- Second language acquisition
- Individual learner differences
- Form-focussed instruction
- Teacher education
- Course design and methodology of language teaching

Academic publications

1.  Books

1984 Classroom Second Language Development. Oxford: Pergamon (subsequently reprinted in 1987 by Prentice Hall).

1985 Understanding Second Language Acquisition. Oxford: Oxford University Press (awarded prize by British Association of Applied Linguists).

1987 Second Language Acquisition in Context (ed.), Prentice Hall (awarded prize by Modern Language Association of America).

1988 The Acquisition of German in a Classroom Context, (with M. Rathbone) Ealing College of Higher Education.

1989 Classroom Language Learning (ed), Special issue of System (Vol. 17,2).

1990 Instructed Second Language Acquisition, Oxford: Blackwell.

1992 Second Language Acquisition and Language Pedagogy, Clevedon, Avon: Multilingual Matters.

1993 The Study of Second Language Acquisition, Oxford: Oxford University Press (awarded the Duke of Edinburgh prize for the best book in applied linguistics)

1997 Second Language Acquisition (In 'Oxford Introductions to Linguistics) Oxford: Oxford University Press.

1998 Research and Language Teaching. Oxford: Oxford University Press

1999 First Steps in Reading: A Teacher’s handbook for Using Starter Readers in the Primary School. Oxford: Heinemann.

1999 Learning a Second Language Through Interaction. Amsterdam:  John Benjamins.

2000 Form-Focussed Instruction and Second Language Learning (ed.). Special issue of Language Learning. Oxford: Blackwell.

2003 Task-based Language Learning and Teaching. Oxford: Oxford University Press

2004/5 Analyzing Learner Language. Oxford: Oxford University Press (with Gary Barkhuizen)

2004/5 Planning in Task-based Performance.  Amsterdam: John Benjamins (editor).

2009 Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching, Bristol, UK, Multilingual Matters (with S Loewen, C Elder, R Erlam, J Philp and H Reinders)

2.  Articles

1980   Enabling factors in adult-child discourse (with G. Wells), First Language, 1, 46-62. (Also in Wells, G, (1985), Language, Learning and Education, Nelson).

1980 Learning to read through a second language, Reading, 14, 2.

1980 Classroom interaction and its relation to second language learning,RELC Journal, 11, 2.

1981 The role of input in language acquisition: some implications for language teaching, Applied Linguistics, 2, 1.

1982 The origins of interlanguage, Applied Linguistics, 3, 3.

1984 Communicative strategies and the evaluation of communicative performance, ELTJ, 38, 1.

1984 Can syntax be taught? A study of the effects of formal instruction on the acquisition of WH questions by children, Applied Linguistics, 3, 3.

1984 Formulaic speech in early classroom second language development. In J Handscombe, R Orem and B Taylor (eds.), On TESOL '83: The Question of Control, TESOL.

1984 The role of instruction in second language development. In D Singleton and D Little (eds.), Language Learning in Formal and Informal Contexts, IRAAL.

1984 Discussant. In A Davies, C Criper and T Howatt (eds.), Interlanguage, Edinburgh University Press.

1985 Teacher-pupil interaction in second language development. In S Gass and C Madden (eds.), Input in Second Language Acquisition, Newbury House.

1985 Sources of variability in interlanguage, Applied Linguistics, 6, 2.

1985 A variable competence model of second language acquisition, IRAL, 23, 1.

1985 The L1=L2 hypothesis: a reconsideration, System, 13, 1.

1986 Interlanguage variability in narrative discourse: style shifting in the past tense, Studies in Second Language Acquisition, 9, 1.

1987 Contextual variability in second language acquisition and the relevancy of language teaching. In R Ellis (ed.), Second Language Acquisition in Context, Pergamon.

1988 Does remedial instruction work? A L2 acquisition perspective. In J Coleman and R Towell (eds.), The Advanced Language Learner, AFLS/ SULFRA and CILT.

1987 Developing interlanguage through fluency, Focus on English, 3, 3.

1989 The effects of linguistic environment on the second language acquisition of  grammatical rules, Applied Linguistics, 8, 3.

1989 The role of practice in classroom language learning, Teanga, 8, 1. Also in G Kasper (ed.), AILA Review 5, AILA.

1990 Are classroom and naturalistic second language acquisition the same? Studies in Second Language Acquisition, 11, 3.

1990 Classroom learning styles and their effect onsecond language acquisition: a study of two learners, System,17, 2.

1989 Sources of intra-learner variability in language use and their relationship to second language acquisition.In  S Gass, C Madden, D Preston and L Selinker (eds.), Variation in Second Language Acquisition: Psycholinguistic issues, MultilingualMatters.

