CiNii 図書 - EUROSLA yearbook

1. A Message from EUROSLA President (by Singleton, David)
2. Acknowledgments
3. Introduction
4. Articles
5. Passive vocabulary size and speed of meaning recognition: Are they related? (by Laufer, Batia)
6. The acquisition of word meanings while reading in English as a foreign language (by Chodkiewicz, Halina)
7. The use of colloquial words in advanced French interlanguage (by Dewaele, Jean-Marc)
8. The interrelationship between vocabulary acquisition theory and general SLA research (by Haastrup, Kirsten)
9. Input filters in second language acquisition (by Lightbown, Patsy M.)
10. Factors affecting the success of corrective feedback (by Havranek, Gertraud)
11. The effects of study abroad on the L2 learner's structural skills: Evidence from advanced learners of French (by Howard, Martin)
12. Against an L2 morphological deficit as an explanation for the differences between native and non-native grammars (by Franceschina, Florencia)
13. L1 effects on the processing of grammatical gender in L2 (by Sabourin, Laura L.)
14. The acquisition of French by German pre-school children: An empirical investigation of gender assignment and gender agreement (by Mohring, Anja)
15. Short and mid-term effects of an earlier start: An analysis of EFL written production (by Celaya, M. Luz)
16. Motivation and attitudes towards L2: Some effects of age and instruction (by Munoz, Carmen)
17. Text organisation in Italian L2 learning varieties (by Ferraris, Stefania)
18. Constructing social identitites and discourse through repair activities (by Masats, Dolors)
19. The effect of metacognitive strategy training on reading comprehension and metacognitive knowledge (by Kusiak, Monika)
20. Reinventing the native speaker: or 'What you never wanted to know about the native speaker so never dared to ask.' (by Escudero, Paola)
21. Index

1. Introduction (by Foster-Cohen, Susan H.)
2. Acknowledgements
3. Articles
4. On the existence of scrambling in the grammar of Japanese elementary EFL learners (by Miyamoto, Yoichi)
5. The interpretation of pronouns by Japanese Learners of English (by Ito, Myoko)
6. L2 root infinitives uprooted and revisited (by Gavruseva, Elena)
7. Unlearning V2: Transfer, markedness, and the importance of input cues in the acquisition of word order in English by Norwegian children (by Westergaard, Marit)
8. Long-term effects of an earlier start: An analysis of EFL written production (by Naves, Teresa)
9. Towards a characterisation of saliency on first exposure to a second language (by Rast, Rebekah)
10. Native-like attainment in L2 syntax (by Boxtel, Sonja van)
11. Linguistic structure and information organisation: The case of very advanced learners (by Stutterheim, Christiane von)
12. Producing and learning to produce utterances in social interaction (by Dausendschon-Gay, Ulrich)
13. Tearing us apart again: The paradigm wars and the search for validity (by McNamara, Tim F.)

1. Introduction
2. Acknowledgements
3. Why do L2 learners optionally choose a certain divergent analysis of TL over a TL-like one (by Hara, Masahiro)
4. Meaning, proficiency and error types: Variations in nonnative acquisition of unaccusative verbs (by Deguchi, Ayako)
5. Syntactic and interface knowledge in advanced and near-native interlanguage grammars (by Hopp, Holger)
6. Subject inversion in L2 Italian (by Belletti, Adriana)
7. Ultimate attainment of L2 inflection: Effects of L1 prosodic structure (by Goad, Heather)
8. Morphological variation in early adult second language French: A cross-sectional study (by Prevost, Philippe)
9. Monopolizing the future: How the go-future breaks into will's territory and what it tells us about SLA (by Bardovi-Harlig, Kathleen)
10. Interaction of L1 and L2 systems at the level of grammatical encoding: Evidence from picture naming (by Bordag, Denisa)
11. Tense/aspect, verb meaning and perception of emotional intensity by native and non-native users of English (by Dewaele, Jean-Marc)
12. May you speak louder maybe?: Interlanguage pragmatic development in requests (by Schauer, Gila A.)

