Journal Articles

Li, S. (under review). The influence of pretask instruction on task performance and L2
  development: A process-product study.
   
Li, S. (under review). The mediating effects of cognitive ability on language learning under
  five different instructional conditions.
   
Li, S., & Fu, M. (in press). Strategic and unpressured within-task planning and their
  associations with working memory. Language Teaching Research. Published online.
   
Fu, M., & Li, S. (2017).The cognitive processes of task performance and their associations
  with working memory. Modern Foreign Languages, 40, 114-124.
   
Li, S. (2016). The construct validity of language aptitude. Studies in Second Language
  Acquisition, 38, 801-342.
   
Li, S., Zhu, Y., & Ellis, R. (2016). The effects of the timing of corrective feedback on the
  acquisition of a new linguistic structure. Modern Language Journal, 100, 276-295.
   
Li, S., Ellis, R., & Zhu, Y. (2016). Task-based versus task-supported language instruction:
  An experimental study. Annual Review of Applied Linguistics, 36, 205-229.
   
Li, S., Ellis, R., & Shu, D. (2016). The differential effects of immediate and delayed
  feedback on learners of different proficiency levels. Foreign Languages and Foreign Language Research, 286, 1-15.
   
Li, S. (2015). The associations between language aptitude and second language grammar
  acquisition:A meta-analytic review of five decades of research. Applied Linguistics, 36, 385-408.
   
Li, S. (2014). Oral corrective feedback. ELT Journal, 68, 196-198.
 
Li, S. (2014). The interface between feedback type, L2 proficiency, and the nature of the
  linguistic target. Language Teaching Research, 18, 373-396.
   
Li, S. (2013). The interactions between the effects of implicit and explicit feedback and
  individual differences in language analytic ability and working memory. Modern Language Journal, 97, 634-654.
   
Shintani, N., Li, S., & Ellis, R. (2013). Comprehension-based versus production-based
  instruction:A meta-analysis of comparative studies. Language Learning, 63, 296-329.
   
Li, S., Shintani, N., & Ellis, R. (2012). Doing meta-analysis in SLA: Practices, choices,
  and standards. Contemporary Foreign Language Studies, 384, 1-17.
   
Choi, S., & Li, S. (2012). Corrective feedback and learner uptake in a child ESOL
  classroom. The RELC Journal, 43, 331-251.
   
Li. S., & Liang, W. (2012). The dynamic nature of learner beliefs: The relationship
  between EFL learners’ beliefs about language learning and proficiency in a Chinese context. Asian EFL Journal, 14, 177-211.
   
Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta-analysis. Language
  Learning, 60, 309-365.
   
Li, S. (2009). The differential effects of implicit and explicit feedback on L2 learners of
  different proficiency levels. Applied Language Learning, 19, 53-79.
   
Loewen, S., Li, S., Fei, F., Thompson, A., Ahn, S., & Chen, X. (2009). L2 learners’ beliefs
  about grammar instruction and error correction. The Modern Language Journal, 93, 91-104.
   

 

Book Chapters
   
Li, S. (invited). The effects of language analytic ability on the process and product aspects
  of task-based learing. In M. Sato & S. Loewen (Eds.), Evidence-based second language pedagogy: A collection of Instructed Second Language Acquisition studies. Routledge.
   
Li, S. (invited). Age and corrective feedback. In H. Nassaji & Kartchava (Eds.), The
  Cambridge handbook of corrective feedback in language learning and teaching. Cambridge University Press.
   
Li, S. (invited). The metholody of aptitude research. In Z. Wen, P. Skehan, A. Biedroń, S.
  Li & R. Sparks, R. (Eds.), Rethinking language aptitude: Multiple perspectives and emerging trends. Routledge.
   
Wen, Z., & Li, S. (in press). Working memory. In J. Schwieter & A. Benati (Eds.), The
  Cambridge handbook of language learning. Cambridge University Press.
   