1989 Second language learning and second language learners: growth and diversity, TESL Canada, 7, 1.

1990 Individual learning styles in classroom second language development. In J de Jong and D Stevenson (eds.), Individualizing the Assessment of Language Abilities, Multilingual Matters.

1990 Response to Gregg, Applied Linguistics, 11, 4.

1991 Grammaticality judgments and learner variation. In H Burmesiter and P Rounds (eds.), Variability in Second Language Acquisition, Proceedings of the Tenth Meeting of SLRF, University of Oregon.

1990 Researching classroom language learning. In C Brumfit and R Mitchell (eds.), ELT Documents 133: Research in the Language Classroom, Modern English Publications.

1991 Grammaticality judgements and second language acquisition, Studies in Second Language Acquisition, 13, 3.
   
1992 Learning to communicate in the classroom: a study of two language learners' requests, Studies in Second Language Acquisition, 14, 1.  Also in H. D. Brown and  S. Gonzo, 1995, Readings on Second Language Acquisition, Prentice Hall.

1993 The classroom context - an acquisition rich or an acquisition poor environment? In C Kramsch (ed.), Text and Context, D.C. Heath.

1992 Comprehension and the acquisition of grammatical knowledge in a second language. In R. Courchene, J Glidden, J. St. John and C. Therien (eds.), Comprehension-based Second Language Teaching, University of Ottowa.

1993 The interaction hypothesis: a critical evaulation. In E. Sadtano, (ed.), Language Acquisition and the Second/ Foreign Language Classroom, RELC.

1991 Grammar teaching and grammar learning, Proceedings of the 2nd conference on Second Language Acquisition in a Chinese Context, Chinese University, Hong Kong.

1992 On the relationship between formal practice and second language acquisition, Neueren Sprachen 91, 2.

1993 Variability and the natural order hypothesis.  In R. Barasch and C. Vaughan James (eds.). Beyond the Monitor Model. Boston: Heinle and Heinle.

1994 The structural syllabus and second language acquisition.  TESOL Quarterly 27: 91-113.

1994 Naturally simplified input, comprehension and second language acquisition. In M. Tickoo (ed.).Simplification Theory and Application. Singapore: SEAMEO Regional Language Centre.

1995 Implicit/ Explicit knowledge and language pedagogy.TESOL Quarterly 28: 166-172.

1995 Classroom interaction, comprehension, and the acquisition of L2 word meanings. Language Learning 44: 449-491 (with Y. Tanaka and A. Yamazaki)

1994 Down the "garden path": Another look at negative feedback.  JALT Journal 16: 9-24 (with H. Rosszell and H. Takashima).

1995 Factors in the incidental acquisition of second language vocabulary from oral input: A review essay. Applied Language Learning 5: 1-32.

1994 Immersion education: Is there a role for formal L2 instruction?  In M. Bostwick (ed.). Proceedings of  the Conference on 'Second Language Acquisition Through Content Based Study'. Katoh Gakuen.

1995 A theory of instructed second language acquisition. In N. Ellis (ed.). Implicit and Explicit Learning of Languages. Academic Press.

1995 Interpretation tasks for grammar teaching. TESOL Quarterly 29, 1.

1996 Modified input and the acquisition of word meanings, Applied Linguistics 16, 4.

1997 SLA and language pedagogy: An educational perspective. Studies in Second Language Acquisition 19: 69-92

1998 Teaching and research: Options in grammar teaching. TESOL Quarterly 32: 39-60.

1998 Implicit knowledge, explicit knowledge and general Language proficiency. Language Teaching Research 2: 1-23 (with Y. Han).

1999 Discourse-control and the acquisition-rich classroom. In W. Renandya and G.Jacobs (eds). Learners and Language Learning. Singapore: SEAMEO Regional Language Centre.
 
2000 Evaluating and researching grammar consciousness tasks. In P. Rea-Dickens and  K. Germaine (eds). Managing Evaluation and Innovation in Language Teaching. Harlow: Longman.

2000 Second language acquisition research - what’s in it for teachers?  In P. Grundy (ed.) IATEFL 1998: Manchester Conference Selections. IATEFL.

1999 Input based approaches to teaching grammar: a review of classroom-oriented research. Annual Review of  Applied Linguistics 19: 64-80

1999 The roles of modified input and output in the incidental acquisition of word meanings. Studies in Second Language Acquisition 21: 285-310 (with X. He)

1999 Item versus system learning: explaining free variation. Applied Linguistics 20: 460-480.

2000 The place of grammar instruction in the second/foreign language curriculum. New Zealand Studies in Applied Linguistics 5: 1-21

1999 Focussing on Form in the Classroom. Occasional Paper  No. 13.  Institute of Language Teaching and Learning: University of Auckland. (With H. Basturkmen and S. Loewen).

