Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz http://www.ssllt.amu.edu.pl Editors: Editor: Mirosław Pawlak (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Jakub Bielak (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Edyta Olejarczuk (Poznań University of Technology) Language Editor: Melanie Ellis (Pedagogical University of Kraków) Vol. 7 No. 3 September 2017 Editorial Board: Larissa Aronin (Oranim Academic College of Education, Trinity College, Dublin) Helen Basturkmen (University of Auckland) Adriana Biedroń (Pomeranian University, Słupsk) Simon Borg (University of Leeds) Anne Burns (Aston University, Birmingham, University of New South Wales, Sydney) Anna Cieślicka (Texas A&M International University, Laredo) Kata Csizér (Eötvös University, Budapest) Maria Dakowska (University of Warsaw) Robert DeKeyser (University of Maryland) Jean-Marc Dewaele (Birkbeck College, University of London) Zoltán Dörnyei (University of Nottingham) Krystyna Droździał-Szelest (Adam Mickiewicz University, Poznań) Rod Ellis (University of Auckland) Danuta Gabryś-Barker (University of Silesia) Carol Griffiths (Fatih University, Istanbul) Rebecca Hughes (University of Sheffield) Hanna Komorowska (University of Warsaw, SWPS) Diane Larsen-Freeman (University of Michigan) Barbara Lewandowska-Tomaszczyk (University of Łódź) Jan Majer (University of Łódź) Paul Meara (Swansea University) Sarah Mercer (University of Graz) Anna Michońska-Stadnik (University of Wrocław) Anna Niżegorodcew (Jagiellonian University, Kraków) Bonny Norton (University of British Columbia) Terrence Odlin (Ohio State University) Rebecca Oxford (University of Maryland) Aneta Pavlenko (Temple University, Philadelphia) François Pichette (University of Quebec) Ewa Piechurska-Kuciel (Opole University) Vera Regan (University College, Dublin) Heidemarie Sarter (University of Potsdam) Paweł Scheffler (Adam Mickiewicz University, Poznań) Norbert Schmitt (University of Nottingham) Michael Sharwood Smith (Heriot-Watt University, Edinburgh) Linda Shockey (University of Reading) Teresa Siek-Piskozub (Adam Mickiewicz University, Poznań) David Singleton (University of Pannonia, Trinity College, Dublin) Włodzimierz Sobkowiak (Adam Mickiewicz University, Poznań) Merrill Swain (Ontario Institute for Studies in Education, University of Toronto) Elaine Tarone (University of Minnesota) Ewa Waniek-Klimczak (University of Łódź) Stuart Webb (University of Western Ontario) Maria Wysocka (University of Silesia) KALISZ – POZNAŃ 2017 EDITOR: Mirosław Pawlak ASSISTANTS TO THE EDITOR: Jakub Bielak Edyta Olejarczuk © Copyright by Wydział Pedagogiczno-Artystyczny, UAM Poznań Proofreading: Melanie Ellis Cover design: Joanna Dudek Typesetting: Piotr Bajak ISSN 2083-5205 eISSN 2084-1965 Published by: Department of English Studies Faculty of Pedagogy and Fine Arts, Kalisz Adam Mickiewicz University, Poznań Contact information: 62-800 Kalisz, ul. 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Special issue: Instructed L2 grammar acquisition and beyond Guest editor: Tanja Angelovska Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz Volume 7, Number 3, September 2017 http://www.ssllt.amu.edu.pl Contents Notes on Contributors ....................................................................365 Editorial .........................................................................................371 Articles: Alessandro Benati – The role of input and output tasks in grammar instruction: Theoretical, empirical and pedagogical considerations ....377 Tanja Angelovska – Beyond instructed L2 grammar acquisition: Theoretical insights and pedagogical considerations about the role of prior language knowledge..........................................................................................................397 Anja K. Steinlen – The development of English grammar and reading comprehension by majority and minority language children in a bilingual primary school .................................................................................................. 419 Simone E. Pfenninger, Johanna Lendl – Transitional woes: On the impact of L2 input continuity from primary to secondary school................ 443 Monika Geist – Noticing grammar in L2 writing and problem-solving strategies ......................................................................................... 471 José Amenós-Pons, Aoife Ahern and Pedro Guijarro-Fuentes – L1 French learning of L2 Spanish past tenses: L1 transfer versus aspect and interface issues ............................................................................................... 