Publications

PUBLICATIONS

BOOKS

Lightbown, P. M. (2014a). Focus on content-based language teaching. Oxford: Oxford University Press.

Lightbown, P. M. (2014b). Learning a second language in the classroom. Shanghai: Shanghai Foreign Language Education Press.

Lightbown, P. M. & Spada, N. (2013). How languages are learned, fourth edition. Oxford: Oxford University Press. Original edition awarded first prize (1993) in the Applied Linguistics division of the English Speaking Union’s Duke of Edinburgh Award. The book has been translated into Arabic and Japanese.  Korean and Slovakian editions of earlier editions have also appeared.

Lightbown, P. M., Spada, N., & White, L. (Eds.) (1993). The role of instruction in second language acquisition. [Thematic issue] Studies in Second Language Acquisition, 15(2).

Lightbown, P. M. (Ed.). (1991). Input, instruction and feedback in second language acquisition. [Special issue] Second Language Research, 7(2).

Lightbown, P. M., & Firth, S. (Eds.) (1986). Both sides of the desk: Roles and responsibilities in ESL/EFL teaching and learning. [Special issue]. TESL Canada Journal.

Bloom, L., Lightbown, P. M., & Hood, L. (1975). Structure and variation in child language. Monographs of the Society for Research in Child Development, 40(2).

ARTICLES IN REFEREED JOURNALS

Lightbown, P.M. & Spada, N. (2020, in press). Teaching and learning in the L2 classroom: It’s about time. Language Teaching. 

Lightbown, P. M. (2015). Commentary on Liu dissertation. Journal of Immersion and Content-Based Language Education 3, 148–151. doi 10.1075/jicb.3.1.07lig issn 2212–8433 / e-issn 2212–8441

Lightbown, P. M. (2014). Making the minutes count in L2 teaching. Language Awareness, 23, 3-23.

Trofimovich, P., Lightbown, P. M., & Halter, R. (2013). Are certain types of instruction better for certain learners? System, 41, 914-922.

Ammar, A., Lightbown, P. M., Spada, N. (2010). Awareness of L1/L2 differences: Does it matter? Language Awareness, 19, 129-146.

Trofimovich, P., Lightbown, P. M., Halter, R. H., & Song, H. (2009.) Comprehension-based practice: The development of L2 pronunciation in a listening and reading program. Studies in Second Language Acquisition, 31, 609-639.

Lightbown, P. M. (2008). Easy as pie? Children learning languages. Concordia Working Papers in Applied Linguistics, 1, 1-25.

Spada, N., & Lightbown, P. M. (2008). Form-focused instruction: Isolated or integrated? TESOL Quarterly, 42.

Lightbown, P. M. (2007). Fair trade: Two-way bilingual education. Estudios de Lingüística Inglesa Aplicada, 7, 9-34. (invited article)

Germain, C., Lightbown, P. M., Netten, J., & Spada, N. (2004). Intensive French and intensive English: Similarities and differences. Canadian Modern Language Review, 60, 409-430.

Lightbown, P. M. (2003). SLA research in the classroom/SLA research for the classroom. Language Learning Journal, 27, 4-14.

Lightbown, P. M. (2002). The role of SLA research in L2 teaching: Reply to Sheen. Applied Linguistics, 23, 529-535.

Spada, N., & Lightbown, P. M. (2002). L1 and L2 in the education of Inuit children in northern Quebec: Abilities and perceptions. Language and Education, 16: 212-240.

Lightbown, P. M., Halter, R. H., White, J., & Horst, M. (2002). Comprehension-based learning: The limits of “do it yourself”. Canadian Modern Language Review, 58, 427-464.

Lightbown, P. M. (2001). L2 instruction: Time to teach. TESOL Quarterly 35, 598-599.

Nicholas, H., Lightbown, P. M., Spada, N. (2001). Recasts as feedback to language learners. Language Learning, 51, 719-758.

Lightbown, P. M. (2000). Anniversary article: Classroom SLA research and second language teaching. Applied Linguistics, 21, 431-462.

Lightbown, P. M., & Spada, N. (2000). Do they know what they’re doing? L2 learners’ awareness of L1 influence. Language Awareness, 9, 198-216.

