Recent Books (since 2015)

In press

Rubio, F., Winke, P., Gass, S., Zhang, X, Soneson, D., & Hacking, J. The proficiency profiles of language students: Implications for programs. Second Language Research, & Practice.

Winke, P., Uebel, E., & S. Gass (in press). Individual characteristics in advanced Spanish proficiency: Cluster and case-matching analyses on 127 advanced learners

Loewen, S., & Gass, S. (in press). Laboratory-based oral corrective feedback. In E. Kartchava, & H. Nassaji. The Cambridge handbook of corrective feedback. Cambridge: Cambridge University Press.

2020

Gass, S., Loewen, S., & Plonsky, L. Coming of age: The past, present, and future of SLA quantitative research. Language Teaching, Online

Gass, S., & Mackey, A. (2020). Input, interaction and output in second language acquisition. In B. VanPatten, G. Keating, & S. Wulff (Eds.). Theories in second language acquisition (3^rd edition) (pp. 192-221). New York: Routledge.

2019

Isbell, D., Winke, P., & Gass, S. (2019). Using the ACTFL OPIc to assess proficiency and monitor progress in a tertiary foreign languages program. Language Testing, 36, 439-465. https://doi.org/10.1177/0265532218798139

Gass, S., Winke, P., & Isbell, D., Ahn, J. (2019). How Captions Help People Learn Languages: A Working-memory, Eye-tracking Study. Language Learning & Technology, 23, 84-104.

Plonsky, L., Marsden, E., Crowther, D., Gass, S.., & Spinner, P. (First View). A methodological synthesis and meta-analysis of judgment tasks in second language research. Second Language Research. https://doi.org/10.1177/0267658319828413

Gass, S., Van Gorp, K., Winke, P. (2019). Using Different Carrots: How Incentivization Affects Proficiency-Testing Outcomes. Foreign Language Annals, 52(2), 216-236

Winke, P., Gass, S., & Heidrich, E. (2019). Modern-day foreign language majors: Their goals, attainment, and fit with a 21^st century curriculum. In P. Winke & S. Gass (eds). Foreign Language Proficiency in Higher Education. (pp. 93-113). Cham, Switzerland: Springer.

Gass, S., & Winke, P. (2019) Proficiency testing in the U.S. Context: An introduction. In P. Winke & S. Gass (eds). Foreign Language Proficiency in Higher Education (pp 3-13). Cham, Switzerland: Springer.

Crowther, D., & Gass, S. (2019). Speaking. In J. Schwieter & A. Benati (eds.) The Cambridge Handbook of Language Learning (pp. 258-282). Cambridge: Cambridge University Press.

Gass, S. (2019). Future directions in language learning and teaching. In J. Schwieter & A. Benati (eds.) The Cambridge Handbook of Language Learning (pp. 777-798). Cambridge: Cambridge University Press.

2018

Gass, S., Juffs, A., Starfield, S., & Hyland, K. (2018). Conducting research at language centers: Perspectives from the field. TESOL Quarterly, 52, 1108-1119.

Gass, S. (2018). World Englishes and SLA: Coda. World Englishes. 37, 120-126.

Gass, S., & Mohammed, A. (2018). Approaches to second language acquisition in relation to Arabic. In K. Wahba, L. England, & Z. Taha (Eds.). Handbook for Arabic Language Teaching Professionals in the 21^stCentury (pp. 41-61). New York: Routledge.

Gass, S., & Glew, M. (2017). Second language acquisition and bilingualism. In R. Heredia & J. Altarriba. An introduction to bilingualism: Principles and processes (pp. 357-387). New York: Taylor & Francis (Psychology Press).

Gass, S. (2018). Eliciting SLA data: Judgment tasks and elicited imitation. In S. Starfield, A. Phakiti, P. De Costa, & L. Plonsky. Handbook of Applied Linguistics Research Methodology (pp. 313-337). UK: Palgrave Macmillan.

Gass, S. (2018). Factors Affecting Second Language Acquisition: Successes and Nonsuccesses. In A. Bar-On and D. Ravid. Handbook of communication disorders: Theoretical, empirical, and applied linguistics perspectives (pp. 665-683). Mouton de Gruyter.

Winke, P., & Gass, S. (2018). When some study abroad: How returning students align with the curriculum and impact learning. In C. Sanz and A. Morales-Front (eds.). Handbook of Study Abroad Research and Practice (pp. 527-543). New York: Routledge.

Winke, P., & Gass, S. (2018). Individual differences in advanced proficiency. In P. Malovrh and A. Benati (eds). Handbook of Advanced Language Proficiency (pp. 157-178). New York: Routledge.

Behney, J., Spinner, P., Gass, S., & Valmori, L. (2018). The L2 acquisition of Italian tense: The role of salience. In Gass, S., Spinner, P, & Behney, J. (Eds.). Salience in Second Language Acquisition (pp. 89-106). New York: Routledge.