489 M. Ángeles Escobar-Álvarez – L2 acquisition of Spanish dative clitics by English and Dutch learners ....................................................................517 Thomas Wagner – L2 irregular verb morphology: Exploring behavioral data from intermediate English learners of German as a foreign language using generalized mixed effects models ..............................................535 Notes to Contributors .....................................................................557 365 Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz http://www.ssllt.amu.edu.pl Notes on Contributors Guest editor Tanja Angelovska is Assistant Professor of English Linguistics, SLA and Language Education at the University of Salzburg, Austria. Prior to this position she had worked at the University of Munich (LMU), Germany and at the University of Greenwich, UK. Her research interests are in SLA and psycholinguistics, more precisely input processing in second and third language acquisition of English, processing instruction, transfer phenomena and research-informed classroom implications. Her work includes the monograph Second language pronunciation: Attainment and assessment (2012, Peter Lang), volume co-edited with Angela Hahn on L3 syntactic transfer models: New developments and implications (2017, John Benjamins), a textbook with Alessandro Benati entitled Second language acquisition: A theoretical introduction to real world applications (2016, Blooms- bury) as well as journal articles and book sections. Contact details: Department for English and American Studies, UniPark Nonntal, Büro 3.237, Universität Salzburg, Erzabt-Klotz-Straße 1, 020 Salzburg, Austria (tanja.angelovska@sbg.ac.at) Contributors Aoife Ahern is Senior Lecturer in the Department of Language and Literature Pedagogy, Faculty of Education, Complutense University of Madrid, Spain, where she teaches courses on English as a second language teaching and acqui- sition, and on literacy teaching in EFL. Her research interests include second and foreign language acquisition and teaching, and pragmatics, all connected to her participation in numerous internationally funded research projects exploring the interrelations between pragmatics, semantics and grammar, the results of which have been published in journal articles, book chapters and books related to these areas. 366 Contact details: Department of Language and Literature Pedagogy, Faculty of Education, Complutense University of Madrid, C/ Rector Royo Villanova, 1, Ma- drid 28040, Spain (akahern@ucm.es) José Amenós-Pons holds a PhD in Hispanic philology (Universidad Nacional de Educación a Distancia, Madrid, Spain) and an MA in teaching Spanish as a foreign language (Universidad de Barcelona, Spain). Currently, he teaches grammar, dis- course analysis and related subjects at the Universidad Complutense de Madrid, Spain as well as graduate courses on second language acquisition, grammar, pragmatics and L2 teacher training courses in different institutions. His research interests cover various topics in cognitive pragmatics, second language acquisi- tion and L2 teaching methodology. He is a member of the research group The Relationship between Grammar and the Lexicon in Spanish (Facultad de Filología, Universidad Complutense, Spain), of the Excellency Network SIGGRAM (Meaning and Grammar) and of the research project SPIRIM (The Semantics/Pragmatics In- terface and the Resolution of Interpretive Mismatches), funded by the Spanish Ministry of Economy, Industry and Competitiveness. He has published several book chapters and journal articles on descriptive issues and L2 acquisition of mood, tense and aspect. Additionally, he has co-authored several language teaching textbooks. Contact details: Facultad de Filología, Universidad Complutense de Madrid, Campus de Moncloa, Plaza Menéndez Pelayo s/n, Madrid 28040, Spain (jamenos@ucm.es) M. Ángeles Escobar-Álvarez holds a PhD in Linguistics from the University of Utrecht, The Netherlands and works as Associate Professor of English Studies and Linguistics at the The National Distance Education University (UNED), Madrid, Spain. Prior to this position she has been Visiting Scholar at the University of South California (USC), Los Angeles, USA, at the University of Massachusetts (UMAS), Boston, USA and at the Universidad Autonoma de Barcelona (UAB), Spain. Her research interests are in first language acquisition (Spanish L1), second language acquisition (English L2 and Spanish L2) and bilingualism (English/Spanish; Catalan/Spanish). Her recent work includes the volumes co-edited with Vicens Torrens The acquisition of syntax of Romance languages (2006, John Benjamins) and The processing of lexicon and morphosyntax (2014, Cambridge Scholars), and the articles co-authored with Ivan Teomiro “The acquisition of dative ‘se’ in L1 Spanish and its implications for the weak continuity hypothesis of acquisition of functional categories” (2013, RESLA) and “The gradual acquisition of clitic ‘se’ in Spanish L2” (2016, Topics in Linguistics). Contact details: Department of Foreign Languages, Universidad Nacional de Educación a Distancia, Po. Senda del Rey-7, 28040 Madrid, Spain (maescobar@flog.uned.es) 367 Alessandro Benati is Head of School of Languages and Area Studies and Profes- sor of Second Language Acquisition at the University of Portsmouth, UK. He is internationally known for his research in second language learning and teaching, with special emphasis on processing instruction. He has published ground- breaking research with James Lee on processing instruction. He is a pioneering researcher in the area of second language acquisition (SLA) and in the more spe- cific field