Collins, L., Halter, R. H., Lightbown, P., & Spada, N. (1999). Time and the distribution of time in second language instruction. TESOL Quarterly, 33, 655-680.

Segalowitz, N., & Lightbown, P. M. (1999). Psycholinguistic approaches to SLA. The Annual Review of Applied Linguistics, 19, 23-43. (invited paper)

Kojic-Sabo, I., & Lightbown, P. M. (1999). Students’ approaches to vocabulary learning and their relationship to success. Modern Language Journal, 83, 176-192.

Spada, N., & Lightbown, P. M. (1999). Instruction, L1 influence and developmental readiness in second language acquisition. Modern Language Journal, 83, 1-22.

Lyster, R., Lightbown, P. M., & Spada, N. (1999). A response to Truscott’s ‘What’s wrong with oral grammar correction.’ Canadian Modern Language Review, 55, 457-467.

Meara, P. M., Lightbown, P. M., & Halter, R. H. (1997). Classrooms as lexical environments.   Language Teaching Research, 1, 28-46.

Lightbown, P. M., & Spada, N. (1997). Learning English as a second language in a special school in Quebec. Canadian Modern Language Review, 53, 315-355.

Meara, P., Lightbown, P. M., & Halter, R. H. (1994). The effect of cognates on the applicability of yes/no vocabulary tests. Canadian Modern Language Review, 50, 296-311.

Lightbown, P. M., & Pienemann, M. (1993). Comments on Stephen D. Krashen’s “Teaching Issues: Formal Grammar Instruction” — Two readers react. TESOL Quarterly, 27, 717-722.

Lightbown, P. M., Spada, N., & White, L. (1993). The role of instruction in second language acquisition: Introduction. Studies in Second Language Acquisition, 15, 143-145.

Spada, N, & Lightbown, P. M. (1993). Instruction and the development of questions in L2 classrooms. Studies in Second Language Acquisition, 15, 205-224.

Lightbown, P. M., & Spada. N. (1991). Étude des effets à long terme de l’apprentissage intensif de l’anglais, langue seconde, au primaire. Canadian Modern Language Review, 48, 90-117.

White, L., Spada, N., Lightbown, P. M., & Ranta, L. (1991). Input enhancement and L2 question formation. Applied Linguistics, 12, 416-432.

Lightbown, P. M., & Spada, N. (1990). Focus-on-form and corrective feedback in communicative language teaching: Effects on second language learning. Studies in Second Language Acquisition, 12, 429-448. (Reprinted in H.D. Brown & S. Gonzo (Eds.) (1995) Readings in Second Language Acquisition, Englewood Cliffs, New Jersey: Prentice Hall.

Meara, P. M., & Lightbown, P. M. (1990-91). The New Brunswick language programme–a model for Gwent schools. Planet: The Welsh Internationalist. Dec. 1990/Jan. 1991, 118-119.

Lightbown, P. M. (1990). Innovations dans l’enseignement des langues secondes. Bulletin de l’AQEFLS. 12, 32-42.

Spada, N., & Lightbown, P. M. (1989). Intensive ESL programs in Quebec primary schools. TESL Canada Journal, 7, 11-32.

Lightbown, P. M. (1989). L’apprentissage des langues secondes en salle de classe. Translated by L. Van Toch. Bulletin de l’AQEFLS, 10, 34-41.

Lightbown, P. M. (1988). Educational research and theory in language policy: ESL in Quebec schools. TESL Canada Journal, 5, 27-32.

Lightbown, P. M., & White, L. (1987). The influence of linguistic theory on language acquisition research. Language Learning, 37, 483-510.

Lightbown, P. M. (1986). ESL: Time to teach. SPEAQ-Out, 14(4), 1,3,7-9,11.

Lightbown, P. M. (1985). Input and acquisition for second language learners in and out of classrooms. [Special issue: Who controls the learner?]. Applied Linguistics, 6, 263-273.

Lightbown, P. M. (1985). Great expectations: Second language acquisition research and classroom teaching. Applied Linguistics, 6, 173-189.

White, J., & Lightbown, P. M. (1984). Asking and answering in ESL classes. Canadian Modern Language Review, 40, 228-244.

