Berko, J. (1958). The child’s learning of English morphology. Word, 14, 150–177.
Brown, R. (1973). A first language: The early stages. Cambridge, MA: Harvard University Press.
Ellis, N. C. (2002). Frequency effects in language processing. Studies in Second Language Acquisition, 24, 143–188.
Ellis, R. (2002). Methodological options in grammar teaching materials. In E. Hinkel & S. Fotos (Eds.), New perspectives on grammar teaching in second language classrooms (pp. 155–179). Mahwah, NJ: Lawrence Erlbaum.
Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. Tesol Quarterly, 83-107.
Ellis, R. (2016). Focus on form: A critical review. Language Teaching Research, 20(3), 405-428.
Ellis, R., Basturkmen, H., & Loewen, S. (2002). Doing focus-on-form. System, 30, 419–432.
Gass, S. (1997). Input, interaction, and the second language learner. Mahwah, NJ: Lawrence Erlbaum.
Gass, S., & Mackey, A. (2000). Stimulated recall methodology in second language research. Mahwah, NJ: Lawrence Erlbaum.
Gass, S., & Torres, M. J. A. (2005). Attention when: An investigation of the ordering effect of input and interaction. Studies in Second Language Acquisition, 27, 1– 31.
Hulstijn, J. H. (2003). Incidental and intentional learning. In C. J. Doughty & M. H. Long (Eds.), Handbook of second language acquisition (pp. 349–381). Oxford, England: Blackwell.
Krashen, S. (1982). Principles and practice in second language acquisition. Oxford, England: Pergamon.
Krashen, S. (1985). The input hypothesis: Issues and implications. London, England: Longman.
Krashen, S. (1998). Comprehensible output? System, 26, 175–182.
Lightbown, P. M. (2007). Transfer-appropriate processing as a model for classroom second language acquisition. In Z. Han & E. Park (Eds.), Understanding second language process (pp. 27–44). Clevedon, England: Multilingual Matters.
Loewen, S. (2005). Incidental focus on form and second language learning. Studies in Second Language Acquisition, 27, 361–386.
Long, M. H. (1981). Input, interaction and second language acquisition. In H. Winitz (Ed.), Native language and foreign language acquisition. Annals of the New York Academy of Sciences 379 (pp. 259–278). New York: New York Academy of Sciences.
Long, M. H. (1991). Focus on form: A design feature in language teaching methodology. In K. de Bot, R. Ginsberg, & C. Kramsch (Eds.), Foreign language research in cross-cultural perspective (pp. 39–52). Amsterdam, the Netherlands: John Benjamins.
Long, M. H. (1996). The role of linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). San Diego, CA: Academic Press.
Long, M. H., & Crookes, G. (1992). Three approaches to task-based syllabus design. TESOL Quarterly, 26, 27–56.
Markee, N. (2005). Conversation analysis for second language acquisition. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 355–374). Mahwah, NJ: Lawrence Erlbaum.
Markee, N. (2008). Toward a learning behavior tracking methodology for CA-for- SLA. Applied Linguistics, 29, 404–427.
Pienemann, M. (1998). Language processing and language development: Processability theory. Amsterdam: John Benjamins.
Pienemann, M. (2005). An introduction to processability theory. In M. Pienemann (Ed.), Cross-linguistic aspects of processability theory (pp. 1–60). Amsterdam, the Netherlands: John Benjamins.
Robinson, P. (2005). Cognitive abilities, chunk-strength, and frequency effects in implicit artificial grammar and incidental L2 learning: Replications of Reber, Walkenfeld, and Hernstadt (1991) and Knowlton and Squire (1996) and their relevance for SLA. Studies in Second Language Acquisition, 27, 235–268.
Sacks, H., & Schegloff, E. A. (1979). Two preferences in the organization of reference to persons in conversation and their interaction. Everyday language: Studies in ethnomethodology, 15-21.
Schmidt, R. (1994). Implicit learning and the cognitive unconscious: Of artificial grammars and SLA. In N. Ellis (Ed.), Implicit and explicit learning of language (pp. 165–210). London, England: Academic Press.
Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3–32). Cambridge: Cambridge University Press.
Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. Malden, MA: Blackwell.
Shintani, N. (2013a). The effect of focus on form and focus on forms instruction on the acquisition of productive knowledge of L2 vocabulary by young beginning- level learners. TESOL Quarterly, 47, 36–62.
Shintani, N. (2013b). Using tasks with young beginner learners: The role of the teacher. Innovation in Language Learning and Teaching, 8. Advance online publication. doi:10.1080/17501229.2013.861466
Shintani, N. (2015). The incidental grammar acquisition in focus on form and focus on forms instruction for young beginner learners. TESOL Quarterly, 49(1), 115-140.
Shintani, N. (2016). Input-based Tasks in Foreign Language Instruction for Young Learners (Vol. 9). John Benjamins Publishing Company.
Shintani, N., & Ellis, R. (2010). The incidental acquisition of English plural -s by Japanese children in comprehension-based and production-based lessons. Studies in Second Language Acquisition, 32, 607–620.
Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidelhofer (Eds.), Principle and practice in applied linguistics: Studies in honor of H. G. Widdowson (pp. 125–144). Oxford, England: Oxford University Press.
)