Arnon, I. (2010). Starting big: The role of multiword phrases in language learning and use. Unpublished doctoral dissertation, Stanford University.
Bannard, C., & Matthews, D. (2008). Stored word sequences in language learning: The effect of familiarity on children's repetition of four-word combinations. Psychological Science, 19(3), 241-248.
Bod, R. (2009). From exemplar to grammar: A probabilistic analogy-based model of Language learning. Cognitive Science, 33(5), 752-793.
Bonilla, C. L. (2012). Testing processability theory in L2 Spanish: Can readiness or markedness predict development? Unpublished doctoral dissertation, University of Pittsburgh.
Brandt, S., Verhagen, A., Lieven E., & Tomasello, M. (2009). Development of syntactic productivity across constructions and items. Talk given at the 33rd Stanford Child Language Research Forum, Berkeley.
Bresnan, J. (1982). The mental representation of grammatical relations. Cambridge:
Chomsky, N. (1957). Syntactic structures. The Hague: Mouton.
Chomsky, N. (1981). Lectures on government and binding. Dordrecht: Foris
Cook, V. J., & Newson, M. (2007). Chomsky’s universal grammar. New Jersey: Blackwell.
Ellis, N. (2005). At the interface: Dynamic interactions of explicit and implicit
knowledge. Studies in Second Language Acquisition, 27, 305-352.
Ellis, N. (2006). Selective attention and transfer phenomena in SLA: Contingency,
cue competition, salience, interference, overshadowing, blocking, and perceptual learning. Applied Linguistics, 27(2), 164-194.
Farley, A., & McCollam, K. (2004). Learner readiness and L2 production in
Spanish: Processability theory on trial. Estudios de Linguistica Aplicada,
James, C. (1999). Language awareness: Implications for the language curriculum.
Language, Culture, and Curriculum, 12(1), 94-115.
Housen, A., & Pierrard, M. (Eds.). (2006). Investigations in instructed second
language acquisition. Berlin: Mouton de Gruyter.
Jusczyk, P. W. (1999). How infants begin to extract words from speech. Trends in
Cognitive Science, 3(9), 323-328.
Kawaguchi, S. (2005). Argument structure and syntactic development in Japanese as
a second language. In M. Pienemann (Ed.). Cross-linguistic aspects of
processability theory (pp. 253-298). Amsterdam: John Benjamins.
Kawaguchi, S., & Di Biase, B. (2012). Acquiring procedural skills in L2: Processability theory and skill acquisition. Studies in Language Sciences, 11, 68-96.
Kupferberg, I., & Olshtain, E. (1996). Explicit contrastive instruction facilitates the acquisition of difficult L2 forms. Language Awareness, 5, 149-165.
Mackey, A. (1999). Input, interaction, and second language development: An empirical study of question formation in ESL. Studies in Second Language Acquisition, 21, 557-587.
Meisel, J., Clashen, H., & Pienemann, M. (1981). On determining developmental stages in natural second language acquisition. Studies in Second Language Acquisition, 3(2), 109-135.
Mansouri, F., & Duffy, L. (2005). The pedagogic effectiveness of developmental readiness in ESL grammar instruction. Australian Review of Applied Linguistics, 28(1), 81-99.
Pienemann, M. (1984). Psychological constraints on the teachability of languages. Studies in Second Language Acquisition, 6(2), 186-214.
Pienemann, M. (1989). Is language teachable? Psycholinguistic experiments and hypotheses. Applied Linguistics, 10(1), 52-79.
Pienemann, M. (Ed.). (2005). Cross-linguistic aspects of processability theory. Amsterdam: John Benjamins.
Spada, N., & Lightbown, P. M. (1999). Instruction, first language influence and developmental readiness in second language acquisition. Modern Language Journal, 83(1), 1-22.
Spada, N., Lightbown, P. M., & White, J. (2006). The importance of form/meaning mappings in explicit form-focused instruction. In A. Housen & M. Pierrard, (Eds.), Investigations in instructed second language acquisition (pp. 199-234). Berlin: Mouton de Gruyter
Tomasello, M. (2000). The item based nature of children's early syntactic development. Trends in Cognitive Sciences, 4(4), 156-163.
Trevise, A. (1996). Contrastive metalinguistic representations: The case of ‘very French’ learners of English. Language Awareness, 5, 188-195.
White, L., Spada, N., Lightbown, P. M., & Ranta, L. (1991). Input enhancement and L2 question formation. Applied Linguistics, 12, 416-432.