Preface -- Contents -- Investigating Instructed Second LanguageAcquisition -- Investigating cognitive and processingmechanisms in instructed SLA -- Instructed learners' fluency and implicit/explicit language processes -- Psycholinguistic aspects of gender acquisition in instructed GFL learning -- Language analytic ability and oral production in a second language: Is there a connection? -- Formal instruction and the acquisition of verbal morphology -- Investigating the role and effects of form-focused instruction -- Teaching marked linguistic structures - more about the acquisition of relative clauses by Arab learners of English -- The importance of form/meaning mappings in explicit form-focused instruction -- Structure complexity and the efficacy of explicit grammar instruction -- Focus on formS as a means of improving accurate oral production -- Instructed Second Language Vocabulary Learning:The fault in the 'default hypothesis' -- Investigating the role and effects ofinteraction and Communication-FocusedInstruction -- Negative feedback and learner uptake in analyticforeign language teaching -- Noticing and the role of interaction in promoting language learning -- Interactional strategies for interlanguage communication: Do they provide evidence for attention to form? -- Assessment of the role of communication tasks in the development of second language oral production skills -- Language learning in content-based instruction -- Effects of teacher discourse on learner discourse in a second language classroom -- Comparing the effects of instructed and naturalistic L2 acquisition contexts -- Second language acquisition in a study abroad context: A comparative investigation of the effects of study abroad and foreign language instruction on the L2 learner's grammatical development.

The effect of type of acquisition context on perception and self-reported use of swearwords in L2, L3, L4 and L5 -- Index -- List of Contributors.