A

• accuracy 23–26, 47–48, 69, 105, 127–128, 135, 137–140, 146, 157–158, 165–166, 168–169, 172–173, 179, 197, 215–216

• ACTFL 217–218, 222

• applied linguistics ix, 1, 4, 6–8, 14, 16–17, 22, 28, 31, 39, 49–50, 66, 86, 142–144, 173

• appropriateness 42, 48, 200

• aptitude 138, 191, 227

• articles 39, 81–83, 91, 126, 142, 157, 179–181

• assessment 5, 139–140, 197–198, 200, 202–210, 212–223, 225
  • diagnostic 205–206
  • dynamic 5, 197, 215–216, 220–221
  • task 206–210, 213, 215, 218, 221
  • task-based performance 197, 210, 212, 214–217, 220–221

• attention 5, 7, 14, 20, 23–24, 26–31, 37, 40, 54, 58, 61, 63, 65–66, 74, 79, 85, 95, 106, 121, 124, 128, 132, 137–138, 146, 148–149, 151–154, 162–163, 165–166, 168–169, 172–173, 178, 180, 183, 185, 188–189, 191, 193, 197, 215, 217, 225, 227

• Audiolingual method 8–14, 18, 121, 145

• authenticity 207, 210, 221, 223

• automatic processing 146, 163–164

B

• British National Corpus 60, 62, 88, 100, 103

C

• child language acquisition 9, 11, 18, 30, 35, 125

• classroom instruction 9, 14, 121, 135

• classroom materials 5, 106, 223

• cognition hypothesis 166, 168, 193

• cognitive demands146

• collaboration 5, 64, 141, 146, 155–156, 158, 161–163, 169, 174, 178, 183, 188, 194, 197, 216, 225, 227

• collaborative tasks 147, 156, 161–162, 168, 183, 189

• Collins COBUILD 44, 54, 96, 119

• collocation 48–49, 51–52, 54–55, 57, 65–66, 76–77, 83–84, 88, 91, 97, 100–101, 104–105, 225

• communication tasks 5, 15, 17, 23, 28, 141, 147–152, 155, 163, 165, 168, 171–173, 180–181, 183, 207–208, 214, 225 ; see also tasks

• communicative competence 13–18, 20, 22–23, 27, 30–31, 34, 37, 40, 46, 149, 197–198, 203, 210

• communicative language teaching 14, 22–23, 37, 146–147

• comprehensible input 18, 20–21, 24–26, 30, 64, 145, 161, 225

• concordance lines 52–53, 55, 90, 92–94, 101, 106–107, 110–112, 115

• controlled processing 163–165

• corpus linguistics 5, 40–41, 46–50, 63, 67, 74, 87–88, 119

• Corpus of Contemporary American English 41, 62, 88, 119

• corpus-based 6, 42–43, 44, 45–49, 51, 61, 65, 74, 76, 83, 87–88, 95–97, 102, 115, 118–119
  • grammars 44, 51, 74, 88
  • research 42–43, 45–49, 61, 76
  • resources 49, 65, 83, 87–88, 96–97, 102, 115, 118–119
  • tools 6, 95–97

• corpus-informed 47, 73–74, 76, 88, 119

• corrective feedback 147–148, 150–155, 168–169, 174, 178, 194, 225, 227 ; see also feedback

D

• data-driven learning 85, 106–107, 227

• deficit 142–144

• developmental readiness 133, 180

• developmental sequences 18, 30, 127, 132, 144

• diagnostic assessment 205–206

• dictionaries 40, 42, 51, 54, 95–97, 100, 103, 119

• dictogloss 183–184

• discourse 16, 27–28, 38–39, 46–47, 56, 58–62, 65–67, 72–73, 76, 78, 80–82, 84–85, 88, 138, 142–143, 183, 198–199, 203, 205, 212, 221

• dynamic assessment 5, 197, 215–216, 220–221

• dynamic complex system141

E

• electronic corpora 41–42, 51

• emergence 64, 126, 128

• errors 2, 24, 100, 107, 122–123, 125–127, 137, 143, 149–152, 155–156, 171, 180–181

• explicit grammar instruction 6, 19–21, 30, 147, 168

F

• feedback IX, 9, 24–26, 100, 138, 145–158, 161–164, 168–169, 171–174, 178, 180–181, 183, 185–186, 194, 202, 216, 218, 221, 225, 227 see also corrective feedback
  • form-focused 155, 178, 186
  • implicit 154, 156, 180–181
  • incidental155
  • planned 25, 147, 155, 168, 174, 180, 183