Li, S. (in press). The methodology of the research on corrective feedback: A synthetic
  review. In A. Gudmestad & A. Edmonds (Eds.), Critical reflections on data in

second language acquisition. John Benjamins.

   
Li, S. (in press). Language aptitude. In A. Burns & J. Richards, Cambridge Guide to
  learning English as a second language. Cambridge University Press.
   
Li, S. (in press). The Effects of cognitive aptitudes on the process and product of L2
  interaction: A synthetic review. In L. Gurzynski (Ed.), Expanding individual

difference research in the interaction approach:  Investigating learners,

instructors and researchers. Philadelphia: John Benjamins.

   
Li, S. (in press). Corrective feedback in speech production. In J. Liontas (Ed.),
  TESOL encyclopaedia of English language teaching. Blackwell.
   
Li, S. (in press). Literature review: Traditional approaches and research synthesis. In A.
  Phakiti, P., De Costa, L. Plonsky, & S. Starfield (Eds.), Palgrave handbook of

applied linguistics research methodology. Palgrave.

   
Li, S. (2017). Teacher and learner beliefs about corrective feedback. In H. Nassaji & E.
  Kartchava (Eds.), Corrective feedback in second language teaching and learning (pp. 143-157). NY: Routledge.
   
Li, S. (2017). Cognitive differences in ISLA. In S. Loewen & M. Sato (Eds.) Handbook of
  instructed second language learning (pp.396-417). NY: Routledge.
   
Li, S. (2015). The differential roles of working memory and language analytic ability
  in mediating the effects of recasts as a function of learner proficiency. In Z. Wen, M. Mota, & A. MacNeil (Eds.), Working memory in second language

acquisition and processing: Theory, research and commentary (pp. 139-159).

Bristol, UK: Multilingual Matters.

   
Li, S. (2014). Recasts, working memory, and the choice of target structure. In Z.
  Han (Ed.), Second language acquisition of Chinese: A series of empirical

studies (pp. 103-125). Buffalo: Multilingual Matters.

   
Li, S. (2013). The differential roles of language analytic ability and working memory in
  mediating the effects of two types of feedback on the acquisition of an opaque linguistic structure. In C. Sanz & B. Lado (Eds.), Individual differences, L2 development & language program administration: From theory to application (pp. 32-52). Boston, MA: Cengage Learning.
   
Thompson, A., Li, S., White, B., Loewen, S., & Gass, S. (2012). Preparing the future
  professoriate. In Gorsuch, G. (Ed.), Working theories for teaching assistant development (pp. 137-168). Stillwater, OK: New Forums Press.

 

Books and Edited Works

 

Li, S. (under contract). Language aptitude and second language acquisition: Theory,

research, and practice.. John Benjamins.

 

Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (under contract). Theory and

practice of task-based language teaching. Cambridge University Press.

 

Wen, Z., Skehan, P., Biedroń, A., Li, S., & Sparks, R. (Eds.) (under contract). Rethinking

language aptitude: Multiple perspectives and emerging trends. Routledge.

 

Li, S., Shintani, N., & Ellis, R. (2015) (Eds.). Synthesizing research on form-focused

instruction: The complementary contributions of meta-analysis and narrative

review. Special issue of Applied Linguistics.

 

Book Reviews

 

Li, S. (2016). [Review of the book Key terms in second language acquisition]. New

          Zealand Studies in Applied Linguistics, 22, 56-58.

 

Li, S. (2009). [Review of the book English language teaching in China: New approaches,   

          perspectives and standards]. Studies in Second Language Acquisition, 31, 140-141.

 

Li, S. (2007). [Review of the book A pedagogical grammar for Chinese as a foreign    

          language]. Studies in Second Language Acquisition, 29, 637-639.

 

Li, S. (2005). [Review of the book Internet for English teaching]. Language Learning 

          and Technology, 9, 25-26.

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