Vol. 7 No. 3 September 2017

Notes on Contributors

Editorial (doi:10.14746/ssllt.2017.7.3.1)

Articles

Alessandro Benati – “The role of input and output tasks in grammar instruction: Theoretical, empirical and pedagogical considerations (doi:10.14746/ssllt.2017.7.3.2)

Tanja Angelovska – Beyond instructed L2 grammar acquisition: Theoretical insights and pedagogical considerations about the role of prior language knowledge (doi:10.14746/ssllt.2017.7.3.3)

Anja K. Steinlen – The development of English grammar and reading comprehension by majority and minority language children in a bilingual primary school (doi:10.14746/ssllt.2017.7.3.4)

Simone E. Pfenninger, Johanna Lendl – Transitional woes: On the impact of L2 input continuity from primary to secondary school (doi:10.14746/ssllt.2017.7.3.5)

Monika Geist – Noticing grammar in L2 writing and problem-solving strategies (doi:10.14746/ssllt.2017.7.3.6)

José Amenós-Pons, Aoife Ahern and Pedro Guijarro-Fuentes – L1 French learning of L2 Spanish past tenses: L1 transfer versus aspect and interface issues (doi:10.14746/ssllt.2017.7.3.7)

M. Ángeles Escobar-Álvarez – L2 acquisition of Spanish dative clitics by English and Dutch learners (doi:10.14746/ssllt.2017.7.3.8)

Thomas Wagner – L2 irregular verb morphology: Exploring behavioral data from intermediate English learners of German as a foreign language using generalized mixed effects models (doi:10.14746/ssllt.2017.7.3.9)