The annual conference of the European Second Language Association provides an opportunity for the presentation of second language research with a genuinely European flavour. The theoretical perspectives adopted are wide-ranging and may fall within traditions overlooked elsewhere. Moreover, the studies presented are largely multi-lingual and cross-cultural, as befits the make-up of modern-day Europe. At the same time, the work demonstrates sophisticated awareness of scholarly insights from around the world. The EUROSLA yearbook presents a selection each year of the very best research from the annual conference. Submissions are reviewed and professionally edited, and only those of the highest quality are selected. Contributions are in English.

1. Acknowledgments
2. Introduction
3. Aptitude, age and cognitive development: The MLAT-E in Spanish and Catalan (by Suarez, Maria del Mar)
4. Can research into the diagnostic testing of reading in a second or foreign language contribute to SLA research? (by Alderson, J.Charles)
5. Guessing and risk attitude in L2 vocabulary tests (by Thoma, Dieter)
6. Developing a lexical profiler for spoken French L2 and Italian L2: The role of frequency, thematic vocabulary and cognates (by Bardel, Camilla)
7. Gossamer or bindweed?: Association links between common words (by Meara, Paul)
8. The nature of variable sensitivity to agreement violations in L2 English (by Bannai, Masanori)
9. Feature composition in Differential Object Marking (by Guijarro Fuentes, Pedro)
10. L1/L2 parametric directionality matters: More on the Null Subject Parameter in L2 acquisition (by Judy, Tiffany)
11. The syntax and interpretation of embedded null subjects in Chinese, and their acquisition by English-speaking learners (by Zhao, Lucy Xia)
12. Gradient competence at the Syntax-Discourse Interface (by Slabakova, Roumyana)
13. Beyond canonical order: The acquisition of marked word orders in Italian as a second language (by Bettoni, Camilla)

The annual conference of the European Second Language Association provides an opportunity for the presentation of second language research with a genuinely European flavour. The theoretical perspectives adopted are wide-ranging and may fall within traditions overlooked elsewhere. Moreover, the studies presented are largely multi-lingual and cross-cultural, as befits the make-up of modern-day Europe. At the same time, the work demonstrates sophisticated awareness of scholarly insights from around the world. The EUROSLA yearbook presents a selection each year of the very best research from the annual conference. Submissions are reviewed and professionally edited, and only those of the highest quality are selected. Contributions are in English.

1. Acknowledgments
2. Introduction
3. Is the heritage language like a second language? (by Montrul, Silvina A.)
4. Contrasted and maintained information in a narrative task: Analysis of texts in English and Italian as L1s and L2s (by Giuliano, Patrizia)
5. Pragmatic development in Chinese speakers' L2 English refusals (by Ren, Wei)
6. On the relationship between sociolinguistic and grammatical development: A longitudinal case-study of L2 French (by Howard, Martin)
7. Personality and L2 use: The advantage of being openminded and self-confident in an immigration context (by Ozanska-Ponikwia, Katarzyna)
8. A contextual perspective on oral L2 fluency (by Schoonjans, Els)
9. Task complexity and interaction: (Combined) effects on task-based performance in Dutch as a second language (by Michel, Marije C.)
10. Second language effects on ambiguity resolution in the first language (by Brien, Christie)

The annual conference of the European Second Language Association provides an opportunity for the presentation of second language research with a genuinely European flavour. The theoretical perspectives adopted are wide-ranging and may fall within traditions overlooked elsewhere. Moreover, the studies presented are largely multi-lingual and cross-cultural, as befits the make-up of modern-day Europe. At the same time, the work demonstrates sophisticated awareness of scholarly insights from around the world. The EUROSLA yearbook presents a selection each year of the very best research from the annual conference. Submissions are reviewed and professionally edited, and only those of the highest quality are selected. Contributions are in English.