• first language acquisition 12, 14, 19, 30, 63

• fluency 9, 56, 139, 146, 149, 165, 168, 173–174

• focus on form 28–31, 79, 147–149, 155, 168, 173, 178, 181, 183, 187, 190, 194

• focus on formS 28–30, 146–149, 168

• form-focused instruction 147–149, 168, 181, 195

• formulaic sequences 51, 55–57, 59–60, 63, 65–66, 225

• frequency 5, 42–48, 50–52, 58–65, 67, 72–74, 76–78, 83–85, 88–89, 91–93, 98, 100, 103, 106, 112, 114–115, 126–127, 129, 135, 142, 144

G

• genre 212–213

• graduated assistance 160, 163, 169, 220–221, 225

• grammar explanation 72–73, 76, 160

• grammar lessons 2, 20, 23, 28–30, 49, 87–89, 105–106, 140, 146, 148, 160

• grammar materials 3, 61, 67–69, 72–74, 76, 85, 180

• grammar rules 7–8, 10, 19, 57, 141, 149, 158, 160, 181, 227

• grammar textbooks 45, 48–49, 61, 67–68, 74, 76, 85–86, 95, 141

• Grammar Translation 8, 18

• grammar-focused task 174, 182, 188, 194

• grammatical ability 5, 197–198, 202–204, 210, 212, 220–221

• grammatical accuracy 23–24, 26, 138, 140, 157–158, 179, 197

• grammatical competence 12–16, 18, 22–27, 30, 33, 37, 146, 152, 197

• grammatical knowledge 12–14, 198–200, 202–203, 209, 221

• grammatical morphemess 27, 49, 125, 127, 144, 165, 198

• grammatical syllabus20

• grammaticality judgment 33–34, 43, 137

• grammatically tagged 43–44, 110

I

• idioms 10, 55, 57, 59–62, 66, 112

• immersion 22–26, 30, 154, 161

• information gap 150–152, 156, 162, 166–167, 169, 175, 179, 181, 184, 191

• input 6, 9, 11, 18–28, 30, 46, 63–65, 106–107, 123, 129–130, 132, 138–139, 144–145, 158, 161, 164–169, 171–172, 178, 191–192, 208, 212, 225

• input processing 164, 168

• interaction 12–13, 17–22, 26–30, 35, 56, 63–64, 121, 138–139, 141, 145–146, 148, 150–152, 154–156, 158, 162, 168–169, 171, 175, 178, 180–181, 183, 187, 194, 200, 208, 212, 214, 225, 227

• interaction hypothesis 21–22, 30, 145, 150

• interactionist 5, 145–146, 172, 174–175, 182, 194, 215–216, 225

• interlanguage 105, 123–125, 127, 134, 137–141, 144, 161, 166

J

• Just the Word 97, 100–103, 105

L

• language ability 15, 27, 34, 197, 199, 203, 210, 215–217, 221

• language competence 10, 12–14, 16, 33–34, 37, 40, 48

• language performance 12, 40, 166, 203, 221

• languaging 161, 183

• learner corpora 6, 41, 227

• lesson planning 67–68, 87

• lexical bundles 57–62, 66

• lexicogrammar 225

• lexis 5, 28, 44, 51–52, 54, 57, 65–67, 97, 105, 128, 183, 199, 203, 212, 225

• Longman Dictionary of Contemporary English 97–99, 119

• Longman Grammar of Spoken and Written English 44, 54, 93

M

• materials development 5, 86, 180, 197, 225, 227

• meaning-focused communication 29, 149, 225

• meta-analysis 151, 166

• metalanguage 73, 203

• Michigan Corpus of Academic Spoken English120

• Michigan Corpus of Upper-Division Student Papers 114

• modal auxiliaries 185, 187

• Monitor Model 18, 21, 145

• monolingual bias 142–143

• morpheme 19, 27, 60, 125–128, 130

• morpheme acquisition 19, 126–127

• morphology 16, 29, 33–34, 37, 43, 49, 124, 130, 183, 191, 193, 199

• multilingual 120, 142–144, 175
  • corpora 120

• multiword expressions 55, 60, 62, 65

N

• needs analysis 172, 206, 210, 212

• negative feedback 9, 146, 154

• negotiation of meaning 30, 158, 163, 172, 174, 194, 217

• noticing 24, 26–30, 106, 145–146, 152, 154, 163, 171–172, 174, 178

• noticing hypothesis 27, 172

O

• obligatory contexts 150, 155, 178–179, 181, 190, 207, 210

• online corpora 5, 41, 87–88, 93, 95–96, 118, 223

• orders of acquisition 126–127, 131, 137, 144

• output hypothesis 24–25, 161

P

• passive voice 72, 209

• phonology 16, 28, 37, 124, 199

• phrasal expressions 57, 60–61, 66

• phrasal verbs 57, 61–62, 66, 112

• phraseology 49, 51–52, 54–55, 57, 63, 65–66, 76–78, 83–85, 88, 97, 104–105, 225

