The annual conference of the European Second Language Association provides an opportunity for the presentation of second language research with a genuinely European flavour. The theoretical perspectives adopted are wide-ranging and may fall within traditions overlooked elsewhere. Moreover, the studies presented are largely multi-lingual and cross-cultural, as befits the make-up of modern-day Europe. At the same time, the work demonstrates sophisticated awareness of scholarly insights from around the world. The EUROSLA yearbook presents a selection each year of the very best research from the annual conference. Submissions are reviewed and professionally edited, and only those of the highest quality are selected. Contributions are in English.
1. Introduction (by Foster-Cohen, Susan H.); 2. Acknowledgements; 3. Articles; 4. On the existence of scrambling in the grammar of Japanese elementary EFL learners (by Miyamoto, Yoichi); 5. The interpretation of pronouns by Japanese Learners of English (by Ito, Myoko); 6. L2 root infinitives uprooted and revisited (by Gavruseva, Elena); 7. Unlearning V2: Transfer, markedness, and the importance of input cues in the acquisition of word order in English by Norwegian children (by Westergaard, Marit); 8. Long-term effects of an earlier start: An analysis of EFL written production (by Naves, Teresa); 9. Towards a characterisation of saliency on first exposure to a second language (by Rast, Rebekah); 10. Native-like attainment in L2 syntax (by Boxtel, Sonja van); 11. Linguistic structure and information organisation: The case of very advanced learners (by Stutterheim, Christiane von); 12. Producing and learning to produce utterances in social interaction (by Dausendschon-Gay, Ulrich); 13. Tearing us apart again: The paradigm wars and the search for validity (by McNamara, Tim F.)