of instructed SLA, where he has investigated the effects of instruction on the acquisition of grammatical properties by second language learners. Contact details: University of Portsmouth, School of Languages and Area Stud- ies, Park Building, King Henry 1st Street, Portsmouth, PO1 2DZ, United Kingdom (alessandro.benati@port.ac.uk) Monika Geist is Research Assistant in Applied Linguistics and Media in ELT at Ludwig-Maximilians-Universität München, Germany. She completed her PhD degree in English language teaching and English linguistics at Ludwig-Maximili- ans-Universität München in 2013. Her research interests include noticing, strat- egies in L2 learning and writing, and individual learner differences. She has taught undergraduate courses in various areas of English linguistics, English lan- guage teaching and research methodology. Contact details: Institut für Englische Philologie, Ludwig-Maximilians-Universität München, Schellingstr. 3, 80799 München, Germany (monika.geist@lmu.de) Pedro Guijarro Fuentes is Professor in the Department of Spanish Philology, Modern and Classic at the University of the Balearic Islands, Spain. His main re- search interests revolve around the interdisciplinary field of applied Spanish lin- guistics, sociolinguistics, psycholinguistics and bilingualism. He has authored and co-authored numerous articles, book chapters and books, all published by various international publishers among which are John Benjamins and de Gruy- ter. His research has also been presented at different international forums with more than 100 papers, many of them by invitation, and published in journals such as Language Learning, Bilingualism: Language and Cognition, Cognition, Studies in Second Language Acquisition, Applied Linguistics, Applied Psycholin- guistics, First Language, and Applied Linguistic Review, among others. He has also organized many professional meetings. Contact details: Departamento de Filología Española, Moderna y Clásica, Uni- versidad de las Islas Baleares, Edifici Ramon Llull, Campus Universitari, Km. 7.5, 07122 Palma de Mallorca (Islas Baleares), España (p.guijarro@uib.es) 368 Johanna Lendl received her MA degree in English Linguistics and Literature and Spanish Linguistics from the University of Zurich. She is currently on a teacher training program and hopes to become a teacher of English and Spanish as for- eign languages. Her research interests lie within the fields of second language acquisition and foreign language learning with a focus on classroom contexts and the age factor. Contact details: English Department, University of Zurich, Plattenstrasse 47, 8032 Zürich, Switzerland (johanna.lendl@bluewin.ch) Simone E. Pfenninger is Associate Professor at the University of Salzburg. Her principal research areas are multilingualism, psycholinguistics and individual dif- ferences (e.g. the age factor) in second language acquisition, especially in regard to quantitative approaches and statistical methods and techniques for language application in education. Her work is published in several books, edited volumes and in journals such as Second Language Research and the International Journal of Bilingual Education and Bilingualism. Recent books include Beyond age ef- fects in instructional L2 learning: Revisiting the age factor (co-authored, 2017, Multilingual Matters), The changing english language: Psycholinguistic perspec- tives (co-edited, 2017, CUP), and Future research directions for applied linguis- tics (co-edited, 2017, Multilingual Matters). She is co-editor of the Second lan- guage acquisition book series for Multilingual Matters and statistical advisor to the EuroSLA Studies book series. Contact details: Department of English and American Studies, University of Salz- burg, Erzabt-Klotz-Straße 1, 5020 Salzburg, Austria (simone.pfenninger@sbg.ac.at) Anja K. Steinlen, PhD, a linguist, is Assistant Professor at the Department for Foreign Language Teaching at the Friedrich-Alexander-University Erlangen- Nürnberg, Germany. Her research interests include first, second and third lan- guage acquisition in bilingual institutions (preschools and schools) with a special focus on at-risk children. Anja K. Steinlen received her PhD from the University of Århus, Denmark) on a topic related to L2 speech learning. Contact details: Department of Foreign Language Teaching, Friedrich-Alexan- der-University Erlangen-Nuernberg, Glueckstr. 5, 91054 Erlangen, Germany (anja.steinlen@fau.de) Thomas Wagner is Assistant Professor in SLA and Applied Linguistics at the Uni- versity College of Education Upper Austria. He holds a PhD in second language acquisition from the University of Siegen, Germany, and has worked as a school teacher and university lecturer in English in the UK, Ireland, Germany, and Austria. 369 His research areas include morphology in second language acquisition, the mental lexicon, foreign language aptitude, as well as variation theory in learning studies. Contact details: Department of English, Institute of Secondary School Education, University College of Education Upper Austria, Kaplanhofstrasse 40, A-4020 Linz, Austria (thomas.wagner@ph-ooe.at)