form
  • 1. Introduction
  • 2. Tandem learning contexts
  • 3. Focus on form
  • 4. Interaction enhancement
  • 5. Empirical evidence and further research
  • 6. Conclusion
  • References
• Chapter 7. Immediate versus delayed oral negative feedback: A comparison of psycholinguistic advantages
  • Introduction
  • The interaction hypothesis
  • Factors moderating the effectiveness of negative feedback
  • Arguments for the utility of delayed feedback
  • Future research directions
    • Type of cognitive processing
    • Source of error attribution
    • Relative effectiveness of delayed feedback
  • Conclusion
  • Funding
  • References
• Chapter 8. A calculus for L1 transfer
  • 1. Introduction
  • 2. A brief overview
    • 2.1 Linguistic emergentism
    • 2.2 Transfer and processing cost
  • 3. Verb deletion in English and Japanese
    • Immediacy
    • The transfer calculus
    • 3.1 English-speaking learners of Japanese
    • 3.2 Japanese-speaking learners of English
    • 3.3 Implications
  • 4. The interpretation of quantified NPs in English and Korean
    • Immediacy
    • The transfer calculus
    • 4.1 English-speaking learners of Korean
    • 4.2 Korean-speaking learners of English
    • 4.3 Implications
  • 5. The interpretation of indefinite NPs in English and Japanese
    • 5.1 The phenomenon
    • 5.2 The interpretation of dareka by native speakers of English
    • 5.3 Implications
    • 5.4 The Weakness Corollary
  • 6. The interpretation of null arguments in Japanese and Chinese
    • 6.1 The phenomenon
    • 6.2 The interpretation of Chinese pro by native speakers of Japanese
    • 6.3 Implications
  • 7. A note on third language acquisition
    • 7.1 The phenomenon
    • 7.2 The acquisition of English negation by Catalan and Spanish bilinguals
    • 7.3 Implications
  • 8. Concluding remarks
  • References
• Chapter 9. Age of acquisition in second language thinking
  • Introduction
  • Language and thought
    • Linguistic relativity
    • Thinking-for-speaking
  • Effects of age of acquisition in L2 thinking
  • Interpreting age effects in L2 thinking
  • Towards a better understanding of AoA in L2 thinking
  • Conclusion
  • References
• Chapter 10. Age effects in naturalistic and instructed second language acquisition: Two sides of one coin
  • 1. Introduction
  • 2. Research with immigrants
  • 3. Research in the classroom
  • 4. Integrating the two bodies of research
  • Conclusion and implications
  • References
• Chapter 11. Performance on second language speaking tasks: Supports and impediments
  • Introduction
  • The research background
  • Task research through a Leveltian lens
    • Conceptualisation and its impact on task and task condition variables
    • Conceptualiser operations: The individual
    • Formulation: Variables
    • Formulation: Individuals
  • Supports and impediments to second language speaking
    • Providing conceptualiser support (and avoiding problems)
  • Formulator support
  • Conclusions
  • Acknowledgements
  • References
• Chapter 12. A task-based needs analysis framework for TBLT: Theory, purpose, and application
  • Introduction
  • Background and theoretical underpinnings of the TBNA model
    • The emergence of TBNA research
    • Task as the unit of analysis in NA research
    • The multi-method multi-source approach to TBNA methodology
  • Purpose and aims of NA
    • Developing a new TBLT syllabus
    • Renovating existing syllabuses
    • Integrating TBLT practices into existing vocational skills training programs
    • Guiding material writers for business English adult learners
  • How TBNA contributes to syllabus and pedagogic task design
    • The business Spanish language course
    • The Japanese language course for study-abroad students
  • How the TBNA foregrounds the ‘real life’ aspects of language learning: Case study
    • VET high school programs for Australian Aboriginal students
  • Conclusion
  • References
• Chapter 13. Can focus on form have an effect on language development?
  • 1. Focus on form
    • Focus on forms vs. focus on form
    • The nature of language development and the role of focus on form
  • 2. The effects of focus on form
    • Route, rate and ultimate attainment in language development
  • 3. How focus on form might interact with development: An input processing perspective
    • An input processing perspective
    • Structured input
  • 4. Focus on form: An agenda for future research
    • Limitations of current data and further research
  • Acknowledgements
  • References
• Index