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. Acknowledgments; 2. Introduction; 3. Motivation and SLA: Bridging the gap (by Ushioda, Ema); 4. Sociolinguistic competence, variation patterns and identity construction in L2 and multilingual speakers (by Regan, Vera); 5. Developing pragmatic fluency in an EFL context (by Baron, Julia); 6. Pragmaticalisation des adverbes temporels dans le francais parle L1 et L2: Etude developpementale de alors, apres, maintenant, deja, encore et toujours (by Hancock, Victorine); 7. Discourse cohesion and Topic discontinuity in native and learner production: Changing topic entities on maintained predicates (by Benazzo, Sandra); 8. Corpus data: Shedding the light on French grammatical gender ... or not (by Ayoun, Dalila); 9. The influence of Chinese Focused Cleft wh-constructions on Chinese speakers' L2 knowledge of English wh-movement: Evidence from two experimental studies (by Wu, Fuyun); 10. Comparison-based and detection-based approaches to transfer research (by Jarvis, Scott); 11. Acquisition of English articles in early bilingualism (by Mede, Enisa); 12. The lexicon-syntax interface in child L2 grammars of Italian: Auxiliary selection and ne-cliticisation with intransitive verbs (by Kras, Tihana); 13. L1 attrition and L2 acquisition: Global language proficiency and language dominance in adult bilinguals (by Opitz, Conny)