Lightbown, P. M. (1984). Interlanguage syntax (introduction to a series of state-of-the-art papers by S. Gass, W. Rutherford & R. Andersen). Language Learning, 34, 113-114.

Lightbown, P. M. (1983). Core ESL in Quebec: What results can we expect? Dialogue (Newsletter on ESL & FSL, published by the Council of Ministers of Education, Canada), 2 (November), 1, 4-6.

Lightbown, P. M. (1984). Input and acquisition in second language classrooms. TESL Canada Journal, 1, 55-67.

Lightbown, P. M., & Malcolm, D. (1980). Evaluating changes in the oral English of French-speaking students. SPEAQ Journal, 4, 41-64.

Lightbown, P. M. (1979). Question form and meaning in the speech of young children learning French. Working Papers on Bilingualism, 18, 104-130.

Lightbown, P. M., & Spada, N. (1978). Performance on an oral communication task by Francophone ESL learners. SPEAQ Journal, 2, 35-54.

Hood, L., & Lightbown, P. M. (1978). What children do when asked to ‘Say what I say’: Does elicited imitation measure linguistic knowledge? Allied Health and Behavioral Sciences, 1, 195-219.

Lightbown, P. M. (1977). French L2 learners: What they’re talking about. Language Learning, 27, 371-381.

Bloom, L., Hood, L., & Lightbown, P. M. (1974). Imitation in language development: If, when and why. Cognitive Psychology, 6, 380-420.

BOOK CHAPTERS

Lightbown, P. M. (2017). SLA research and foreign-language teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning, Vol III (pp. 103-116).

Lightbown, P. M. 2016). From language learner to language learning researcher. In R. Ellis (Ed.), Becoming and being an applied linguist (pp. 175-211). Amsterdam: John Benjamins.

Lightbown, P. M. (2012). Intensive L2 instruction in Canada: Why not immersion? In C. Muñoz (Ed.), Intensive experiences in second language learning (pp. 25-44). Bristol: Multilingual Matters.

Spada, N., & Lightbown, P. M. (2010). Second language acquisition. In N. Schmitt (Ed.), An introduction to applied linguistics, second edition, (pp. 108-123). London: Hodder Education.

Spada, N., & Lightbown, P. M. (2009). Interaction research in second/foreign language classrooms. In A. Mackey & C. Polio (Eds.), Multiple perspectives on interaction in second language acquisition (pp. 157-175). London: Taylor and Francis.

Nicholas, H., & Lightbown, P. M. (2008). Defining child second language acquisition, defining roles for L2 instruction. In J. Philp, R. Oliver, & A. Mackey (Eds.) Child’s play: Second language acquisition and the younger learner (pp. 27-51). Amsterdam: John Benjamins.

Lightbown, P. M. (2008). Transfer appropriate processing as a model for classroom second language acquisition. In Z. Han (Ed.), Understanding second language process (pp. 27-44). Clevedon, UK: Multilingual Matters.

Ammar, A., & Lightbown, P. M. (2005). Teaching marked linguistic structures – more about the acquisition of relative clauses by Arab learners of English. In A. Housen & M. Pierrard (Eds.). Current issues in instructed second language learning (pp. 167-198), Berlin: Mouton de Gruyter.

Spada, N., Lightbown, P. M., & White, J. L. (2005). The importance of form/meaning mappings in explicit form-focussed instruction. In A. Housen & M. Pierrard (Eds.). Current issues in instructed second language learning, (pp. 199-234), Berlin: Mouton de Gruyter.

Lightbown, P. M. (2004). Commentary: What to teach? How to teach? In B. VanPatten (Ed.). Processing instruction: Theory, research, and commentary, (pp 65-78). Mahwah, NJ: Lawrence Erlbaum.

Spada, N., & Lightbown, P. M. (2002). Second language acquisition. In N. Schmitt (Ed.), An introduction to applied linguistics, (pp. 115-132). London: Edward Arnold.

Lightbown, P. M. (2001). Input filters in second language acquisition. In S. Foster-Cohen and A. Nizegorodcew (Eds) EUROSLA Yearbook. Volume 1: 2001, (pp. 79-97). Amsterdam: John Benjamins.