1. Acknowledgements
2. Introduction
3. The critical period and parameter setting in five cases of delayed L1 acquisition (by Patkowski, Mark)
4. On the optionality in L2 pronominal production and interpretation: What (more) can VP-coordination structures tell us? (by Prentza, Alexandra)
5. Event linearization in advanced L2 user discourse: Evidence for language-specificity in the discourse of Czech and Hungarian learners of English (by Vanek, Norbert)
6. Metalinguistic awareness in children with differing language learning experience (by Tellier, Angela)
7. Methods for studying the acquisition of a new language under controlled input conditions: The VILLA project (by Dimroth, Christine)
8. Initial processing of morphological marking in nonnative language acquisition: Evidence from French and German learners of Polish (by Hinz, Johanna)
9. Attitudes, affect and ideal L2 self as predictors of willingness to communicate (by Munezane, Yoko)
10. Towards an understanding of the impact of intensity and diversity of contact with the TL during study abroad on the construction of identity: The case of non-native speaker teachers of English (by Devlin, Anne Marie)
11. Topic management in French L2: A longitudinal conversation analytic study (by Konig, Clelia)

The annual conference of the European Second Language Association provides an opportunity for the presentation of second language research with a genuinely European flavour. The theoretical perspectives adopted are wide-ranging and may fall within traditions overlooked elsewhere. Moreover, the studies presented are largely multi-lingual and cross-cultural, as befits the make-up of modern-day Europe. At the same time, the work demonstrates sophisticated awareness of scholarly insights from around the world. The EUROSLA yearbook presents a selection each year of the very best research from the annual conference. Submissions are reviewed and professionally edited, and only those of the highest quality are selected. Contributions are in English.

1. Acknowledgements
2. Introduction
3. Linguistic correlates to communicative proficiency levels of the CEFR: The case of syntactic complexity in written L2 English, L3 French and L4 Italian (by Gyllstad, Henrik)
4. The effects of time in the development of complexity and accuracy during study abroad: A study of French and Chinese learners of English (by Jensen, Julia)
5. An analysis of complexity in primary school L2 English learning (by Hilton, Heather E.)
6. Aspect in L2 English: A longitudinal study of four Japanese child returnees (by Snape, Neal)
7. Effectiveness of implicit negative feedback in a foreign language classroom: The role of input, frequency and saliency (by Mifka-Profozic, Nadia)
8. Adjectival modification in L2 Spanish Noun Phrases (by Guijarro Fuentes, Pedro)
9. Interfaces in the interpretation of mood alternation in L2 Spanish: Morpho-phonology, semantics and pragmatics (by Ahern, Aoife K.)
10. Word order and case in the comprehension of L2 German by L1 English speakers (by Rankin, Tom)
11. When Germans begin to learn Swedish: Which is the transfer source for function words, content words and syntax? (by Lindqvist, Christina)
12. Cross-linguistic influence and formulaic language: Recurrent word sequences in French learner writing (by Paquot, Magali)

The annual conference of the European Second Language Association provides an opportunity for the presentation of second language research with a genuinely European flavour. The theoretical perspectives adopted are wide-ranging and may fall within traditions overlooked elsewhere. Moreover, the studies presented are largely multi-lingual and cross-cultural, as befits the make-up of modern-day Europe. At the same time, the work demonstrates sophisticated awareness of scholarly insights from around the world. The EUROSLA yearbook presents a selection each year of the very best research from the annual conference. Submissions are reviewed and professionally edited, and only those of the highest quality are selected. Contributions are in English.

1. Acknowledgements
2. Introduction
3. Character reference in Greek-German bilingual children's narratives (by Andreou, Maria)
4. Clause linking in L2 English: The interaction between syntax and semantics (by Buysse, Manon)
5. The development of lexical complexity in second language acquisition: A cross-linguistic study of L2 French and English (by De Clercq, Bastien)
6. Manner and path of motion in descriptions of motion trajectories by Polish L2 users of English (by Ewert, Anna)
7. An Eye-tracking Study on the Role of Attention and its Relationship with Motivation (by Issa, Bernard)
8. The influences of proficiency levels and working memory capacities on sentence comprehension by Japanese learners of English (by Suda, Koji)

1. Acknowledgements
2. Introduction: EuroSLA Yearbook 2016 (by Liszka, Sarah Ann)
3. Language processing in bilinguals: Evidence from lexical organization and cognitive control (by Sabourin, Laura L.)
4. The role of language proficiency in the perception of L2 taboo words by late bilingual speakers (by Leonczyk, Aleksandra)
5. Promoting self-regulation through collaborative work: Insights from a multiple case study of foreign language learners (by Nakata, Yoshiyuki)
6. Motivation, ideal self and willingness to communicate as the predictors of observed L2 use in the classroom (by Munezane, Yoko)
7. A study on explicit instruction and its relation to knowing/using linguistic forms and individual learner readiness (by Baten, Kristof)
8. "Identical" vowels in L1 and L2? Criteria and implications for L2 phonetics teaching and learning (by Paillereau, Nikola Maurova)
9. Testing aptitude: Investigating Meara's (2005) LLAMA tests (by Rogers, Vivienne E.)