Gass, S., Spinner, P., & Behney, J. (2018). Salience in second language acquisition and related fields. In Gass, S., Spinner, P, & Behney, J. (Eds.). Salience in Second Language Acquisition (pp. 1-18). New York: Routledge.

Spinner, P., Behney, J., & Spinner, P. (2018). The role of salience in second language research. In Gass, S., Spinner, P, & Behney, J. (Eds.). Salience in Second Language Acquisition (pp. 291-297). New York: Routledge.2017

2017

Polio, C., & Gass, S. (2017). Pre-Service Instructors’ Performance on a Language Learning Task: Altering Interlocutor Orientation. In Gurzynski-Weiss, L. (Ed.). Expanding Individual Difference Research in the Interaction Approach: Investigating Learners, Instructors, and Researchers (pp. 281-302). Amsterdam: John Benjamins.

Gass, S. & Walters, P. (2017). Challenges and opportunities in preparing English language learners for the university environment. In N. DeJoy & B. Smith (eds.). Cross-Language Communication and the Academy: Re-thinking Orientations (pp. 58-74). Ann Arbor: University of Michigan Press.

Van Gorp, K., Reed, D., Gass, S., & Winke, P. (2017). Comparing speaking performances across tests and languages: evaluating the success of an institutional rater-training program. In Savage, J., Marulli, M., French, A. (Eds). Learning and Assessment: Making the connections (pp. 194-200). Cambridge, UK: Association of Language Testers in Europe.

Gass, S., & Sterling, S. (2017). Ethics in ISLA. Sato, M. & Loewen, S. (Eds.) Handbook of Instructed Second Language Acquisition (pp. 577-595). New York: Routledge.Sterling, S., & Gass, S. (2017). Exploring the boundaries of research ethics: Perceptions of Ethics and Ethical Behaviors in Applied Linguistics Research. System, 70, 50-62.

Gass, S. (2017). Commentary on research methods in a study abroad context. System. 71, 46-48. DOI: 10.1016/j.system.2017.09.015

Tigchelaar, M., Bowles, R., Winke, P., & Gass, S. (First View). Assessing the validity of ACTFL Can-Do Statements for spoken proficiency: A Rasch Analysis. Foreign Language Annals. DOI: 10.1111/flan.12286

2016

Gass, S., Winke, P., & Van Gorp, K. (2016). The Language Flagship Proficiency Initiative. Language Teaching: Surveys and Studies, 49, 592-595. doi:10.1017/S0261444816000215

Gass, S. (2016). The path I took. Language Teaching: Surveys and Studies. 49, 578-591 (2016) doi:10.1017/S0261444816000185

Gass, S. (2016). The road travelled. In R. Ellis (ed.). Becoming and being an Applied Linguistic: The Life Histories of Some Applied Linguists (pp. 253-274). Amsterdam. John Benjamins.

Winke, P., & Gass, S. (2016). Using Free Recall and Idea Units for Evaluating Second Language Comprehension: Methodological Choices and Issues, Applied Linguistics Forum, TESOL. http://newsmanager.commpartners.com/tesolalis/issues/2016-11-04/5.html

Sterling, S., Winke, P., & Gass, S. (2016). Training in research ethics among SLA researchers. In P. De Costa (Ed.). Ethics in Applied Linguistics Research: Language Researcher Narratives (pp. 15-37). New York: Routledge

Gass, S. (2016). Second language acquisition and applied linguistics. In K. Allan (Ed.). Handbook of Linguistics (pp. 329-343). New York: Routledge.

2015

Godfroid, A., Loewen, S., Jung, S. Park, J-H, Gass, S., & Ellis. R. (2015). Timed and untimed grammaticality measure distinct types of knowledge: Evidence from eye-movement patterns. Studies in Second Language Acquisition, 37, 269-297.

Spinner, P. & Gass, S. (2015). Second Language Acquisition and Linguistics: A Bidirectional Perspective. Linguistics Vanguard,1, 227-233. DOI: 10.1515/lingvan-2014-1010,

Gass, S. & , Valmori, L. (2015). Replication in interaction and working memory research: Révész (2012) and Goo (2012). Language Teaching, 48, 545-555. (doi: http://dx.doi.org/10.1017/S0261444815000038)

Gass, S. (2015). Experimental research. In B. Paltridge & A. Phakiti. Second Language Research Methods (pp. 101-117). London: Bloomsbury.

Gass, S. (2015). Comprehensible input and output in classroom interaction. In N. Markee (Ed.). Handbook of Classroom Discourse and Interaction (pp. 182-197). Boston: Wiley-Blackwell.

Gass, S. & Mackey, A. (2015). Input, interaction and output in second language acquisition. In B. VanPatten & J. Williams (Eds.). Theories in second language acquisition (2^nd edition). New York: Routledge.