Lightbown, P. M., Halter, R. H., & Meara, P. (1998). Contrasting patterns in classroom lexical environments. In D. Albrechtsen, B. Henriksen, I. Mees, & E. Poulsen (Eds.), Perspectives on foreign and second language pedagogy, (pp. 221-238). Odense, DK: Odense University Press.

Lightbown, P. M. (1998). The importance of timing in focus on form. In C. Doughty and J. Williams (Eds.), Focus on form in classroom second language acquisition, (pp. 177-196). Cambridge: Cambridge University Press.

Spada, N., Ranta, L., & Lightbown, P. M. (1996). Working with teachers in second language acquisition research. In S. Gass & J. Schachter (Eds.), Second language classroom research: Issues and opportunities, (pp. 31-44). Mahwah, New Jersey: Lawrence Erlbaum Associates.

Lightbown, P. M. (1992). Getting quality input in the second/foreign language classroom. In C. Kramsch & S. McConnell-Ginet (Eds.), Text and context: Cross-disciplinary and cross-cultural perspectives on language study. Lexington, MA: D.C. Heath.

Lightbown, P. M. (1992). Can they do it themselves? A comprehension-based ESL course for young children. In R. Courchêne, J. St. John, C. Therrien, & J. Glidden (Eds.), Comprehension-based second language teaching: Current trends, (pp. 353-370). Ottawa: University of Ottawa Press.

Lightbown, P. M. (1991). What have we here? Some observations on the role of instruction in second language acquisition. In R. Phillipson, E. Kellerman, L. Selinker, M. Sharwood Smith, & M. Swain (Eds.), Foreign/second language pedagogy research: A commemorative volume for Claus Faerch, (pp.197-212). Clevedon: Multilingual Matters.

Lightbown, P. M. (1988). Les grandes espérances: Enseignement et recherches sur l’acquisition d’une langue seconde. In P. Calvé & A. Mollica (Eds.). (1988), Le français langue seconde: Des principes à la pratique. [Special issue, Canadian Modern Language Review]. (translation of Lightbown 1985 article).

Lightbown, P. M. (1987). The influence of linguistic theory onlanguage acquisition research: Now you see it, now you don’t. In S. Battestini (Ed.), Developments in linguistics and semiotics, language teaching and learning, communication across cultures. GURT ’86. Washington: Georgetown University Press.

Lightbown, P. M. (1987). Classroom language as input to second language acquisition. In C. Pfaff (Ed.), First and second language acquisition processes (pp. 169-187). Cambridge MA: Newbury House.

Lightbown, P. M. (1986). What’s an ESL teacher good for? In P. M. Lightbown & S. Firth (Eds.), Both sides of the desk: Roles and responsibilities in ESL/EFL teaching and learning (pp.1-15). [Special issue]. TESL Canada Journal.

Lightbown, P. M. (1985). Can language acquisition be altered by instruction? In K. Hyltenstam & M. Pienemann (Eds.), Modelling and assessing second language acquisition (pp. 101-112). Clevedon: Multilingual Matters.

Lightbown, P. M., & d’Anglejan, A. (1985). Some input considerations for word order in French L1 and L2 acquisition. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 415-430). Rowley MA: Newbury House.

Lightbown, P. M., & Libben, G. (1984). The recognition and use of cognates by L2 learners. In R.W. Andersen (Ed.), Second languages: A cross-linguistic perspective. Rowley MA: Newbury House.

Lightbown, P. M. (1984). The relationship between theory and method in second language acquisition research. In A. Davies, C. Criper, & A.P.R. Howatt (Eds.), Interlanguage (pp. 241-252). Edinburgh: Edinburgh University Press.

Lightbown, P. M. (1983). Acquiring English L2 in Quebec classrooms. In H. Wode & S. Felix (Eds.), Language development at the crossroads (pp. 101-120). Tübingen: Gunter Narr Verlag.

Lightbown, P. M. (1983). Exploring relationships between developmental and instructional sequences in L2 acquisition. In H. Seliger & M. Long (Eds.), Classroom-oriented research in language acquisition (pp. 217-243). Rowley MA: Newbury House.