The yearbook of the European Second Language Association. The theoretical perspectives adopted are wide ranging and may fall within traditions overlooked elsewhere. The studies presented are largely multi-lingual and cross-cultural, as befits the make up of modern-day Europe.

1. A Message from EUROSLA President (by Singleton, David)
2. Acknowledgments
3. Introduction
4. Articles
5. Passive vocabulary size and speed of meaning recognition: Are they related? (by Laufer, Batia)
6. The acquisition of word meanings while reading in English as a foreign language (by Chodkiewicz, Halina)
7. The use of colloquial words in advanced French interlanguage (by Dewaele, Jean-Marc)
8. The interrelationship between vocabulary acquisition theory and general SLA research (by Haastrup, Kirsten)
9. Input filters in second language acquisition (by Lightbown, Patsy M.)
10. Factors affecting the success of corrective feedback (by Havranek, Gertraud)
11. The effects of study abroad on the L2 learner's structural skills: Evidence from advanced learners of French (by Howard, Martin)
12. Against an L2 morphological deficit as an explanation for the differences between native and non-native grammars (by Franceschina, Florencia)
13. L1 effects on the processing of grammatical gender in L2 (by Sabourin, Laura L.)
14. The acquisition of French by German pre-school children: An empirical investigation of gender assignment and gender agreement (by Mohring, Anja)
15. Short and mid-term effects of an earlier start: An analysis of EFL written production (by Celaya, M. Luz)
16. Motivation and attitudes towards L2: Some effects of age and instruction (by Munoz, Carmen)
17. Text organisation in Italian L2 learning varieties (by Ferraris, Stefania)
18. Constructing social identitites and discourse through repair activities (by Masats, Dolors)
19. The effect of metacognitive strategy training on reading comprehension and metacognitive knowledge (by Kusiak, Monika)
20. Reinventing the native speaker: or 'What you never wanted to know about the native speaker so never dared to ask.' (by Escudero, Paola)
21. Index

1. Articles
2. Acknowledgements
3. Introduction
4. I-learning (by Carroll, Susanne Elizabeth)
5. Multiple subject constructions in Japanese and the development of AGRP in L2 English (by Zobl, Helmut)
6. Interpretation of English tense morphophonology by advanced L2 speakers (by Al-Hamad, M.)
7. Case and phi-feature agreement in advanced L2 Spanish grammars (by Franceschina, Florencia)
8. Prototypical and non-prototypical marking in the advanced learner's aspectuo-temporal system (by Howard, Martin)
9. Form-meaning connections in the acquisition of English articles (by Trenkic, Danijela)
10. Crosslinguistic influence in early child bilingualism: Italian/German (by Muller, Natascha)
11. Context and idiom understanding in second languages (by Liontas, John)
12. Communicative potential vs. structural constraints: Explanatory factors for the acquisition of scope particles (by Benazzo, Sandra)
13. Using sociostylistic variants in advanced French interlanguage: The case of nous/on (by Dewaele, Jean-Marc)
14. Complaining in French L1 and L2: A cross-linguistic investigation (by Kraft, Bettina)
15. Communicating in English as a lingua franca (by House, Juliane)
16. On rule complexity: A structural approach (by Dietz, Gunther)
17. Index

The yearbook of the European Second Language Association. The theoretical perspectives adopted are wide ranging and may fall within traditions overlooked elsewhere. The studies presented are largely multi-lingual and cross-cultural, as befits the make up of modern-day Europe.

