Books

Lightbown, P.M., & Spada, N. (2006). How languages are learned (3rd edition). Oxford: Oxford University Press.

Lightbown, P.M. & Spada, N. (2004). How languages are learned (Korean Translation). Oxford: Oxford University Press.

Lightbown, P.M. & Spada, N. (2003). How languages are learned (Chinese Translation). Oxford: Oxford University Press.

Lightbown, P.M. & Spada, N. (1999). How Languages are Learned (Revised Edition) Oxford: Oxford University Press.

Spada, N. & Fröhlich, M. (1995).  The Communicative Orientation of Language Teaching Observation Scheme (COLT). The National Centre for English Language Teaching and Research (NCELTR). Macquarie University, Sydney, Australia.

Lightbown, P.M. & Spada, N. (1993). How Languages are Learned. Oxford University Press.

Lightbown, P.M., Spada, N. & White, L. (eds). (1993).  The role of instruction in second language acquisition.  Studies in Second Language Acquisition, 15(2)  (Thematic Issue). Cambridge University Press.
 

Book Chapters

Spada, N. & Lightbown, P.M. (2008b). Interaction research in second/foreign language classrooms. In C. Polio & A. Mackey (Eds.), Multiple Perspectives on Interaction. New York: Taylor and Francis.

Spada, N. (in press) Communicative language teaching: Current status and future prospects. In J. Cummins & C. Davison (Eds.), Kluwer handbook of English language teaching. Amsterdam: Klewer Publications.

Spada, N., Lightbown, P.M., & White, J. (2005). The importance of meaning in explicit form-focussed instruction. In A. Housen & M. Pierrard (Eds.), Current issues in instructed second language learning. Brussels: Mouton De Gruyter.

Russell Valezy, J., & Spada, N. (2006). The effectiveness of corrective feedback for second language acquisition: A meta-analysis of the research. In J. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp. 133-164). Amsterdam: John Benjamins.

Spada, N. (2005). Communicative language teaching: Current status and future prospects. In J. Cummins & C. Davison (Eds.), Kluwer handbook of English language teaching (pp. 2-22). Amsterdam: Kluwer Publications.

Spada, N., Lightbown, P.M. & White, J. (2005). The importance of meaning in explicit form-focussed instruction. In A. Housen & M. Pierrard (Eds.), Current issues in instructed second language learning (pp. 171-194). Brussels: Mouton De Gruyter.

Spada, N. & Lightbown, P.M. (2002). Instructed second language acquisition. In N. Schmitt (Ed.), An introduction to applied linguistics. (pp. 115-132) London: Edward Arnold.

Lightbown, P.M. & Spada, N. (2001). Factors affecting second language learning. In C. Candlin and N. Mercer (Eds.), English Language Teaching in its Social Context: A Reader. New York: Routledge. (Reprinted from Lightbown, P.M. & Spada, N. How Languages are Learned (Chapter 3). Oxford: Oxford University Press.)

Spada, N., Ranta, L. & Lightbown, P.M. (1996).  Working with teachers in second language acquisition research.  In J. Schachter and S. Gass (eds.)  Second Language Classroom Research: Issues and Opportunities.  New Jersey: Lawrence Erlbaum Associates Inc.

Articles in Refereed Journals

Spada, N., & Tomita, Y. (in press). Interactions between type of instruction and type of language feature: A meta-analysis. To appear in Language Learning.

Spada, N. Barkaoui, K., Peters, C., So, M. & Valeo, A. (2009). Developing a questionnaire to measure learners’ preferences for isolated and integrated form-focused instruction. System, 37, 70-81.

Spada, N. & Lightbown, P.M. (2008a). Form-focused instruction: Isolated or Integrated? TESOL Quarterly, 42,181-207.

Ammar, A., & Spada, (in press). One size fits all? Recasts, prompts and L2 learning. To appear in Studies in Second Language Acquisition, 28(4).

Spada, N., & Lightbown, P.M. (in press). Form-Focussed Instruction: Isolated or Integrated? To appear in TESOL Quarterly.

Spada, N. (2005). Conditions and challenges in developing school-based SLA research programs. Modern Language Journal, 89(3), 328-338.

Germain, C., Netten, J, Lightbown, P.M. & Spada, N. (2004). Intensive French and English: Differences and similarities. Canadian Modern Language Review, 60(3), 409-430.

Spada, N. (2004, March). Issues in second language learning and teaching: An interview with Nina Spada. In Revista Virtual de Estudos da Linguagem (ReVEL). From http://www.revelhp.cjb.net

Spada, N., & Lightbown, P. M. (2002). L1 and L2 in the education of Inuit children in Northern Quebec: Students’ abilities and teachers’ perceptions. Language and Education, 16(3), 212-241.

Nicholas, H., Lightbown, P.M. & Spada, N. (2001). Recasts as feedback to language learners. Language Learning, 51(4), 719-758.