Lightbown, P. M., Spada, N., & Wallace, R. (1980). Some effects of instruction on child and adolescent ESL learners. In R. Scarcella & S. Krashen (Eds.), Research in second language acquisition. Rowley MA: Newbury House.

Lightbown, P. M. (1980). The acquisition and use of questions by French L2 learners. In S. Felix (Ed.), Second language acquisition: Trends and issues (pp. 151-175). Tübingen: Gunter Narr Verlag.

Lightbown, P. M. (1978). Question form and question function in the speech of young French L2 learners. In M. Paradis (Ed.) The fourth LACUS forum: 1977. Columbia, SC: Hornbeam Press. Reprinted in M. Paradis (Ed.) (1978), Aspects of bilingualism, Columbia SC: Hornbeam Press.

Bloom, L., Lightbown, P. M., & Hood, L. (1978). Pronominal-nominal variation in child language. In L. Bloom & M. Lahey (Eds.), Readings in language development. New York: J. Wiley.

Bloom, L., Lightbown, P. M., & Hood, L. (1973). Conventions for transcription of child language recordings. Mimeo, Teachers College, Columbia University. Reprinted as an Appendix to L. Bloom & M. Lahey (Eds.), Readings in Language Development. New York: J. Wiley. 1978.

ENCYCLOPEDIA ENTRIES

Lightbown, P. M. (2013). Transfer appropriate processing.  In P. Robinson (Ed.). Encyclopedia of second language acquisition (pp. 652-655. London:  Routledge.

Spada, N. & Lightbown, P. M. (2013). Instructed second language acquisition. In P. Robinson (Ed.). Encyclopedia of second language acquisition (pp. 319-327). London:  Routledge.

Lightbown, P. M. (2012). Learner readiness. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics.  Oxford, UK: Wiley-Blackwell.

Lightbown, P. M. (2012). Spada, Nina. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics.  Oxford, UK: Wiley-Blackwell.

Lightbown, P. M. (2003). Classroom-based research in second language acquisition. In W. J. Frawley (Ed.). International Encyclopedia of Linguistics (2nd ed.) (2,, pp.  299-301).  New York: Oxford University Press.

BOOK REVIEWS

Lightbown, P. M. (2011). Review: Fortune, T. W. with Menke, M. R. (2010). Struggling learners and language immersion education: Research-based, practioner-informed responses to educators’ top questions. Minneapolis, MN: University of Minnesota Center for Advanced Research on Language Acquisition. Language Teaching Research.

Lightbown, P. M. (2008). Review: DeKeyser, R. (Ed.). (2007).  Practice in a second language: Perspectives from applied linguistics and cognitive psychology. Cambridge: Cambridge University Press. Language Teaching Research, 12, 313-316.

RESEARCH REPORTS  (1995-2015)

Lightbown, P. M. Final report. SCI2 project in New Haven Public Schools. Report for the U.S. Department of Education. June 2006.

Lightbown, P.M. Biennial report 2003-2005 for SCI2 project in New Haven Public Schools. Report for the U.S. Department of Education. September 2005.

Lightbown, P.M. Annual report 2003-2004 for SCI2 project in New Haven Public Schools. Report to the Office of Bilingual and Minority Language Affairs, U.S. Government. June 2004.

Lightbown, P.M. Biennial report 2001-2003 for SCI2 project in New Haven Public Schools. Report to the Office of Bilingual and Minority Language Affairs, U.S. Government. June 2003.

Lightbown, P.M. Biennial report 1999-2001 for BRIDGE project in New Haven Public Schools. Report to the Office of Bilingual and Minority Language Affairs, U.S. Government. November 2001.

Collins, L., Halter, R.H., Lightbown, P.M., & Spada, N. (1998). Intensive ESL in Quebec: Models and outcomes.  Report to the Ministère de l’Éducation du Québec and the Société pour la promotion de l’enseignement de l’anglais, langue seconde, au Québec (SPEAQ)

Spada, N., & Lightbown, P.M. (1997).  Classroom-based Research in KSB Schools.  Report to the Kativik School Board.

Lightbown, P.M. & Spada, N.  (1995)  Learning English as a second language in a special school in QuebecReport to the École Jacques Labrie.