1. Introduction (by Foster-Cohen, Susan H.)
2. Acknowledgements
3. Articles
4. On the existence of scrambling in the grammar of Japanese elementary EFL learners (by Miyamoto, Yoichi)
5. The interpretation of pronouns by Japanese Learners of English (by Ito, Myoko)
6. L2 root infinitives uprooted and revisited (by Gavruseva, Elena)
7. Unlearning V2: Transfer, markedness, and the importance of input cues in the acquisition of word order in English by Norwegian children (by Westergaard, Marit)
8. Long-term effects of an earlier start: An analysis of EFL written production (by Naves, Teresa)
9. Towards a characterisation of saliency on first exposure to a second language (by Rast, Rebekah)
10. Native-like attainment in L2 syntax (by Boxtel, Sonja van)
11. Linguistic structure and information organisation: The case of very advanced learners (by Stutterheim, Christiane von)
12. Producing and learning to produce utterances in social interaction (by Dausendschon-Gay, Ulrich)
13. Tearing us apart again: The paradigm wars and the search for validity (by McNamara, Tim F.)

1. Introduction
2. Acknowledgements
3. Why do L2 learners optionally choose a certain divergent analysis of TL over a TL-like one (by Hara, Masahiro)
4. Meaning, proficiency and error types: Variations in nonnative acquisition of unaccusative verbs (by Deguchi, Ayako)
5. Syntactic and interface knowledge in advanced and near-native interlanguage grammars (by Hopp, Holger)
6. Subject inversion in L2 Italian (by Belletti, Adriana)
7. Ultimate attainment of L2 inflection: Effects of L1 prosodic structure (by Goad, Heather)
8. Morphological variation in early adult second language French: A cross-sectional study (by Prevost, Philippe)
9. Monopolizing the future: How the go-future breaks into will's territory and what it tells us about SLA (by Bardovi-Harlig, Kathleen)
10. Interaction of L1 and L2 systems at the level of grammatical encoding: Evidence from picture naming (by Bordag, Denisa)
11. Tense/aspect, verb meaning and perception of emotional intensity by native and non-native users of English (by Dewaele, Jean-Marc)
12. May you speak louder maybe?: Interlanguage pragmatic development in requests (by Schauer, Gila A.)

The annual conference of the European Second Language Association provides an opportunity for the presentation of second language research with a genuinely European flavour. The theoretical perspectives adopted are wide-ranging and may fall within traditions overlooked elsewhere. Moreover, the studies presented are largely multi-lingual and cross-cultural, as befits the make-up of modern-day Europe. At the same time, the work demonstrates sophisticated awareness of scholarly insights from around the world. The EUROSLA yearbook presents a selection each year of the very best research from the annual conference. Submissions are reviewed and professionally edited, and only those of the highest quality are selected. Contributions are in English (even though other languages may have been used for the original conference presentation).

1. Acknowledgments
2. Introduction
3. Articles
4. Evidence for the C-domain in early Interlanguage (by Dekydtspotter, Laurent)
5. Verb movement in the L2 acquisition of English by adult native speakers of French (by Ayoun, Dalila)
6. Beyond the Aspect Hypothesis: Tense-aspect development in advanced L2 French (by Labeau, Emmanuelle)
7. Exploring possession in simultaneous bilingualism: Dutch/French and Dutch/Italian (by Linden, Elisabeth van der)
8. Grammar and pragmatics: Swedish as a foreign language (by Hakansson, Gisela)
9. Pragmatic development in L2 use of criticisms: A case of Vietnamese EFL learners (by Nguyen, Thi Thuy Minh)
10. Cognitive task complexity and second language writing performance (by Kuiken, Folkert)
11. Focus on Form in Second Language Vocabulary Learning (by Laufer, Batia)
12. Exploring a second language: The discovery of morphological productivity (by Lowie, Wander)
13. Reactivating a dormant vocabulary (by Meara, Paul)

The annual conference of the European Second Language Association provides an opportunity for the presentation of second language research with a genuinely European flavour. The theoretical perspectives adopted are wide-ranging and may fall within traditions overlooked elsewhere. Moreover, the studies presented are largely multi-lingual and cross-cultural, as befits the make-up of modern-day Europe. At the same time, the work demonstrates sophisticated awareness of scholarly insights from around the world. The EUROSLA yearbook presents a selection each year of the very best research from the annual conference. Submissions are reviewed and professionally edited, and only those of the highest quality are selected. Contributions are in English.