2000 Task-based research and language pedagogy. Language Teaching Research 4:3.

2001 What makes for successful second language learning. New Zealand Language Teacher 26: 37-48.

2001 Non-reciprocal tasks, comprehension and second language acquisition. In M. Bygate, P. Skehan and M. Swain (eds). Researching Pedagogic Tasks. London: Longman.

2001    The metaphorical constructions of second language learners. In M.Breen (eds). Learner Contributions to Language Learning. Harlow: Longman.

2002 Learner uptake in communicative ESL lessons. Language Learning 51:2. (with H. Basturkmen and S. Loewen).

2001 Pre -emptive focus-on-form in the ESL classroom. TESOL Quarterly 34:3 (with H. Basturkmen and S. Loewen).

2002 Thw place of grammar instruction in the second/foreign language curriculum. In Hinkel and S. Fotos (eds). New Perspectives on Grammar Teaching in Second Language Classrooms. Mahwah, N.J.: Lawrence Erlbaum.

2001  Methodological optio0ns in grammar teaching materials.  In Hinkel and S. Fotos (eds). New Perspectives on Grammar Teaching in Second Language Classrooms. Mahwah, N.J.: Lawrence Erlbaum.

2002  Does form-focused instruction affect the acquisition of implicit knowledge? Studies in Second Language Acquisition 24, 2: 223-236.

2002 Direct intervention in language learning. New Zealand Studies in Applied Linguistics 8: 45-61.

2002   (with Basturkmen, H. and Loewen, S.) Doing focus-on-form. System 30, 4: 419-432

2002   (with Basturkmen, H., Loewen, S.).  Metalanguage in focus on form in the communicative classroom. Language Awareness 11, 1: 1-13

2003 Grammar teaching – practice or consciousness-raising? In J. Richards and W. Renandya (eds). Methodology in Language Teaching: An Anthology of Current Practice (pp. 167-174). Cambridge: Cambridge University Press.

2003 A metaphorical analysis of learner beliefs. In P. Burmeister, T. Piske  & A. Rohde (eds.). An Integrated View of Language Development: Papers in Honor of Henning Wode. Trier, Germany: Wissenschaftlicher Verlag.

2003 The methodology of task-based teaching. CD-ROM: Washington D.C., Teachers of English as a Second or Other Language.

2003    The   methodology of task-based teaching. Kansai University Journalof Foreign Language Education and Research, 79-101.

2003 Teaching learners to communicate: A task-based approach. Rikkyo Journal of Intercultural Studies, 1, 95-110.

2003   Designing a task-based syllabus.  RELC Journal 34, 64-81.

2003    Editorial. Language Teaching Research, 8, 279-283.

2003 Study-abroad, language proficiency and learner beliefs about language learning. JALT Journal, 63-85. (with K. Tanaka)

2003 The effects of pre-task planning and on-line planning on fluency, complexity and accuracy in L2  monologic oral production. Applied Linguistics, 24/1, 1-29.(withF. Yuan)

2004 Individual differences in second language learning. In  A. Davies and C. Elder (eds).  The Handbook of Applied Linguistics (pp. 525-551). Oxford, Blackwell.

2004 The Definition and Measurement of L2 Explicit Knowledge, Language Learning, 54/2, 227-275.

2004    The effects of planning on fluency, complexity and accuracy in second languagenarrative writing, Studies in Second Language Acquisition, 26/1, 35-58. (with F. Yuan)

2004 Definition and Measurement of L2 Explicit Knowledge, Language Learning 54, 227-275.

2004   Teachers’ stated beliefs about incidental focus on form and their classroom practices, Applied Linguistics 25, 243-272. (with H. Basturkmen, H. and S.Loewen).

2004  The Relationship between English Vocabulary Knowledge and the Academic Success of Second Language University Students.New Zealand Studies in Applied Linguistics, 10 (1). (with S. Loewen).

2009 'Principled grammar teaching', System, 37, (2), p194-204 (with R Batstone).

2009 'A typology of written corrective feedback types', English Language Teaching Journal, 63, p97-107.

2009 'Corrective feedback and teacher development', L2 Journal, 1, (1).

2009 'Motivating behaviors in the language classroom', TESOL Quarterly, 43, (1), p105-109.

2009 'Task-based language teaching: Sorting out the misunderstandings', International Journal of Applied Linguistics, 19, (3), p222-246.

2009 'The differential effects of three types of task planning on the fluency, complexity, and accuracy in L2 oral production', Applied Linguistics, 19, (4).

School Text Books and Teacher Education

1.  Books

1970 English Through Situations, Bks, 1, 2 and 3 (with B.Tomlinson), Longman.

1978 Fact and Fiction in Junior Comprehension, Heinemann Educational.

1980 Teaching Secondary English: A Guide to the Teaching of English as a Second Language in Africa (with Brian Tomlinson), Longman.