Zahar, R. Cobb, T. & Spada, N. (2001). Acquiring vocabulary through reading: Effects of frequency and contextual richness. Canadian Modern Language Review, 15(4), 541- 572.

Lightbown, P.M. & Spada, N. (2000). Do they know what they’re doing? L1 influence in  L2 judgements of grammaticality. Language Awareness, 9(4), 198-217.

Spada, N. & Lightbown, P.M. (2000). Spada and Lightbown Comment. Modern Language Journal, 84(1) 106-107.

Spada, N. & Lightbown, P. M. (1999). Instruction, L1 influence and developmental "readiness"  in second language acquisition. Modern Language Journal, 83(1),1-22.

Collins, L. Halter, R. Lightbown, P.M. & Spada, N. (1999). Time and the distribution of time in L2 learning. TESOL Quarterly, 33(4).

Lyster, R. Lightbown, P.M. & Spada, N. (1999). A response to Truscott's "What's wrong with  oral grammar correction, Canadian Modern Language Review 55(4), 456-467.

Spada, N. & Lyster, R. (1997). Microscopic and macroscopic views of second language classrooms. TESOL Quarterly, 31(4), 787-795.

Spada, N. (1997). Form-focussed instruction and second language acquisition:  A review of  classroom and laboratory research. [State of the Art Article] Language Teaching, 30(2),  73-87.

Lightbown, P.M. & Spada, N. (1997). Learning English as a second language in a special school  in Quebec.  Canadian Modern Language Review, 53(2), 315-355.

Cumming, A., Auerbach, E., Cohen, A., Connor, U., Hornberger, N., Pennycook, A., Prior, P., Spada, N. & Tarone, E. (1994).  Alternatives in TESOL research:  Descriptive, interpretive and ideological orientations.  TESOL Quarterly, 28(4), 673-703.

Lightbown, P.M. & Spada, N. (1994).  An innovative program for primary ESL in Quebec.  TESOL Quarterly, 28(3), 563-579.

Spada, N. & Lightbown, P.M. (1993).  Instruction and the development of questions in L2 classrooms.  Studies in Second Language Acquisition, 15(2), 205-224.

Papers in Refereed Conference Proceedings

Spada, N. & Tomita, Y. (2008). The complexities of selecting complex (and simple) forms in instructed SLA research. In A. Housen and F. Kuiken (Eds.) Proceedings of the Complexity, Accuracy and Fluency (CAF) Conference, Belgium: University of Brussels.

Spada, N. & Massey, M. (1992). The role of prior pedagogic knowledge in determining the practice of novice ESL teachers. In J. Flowerdew, M. Brock and S. Hsia (eds.), Perspectives on Second Language Teacher Education. Hong Kong: City Polytechnic of Hong Kong.

Allen, P., Fröhlich, M. & Spada, N. (1984). The communicative orientation of second language teaching: An observation scheme. In J. Handscombe, R. Orem and B. Taylor (eds.), On TESOL ‘83. Washington, D.C.

Technical Reports

Spada, N. (2006). Teacher and student preferences for isolated and integrated FFI. Research report prepared for the Toronto Catholic District School Board and the English Language Program, Continuing Education, University of Toronto. Toronto: OISE/University of Toronto.

Collins, L. Halter, R. Lightbown, P.M. & Spada, N. (1999) Intensive ESL in Quebec: Models and  Outcomes. Research report prepared for the Ministère de l'Education du Québec and SPEAQ.

Spada, N. & Lightbown, P. M. (1997). Classroom-based research in KSB schools. Report  prepared for the Kativik Schoolboard, Montreal.

Lightbown, P.M. & Spada, N. (1995). Learning English as a Second Language in a special school in Quebec. Research report prepared for participating schoolboard.

Other Publications

Spada, N. (2003). Striking the right balance between form and meaning in second/foreign language classrooms: What does the research have to say. In Proceedings of Research in ELT Conference. King Mongkut‘s University of Technology Thonburi: Bangkok, Thailand.

Spada, N. (2001). Second language research and teaching: Narrowing the gap. Alberta Teacher’s of English as a Second Language (ATESL) Newsletter. Winter, 2001.

Lightbown, P.M. & Spada, N. (2001). Response to Sheen. SPEAQ-Out, Spring, 2001, Montreal, Quebec.

Spada, N. (2001). Second language research and teaching: Narrowing the gap. Alberta Teacher’s of English as a Second Language (ATESL) Newsletter. Winter, 2001.

Collins, L., Halter, R. Lightbown, P.M. & Spada, N. (2000). L’enseignement intensif de l’anglais, langue seconde au Québec: Modèles et résultats. Vivre le primaire, 13(4), 26-30.

Spada, N. (1997). Second Language Classroom Research: Some answers.... more questions. TESL Ontario Newsletter, Fall, 1997.

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