1. Acknowledgments
2. Introduction
3. Articles
4. Accounting for English article interpretation by L2 speakers (by Hawkins, Roger)
5. Verb morphology in second language versus third language acquisition: The representation of regular and irregular past participles in English-Spanish and Chinese-English-Spanish interlanguages (by Leung, Yan-kit Ingrid)
6. Specificity in Spanish: The syntax/semantics interface in SLA (by Borgonovo, Claudia)
7. Advanced grammars and pragmatic processes: Exploring the interface (by Liszka, Sarah Ann)
8. Inversion as an artifact: The acquisition of topicalization in child L1- and adult L2-Dutch (by Jordens, Peter)
9. Habits and rabbits: Word associations and the L2 lexicon (by Fitzpatrick, Tess)
10. The lexical decision task as a measure of L2 lexical proficiency (by Harrington, Michael)
11. Motivating multiword units: Rationale, mnemonic benefits, and cognitive style variables (by Boers, Frank)
12. Language anxiety and language processing (by Mihaljevic Djigunovic, Jelena)
13. The effect of extraversion on oral L2 proficiency (by Daele, Siska van)
14. The socio-educational model of Second Language Acquisition: A research paradigm (by Gardner, Robert C.)

The annual conference of the European Second Language Association provides an opportunity for the presentation of second language research with a genuinely European flavour. The theoretical perspectives adopted are wide-ranging and may fall within traditions overlooked elsewhere. Moreover, the studies presented are largely multi-lingual and cross-cultural, as befits the make-up of modern-day Europe. At the same time, the work demonstrates sophisticated awareness of scholarly insights from around the world. The EUROSLA yearbook presents a selection each year of the very best research from the annual conference. Submissions are reviewed and professionally edited, and only those of the highest quality are selected. Contributions are in English.

1. Acknowledgments
2. Introduction
3. The mental processing of L2 English lexical compounds: A developmental Dual-Mechanism account (by Kirkici, Bilal)
4. Cross-linguistic influence and acceptability judgments of L2 and L1 collocations: A study of advanced Polish learners of English (by Lesniewska, Justyna)
5. Growing a vocabulary (by Meara, Paul)
6. Acquiring phenomena at the syntax/semantics interface in L2 Spanish: The personal preposition a (by Guijarro Fuentes, Pedro)
7. Modularity in SLA: Transfer, innate mechanisms and input in the L2 acquisition of Italian reflexive and reciprocal constructions (by Milicevic, Maja)
8. When activity shapes the repertoire of second language learners (by Masats, Dolors)
9. Success and failure in the EFL classroom: Exploring students' attributional beliefs in language learning (by Gobel, Peter)
10. Foreign accent in advanced learners: Two successful profiles (by Munoz, Carmen)
11. Fundamental issues in the study of second language acquisition (by Hulstijn, Jan H.)
12. The nature of the L2 user (by Cook, Vivian)

The annual conference of the European Second Language Association provides an opportunity for the presentation of second language research with a genuinely European flavour. The theoretical perspectives adopted are wide-ranging and may fall within traditions overlooked elsewhere. Moreover, the studies presented are largely multi-lingual and cross-cultural, as befits the make-up of modern-day Europe. At the same time, the work demonstrates sophisticated awareness of scholarly insights from around the world. The EUROSLA yearbook presents a selection each year of the very best research from the annual conference. Submissions are reviewed and professionally edited, and only those of the highest quality are selected. Contributions are in English.

1. Acknowledgments
2. Introduction
3. Articles
4. The role of language cues in constraining cross-language activity (by Bobb, Susan C.)
5. Impossible requests: L2 users' sociopragmatic and pragmalinguistic choices in L1 acts of refusal (by Ewert, Anna)
6. Bilingual first language acquisition at the interface between syntax and pragmatics (by Muller, Natascha)
7. Interpreting tense in a second language (by Gabriele, Alison)
8. Anaphora resolution in near-native Italian grammars: Evidence from native speakers of Croatian (by Kras, Tihana)
9. Interface vulnerability and knowledge of the subjunctive/indicative distinction with negated epistemic predicates in L2 Spanish (by Iverson, Michael)
10. 'What is happened' in L2 English does not happen in L2 Chinese (by Shan, Chuan-Kuo)
11. The development of finiteness from a lexical to a functional category (by Jordens, Peter)
12. Inclusion of auxiliaries: Competence and performance differences in early learners (by Batmanian, Natalie)
13. Why are L2 learners not always sensitive to subject-verb agreement? (by Shibuya, Mayumi)
14. Defective adjectival inflection in non-native German: Prosodic transfer or missing surface inflection? (by Jaensch, Carol)
15. SPLLOC: A new database for Spanish second language acquisition research (by Mitchell, Rosamond)