1985- Let's Use English Std, 5, 6, 7, 8, 9 and 10 (with S. Mbhele, A. Thembela and B. Robinson), Heinemann Educational.

1985 ELT Documents 121: English as a Second Language in the United Kingdom (Ed. with C Brumfit and J Levine), Pergamon.

1986 Speaking 2 (with B Tomlinson), Oxford University Press.

1987 Reading 3 (with B Tomlinson), Oxford University Press.

1988 Reading 4 (with B Tomlinson), Oxford University Press. Press.

1991 Let’s Use English Sub A (with Eunice Mothlagodi, Sarah Murray and Vic Rodseth), Heinemann Educational

1993 Let's Use English Sub B (with Sarah Murray), Heinemann Educational

1994 Let's Use English Standard 6; 2nd Edition (with Yvonne Mbehele and Alex Thembela)

1995 Let's Use English Standard 1 (with Sarah Murray), Heinemann Educational.

1995 Impact (with Marc Hegelson, Charles Browne, Greta Gorsuch and Jerome Schwab), Longman Asia

1996 Editor of 'JAWS Starters' (a series of readers for primary schools in Africa), Heinemann Educational.

1996 Impact Intro (with Fujiko Sano). Longman, Asia.

1998 Impact Grammar (with Stephen Gaies). Longman, Asia.

2000 Let’s Work With English, Bks 1, 2 and 3 (with Hazel Simmons). Heinemann Educational.

2001 Let’s Work With English, Bk 4 (with Hazel Simmons). Oxford: Heinemann Educational

2:  Articles:

1980 Developing reading efficiency, Modern English Teacher, 7, 3.

1981 A reassessment of lesson evaluation in ELTJ (with B. Robinson), System, 9, 1.

1981 Informal and formal approaches to communicative language teaching, ELTJ, 36, 2.

1982 Reading as a communicative process. Proceedings of the Annual Conference of the Moroccan Association of Teachers.

1985 Marking students written work, ELTIC ,8, 1.   

1986 Policy and provision for ESL in schools. In C Brumfit, J Levine and R Ellis (eds.), ELT Documents 121:English as a Second language in the United Kingdom,Pergamon.

1987 Using the English medium in African schools. In D. Young (ed.), Bridging the Gap:Essays in Honour of L. W. Lanham, Maskew Miller/ Longman.

1991 Communicative competence and the Japanese learner, JALT Journal, 13, 2.

1992 Grammar teaching - practice or consciousness-raising? In R Ellis, Second Language Acquisition and Language Pedagogy, Multilingual Matters.

1993 Communicating about grammar - a task-based approach (with S Fotos), TESOL Quarterly, 26, 1.

1994 Talking shop: second language acquisition - how does it help teachers. ELTJ 47: 3-11.

1993 Interpretation-based grammar teaching, System, 21, 1.

1993 Focussed communication tasks, ELT Journal 47: 203-210.

1995 Second language acquisition research and teacher development:  The case of teachers' questions. in Li, Mahoney, D. and Richards, J. (eds.). Exploring Second language Teacher Development.  Hong Kong: City Polytechnic of Hong Kong.

1995 Does it 'work'? Evaluating tasks. In MATSDA Journal.

1996 The empirical evaluation of language teaching materials. English Language Teaching Journal 51: 36-42

1997 The evaluation of communicative tasks. In B. Tomlinson (ed).Materials Development in Language Teaching. Cambridge: Cambridge University Press.

1999 Grappling with grammar.  American Language Review. September/October. p.35.

1999 From communicative language teaching to developmental pedagogy. English in Aotearoa 38: 14-22

Book Reviews:

1983 S Krashen's "Second Language Acquisition and Second Language Learning", BAAL Newsletter, 12.

1982 S Krashen's "Second Language Acquisition and Second Language Learning", ELTJ, 36, 3.

1983 J Alatis,N Altman and P Alatis (eds.) "The Second Language Classroom", ELTJ, 37, 4.

1984 H Wode's "Papers on Second Language Acquisition, Language Learning and Language Teaching", BAAL Newsletter.

1985  L Selinker and S Gass "Workbook in Second Language Acquisition",ELTJ, 39.

1988 C Faerch and G Kasper (eds.) "Introspection in Second Language Research", Applied Linguistics.

1991 B Harley, P Allen, M Swain and J Cummins "The Development of Second Language Proficiency", Studies in Second Language Acquisition.

1997 F. Eckman et al. “ Second Language Acquisition Theory and Language
Pedagogy”, Studies in Second Language Acquisition, 19, 1.