• placement 200, 202, 216

• planning time 165–166, 169, 180, 188–190

• practice 4, 6–8, 10, 14, 18, 20, 28, 31, 47–50, 72, 78–85, 100, 145–147, 149, 153, 164, 168, 174, 203–204, 222

• pragmatic competence 210

• pragmatic knowledge 197–202, 212

• pragmatic meaning 199

• pragmatics 37, 198, 200

• prescriptive9

• Presentation, Practice, Production approaches 8, 85, 187

• processing instruction 164, 168

• proficiency 8, 69, 107, 162, 167, 191, 217–218, 220, 222

• pushed output 24, 30, 183

Q

• question formation 128, 132–134, 167, 180

R

• recasts 142, 148, 152–155, 178, 180–181

• register 35–39, 41–43, 46–49, 67, 74, 77–78, 83–85, 88, 92–94, 105, 137–138
  • variation 47–48, 67, 77–78, 84–85, 88, 105

• relative clauses 128, 134–137, 190

• rubric 204, 218–219, 221

• rules 7–10, 12–13, 16, 19, 27, 29, 33–36, 38, 43, 47, 57, 123–124, 141, 149, 158, 160, 164, 181–182, 204, 225, 227

S

• salience 127, 144, 187

• scaffolding 156, 187

• semantic complexity 127, 130, 144

• semantic prosody 52

• sociocultural 146, 156, 169, 173–174, 215
  • approaches 156, 173, 215
  • theory 156, 169

• spot-the-difference 150, 154, 175–176, 178

• suppliance 125

• syntax 16, 29, 33–34, 37, 43, 49, 54, 59, 89–90, 124, 126, 133, 162, 183, 199, 203

• systematicity 125, 137

• systemic-functional linguistics 34–36, 49

T

• target language 2, 6–7, 15, 17, 19–20, 23–24, 27, 65, 95, 105–106, 123–125, 138, 140–142, 144, 146, 161, 164, 169, 181, 188, 204–210, 212, 214, 221, 225

• target language use domain 204, 206, 208–209

• task 5, 21, 27, 29, 33–34, 39, 55, 74, 112–114, 137–138, 141–142, 146– 151, 153–156, 158, 161–169, 171–185, 187–195, 197, 203, 205–210, 212–218, 220–221, 223, 225, 227
  • assessment 206–210, 213, 215, 218, 221
  • complexity 165–166, 168, 173–174, 189, 191, 194
  • design 5, 151, 168–169, 173–175, 178, 180–185, 187, 189, 191, 194, 207, 223, 225, 227
  • difficulty 191
  • jigsaw 150, 175–177, 184
  • modeling 188–189, 194–195
  • planning 173–174, 180, 188–190, 194
  • TLU 205–210

• task-based interaction 150, 154, 156, 162, 169

• task-based language teaching 171, 195, 207, 215

• task-based performance assessment 197, 210, 212, 214–217, 220–221

• task-essentialness 150–151, 168–169, 174, 178, 180, 194, 209

• tasks ix, 5, 7, 15, 17, 22–23, 25, 28, 30, 33–34, 43, 54, 65, 68, 82, 88, 105–106, 112, 118–119, 133, 138, 141–142, 147–152, 155–156, 161–169, 171–176, 178, 180–181, 183, 185, 188–189, 191–194, 197, 200, 202, 204–212, 214, 216–218, 221–223, 225, 227

• Teachability Hypothesis 132–133, 135

• tense and aspect 62, 68, 72, 128–133, 144, 165, 205–206

• test 33, 106–107, 132, 138, 141, 155, 162, 179, 198, 200, 202–204, 206–210, 215–217, 220, 225

• textbooks 17, 33, 45–46, 48–49, 58, 60–62, 65, 67–68, 73–74, 76–77, 81, 84–86, 88, 95, 103, 115–116, 141

• Three Dimensions 37–39, 49, 70, 198

• TLU domain 205–207, 209

• TLU task 205–210

U

• U-shaped curve of development 127–128, 137

• Universal Grammar 11–12, 14, 125

• uptake 154–155

V

• variability 124, 137

• verbs 10, 26, 43–45, 54–55, 57, 61–62, 64, 66, 68, 70, 72, 74, 76–77, 79–80, 84, 88–89, 92–94, 101, 112, 127, 129–130, 133, 142, 157, 181–182, 191, 193, 209

W

• writing 10, 26, 36, 39, 41, 47, 56, 58–59, 76, 79, 81–82, 84, 94, 97, 100, 107, 114–115, 141, 157, 161, 174–175, 183–185, 187, 209–210, 217, 225, 227