The annual conference of the European Second Language Association provides an opportunity for the presentation of second language research with a genuinely European flavour. The theoretical perspectives adopted are wide-ranging and may fall within traditions overlooked elsewhere. Moreover, the studies presented are largely multi-lingual and cross-cultural, as befits the make-up of modern-day Europe. At the same time, the work demonstrates sophisticated awareness of scholarly insights from around the world. The EUROSLA yearbook presents a selection each year of the very best research from the annual conference. Submissions are reviewed and professionally edited, and only those of the highest quality are selected. Contributions are in English.

1. Acknowledgments
2. Introduction
3. Connectionist modelling of Aspect acquisition in Italian L2 (by Rosi, Fabiana)
4. Sources of fluctuation in article choice in English and German by Syrian Arabic and Japanese native speakers (by Jaensch, Carol)
5. How is inflectional morphology learned? (by Slabakova, Roumyana)
6. Processing of grammatical gender in French as a first and second language: Evidence from ERPs (by Frenck-Mestre, Cheryl)
7. Morphological dissociations in the L2 acquisition of an inflectionally rich language (by Agathopoulou, Eleni)
8. La lecture des mots translinguistiques en francais L3 (by Nilsson, Anna)
9. Phonological Short-term Memory and L2 collocational development in adult learners (by Skrzypek, Agnieszka)
10. Resources and obstacles in very advanced L2 French: Formulaic language, information structure and morphosyntax (by Bartning, Inge)
11. On L1 attrition and the linguistic system (by Schmid, Monika S.)
12. Age effects on self-perceived communicative competence and language choice among adult multilinguals (by Dewaele, Jean-Marc)
13. The effect of Study Abroad (SA) on written performance (by Perez-Vidal, Carmen)

The annual conference of the European Second Language Association provides an opportunity for the presentation of second language research with a genuinely European flavour. The theoretical perspectives adopted are wide-ranging and may fall within traditions overlooked elsewhere. Moreover, the studies presented are largely multi-lingual and cross-cultural, as befits the make-up of modern-day Europe. At the same time, the work demonstrates sophisticated awareness of scholarly insights from around the world. The EUROSLA yearbook presents a selection each year of the very best research from the annual conference. Submissions are reviewed and professionally edited, and only those of the highest quality are selected. Contributions are in English.

1. Acknowledgments
2. Introduction
3. Motivation and SLA: Bridging the gap (by Ushioda, Ema)
4. Sociolinguistic competence, variation patterns and identity construction in L2 and multilingual speakers (by Regan, Vera)
5. Developing pragmatic fluency in an EFL context (by Baron, Julia)
6. Pragmaticalisation des adverbes temporels dans le francais parle L1 et L2: Etude developpementale de alors, apres, maintenant, deja, encore et toujours (by Hancock, Victorine)
7. Discourse cohesion and Topic discontinuity in native and learner production: Changing topic entities on maintained predicates (by Benazzo, Sandra)
8. Corpus data: Shedding the light on French grammatical gender ... or not (by Ayoun, Dalila)
9. The influence of Chinese Focused Cleft wh-constructions on Chinese speakers' L2 knowledge of English wh-movement: Evidence from two experimental studies (by Wu, Fuyun)
10. Comparison-based and detection-based approaches to transfer research (by Jarvis, Scott)
11. Acquisition of English articles in early bilingualism (by Mede, Enisa)
12. The lexicon-syntax interface in child L2 grammars of Italian: Auxiliary selection and ne-cliticisation with intransitive verbs (by Kras, Tihana)
13. L1 attrition and L2 acquisition: Global language proficiency and language dominance in adult bilinguals (by Opitz, Conny)

EUROSLA yearbook

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