Merrill Swain Books | Book Chapters | Refereed Journal Articles Technical Reports | Other

Books

Bygate, M., Skehan, P., & Swain, M. (Eds.). (2001). Researching pedagogic tasks: Second language learning, teaching and testing. London, UK:  Longman.

Johnson, R.K., & Swain, M. (Eds.). (1997). Immersion education: International perspectives. Cambridge: Cambridge University Press.

Philipson, R., Kellerman, E., Selinker, L, Sharwood Smith, M., & Swain M. (Eds.). (1991). Foreign/second language pedagogy research: A commemorative volume for Claus Faerch. Clevedon, Avon: Multilingual Matters.

Harley, B., Allen, P., Cummins, J., & Swain, M. (Eds.). (1990). The development of second language proficiency. Cambridge: Cambridge University Press.

Book Chapters

Canale, M. & Swain, M. (in press). Theoretical bases of communicative approaches to second language teaching and testing. In C. Candlin & T. McNamara (Eds.), The Applied Linguistics Reader. London: Routledge. (Reprinted from Applied Linguistics, 1, 1-47, 1980).

Swain, M. (in press). Languaging, agency and collaboration in advanced second language learning. In H. Byrnes, (Ed.), Advanced language learning: The contributions of Halliday and Vygotsky. London, UK: Continuum.

Swain, M. (in press). The output hypothesis (translated into Icelandic). In A. Haulsdottir and B. Arnbjornsdottir (Eds.), Mál málanna. University of Iceland: Bigdis Finnbogadottir Institute for Foreign Languages.

Tocalli-Beller, A., & Swain, M. (in press). Riddles and puns in the ESL Classroom: Adults talk to learn. In A. Mackey (Ed.), Conversational interaction in second language acquisition: Empirical studies. Oxford: Oxford University Press.

Swain, M. (2005). Verbal protocols: What does it mean for research to use speaking as a data collection tool? In M. Chaloub-Deville, M. Chapelle, & P. Duff (Eds.), Inference and generalizability in applied linguistics: Multiple research perspectives (pp 97-113). Amsterdam: Benjamins.

Swain, M., & Lapkin, S. (in press). Lexical learning through a multitask activity: The role of repetition. In D. Tedick & T. Fortune (Eds.), Pathways to multilingualism: Evolving perspectives on immersion education. Clevedon, Avon, UK: Multilingual Matters.

Swain, M. & Lapkin, S. (in press). “Oh, I get it now!” From production to comprehension in second language learning. In D. M. Brinton & O. Kagan (Eds.), Heritage language acquisition: A new field emerging. Mahwah, NJ: Lawrence Erlbaum.

Swain, M., & Lapkin, S. (in press). The distributed nature of second language learning: A case study. In S. Fotos & H. Nassaji (Eds.), Focus on form and teacher education: Studies in honour of Rod Ellis, Oxford University Press.

Swain, M., & Lapkin, S. (2005). Multilingualism through immersion? In D. Wolff (Ed.), Mehrsprachige Individuen - vielsprachige Gesellschaften (Plurilingual individuals - multilingual societies) (pp. 191-206). Bern: Peter Lang.

Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook on research in second language teaching and learning (pp. 471-484). Mahwah, NJ: Lawrence Erlbaum.

Swain, M. (2001). Christina Bratt Paulston. In R. Mesthrie (Ed.), Concise encyclopedia of sociolinguistics (p. 899). Oxford: Elsevier Science.

Bygate, M., Skehan, P. & Swain, M. (2001). Introduction. In M. Bygate, P. Skehan, & M. Swain (Eds.). Researching pedagogic tasks: Second language learning, teaching and testing (pp. 1-20). London, UK: Longman.

Swain, M., & Lapkin, S. (2001). Focus on form through collaborative dialogue: Exploring task effects. In M. Bygate, P. Skehan & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and assessment.  London, UK:  Pearson International.

Swain,M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97-114).  Oxford: Oxford University Press.

Swain, M. (1999). Integrating language and content teaching through collaborative tasks. In C. Ward & W. Renandya (Eds.), Language teaching:  New insights for the language teacher (pp. 125-147). Singapore: RELC. Reprinted in the Modern Language Teachers' Association of Western Australia’s Newsletter, 3(3), 4-12.

Swain, M. (1999). Christina Bratt Paulston. Concise encyclopedia of educational linguistics (pp. 777-778). Oxford: Elsevier Science.

Swain, M. (1998). Focus on form through conscious reflection. In C. Doughty and J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 64-81). Cambridge: Cambridge University Press.

Swain, M. (1998). French immersion in Canada. In J. Cummins (Ed.), Bilingual education, Volume 5 of The encyclopedia of language and education (pp. xx). Dordrecht, Holland: Kluer Academic Press.

Swain, M. (1998). The output hypothesis, second language learning and immersion education. In J. Arnau & J. Artigal (Eds.), Immersion programs: A European perspective (pp. 127-140). Barcelona, Spain: Publicacions de la Universitat de Barcelona.

Hart, D., Lapkin, S., & Swain, M. (1998). Characteristics of the bilingual private sector job market with special reference to French immersion graduates: Exploratory studies. In S. Lapkin (Ed.), French as a second language education in Canada: Recent empirical studies (pp. 56-85). Toronto: University of Toronto Press.

Turnbull, M., Lapkin, S., Hart, D., & Swain, M. (1998). Time on task and immersion graduates' French proficiency. In S. Lapkin (Ed.), French as a second language education in Canada: Recent empirical studies (pp. 31-55). Toronto: University of Toronto Press.

Swain, M. (1997). The output hypothesis, focus on form and second language learning. In V. Berry, B. Adamson, & W. Littlewood (Eds.), Applying Linguistics (pp.1-21). Hong Kong: University of Hong Kong.

Kowal, M., & Swain, M. (1997). From semantic to syntactic processing: How can we promote it in the immersion classroom? In R.K. Johnson & M. Swain (Eds.), Immersion education: International perspectives (pp. 284-309). Cambridge: Cambridge University Press.

Swain, M., & Johnson, R.K. (1997). Immersion education: A category within bilingual education. In R.K. Johnson & M. Swain (Eds.), Immersion education: International perspectives (pp. 1-16). Cambridge: Cambridge University Press.

Lapkin, S., Hart, D., & Swain, M. (1995). A Canadian interprovincial exchange: Evaluating the linguistic impact of a three month stay in Quebec. In B.F. Freed (Ed.), The linguistic impact of study abroad (pp. 67-94). Amsterdam: John Benjamins.

Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honour of H.G. Widdowson (pp. 125-144). Oxford: Oxford University Press.

Refereed Journal Articles

Watanabe, Y., & Swain, M. (in press). Effects of proficiency differences and patterns of pair interaction on second language learning: Collaborative dialogue between adult ESL learners. Language Teaching Research.

Swain, M., & Lapkin, S. (2005). The evolving socio-political context of immersion education in Canada: Some implications for program development. International Journal of Applied Linguistics, 15(2), 169-186.

Tocalli-Beller, A., & Swain, M. (2005). Reformulation: The cognitive conflict and L2 learning it generates. International Journal of Applied Linguistics, 15(1), 5-28.

Lapkin, S., & Swain, M. (2004). What underlies immersion students’ production: The case of avoir besoin de. Foreign Language Annals, 37, 349-355.

Swain, M., & Lapkin, S. (2002). Talking it through: Two French immersion learners’ response to reformulation. International Journal of Educational Research, 37, 285-304.

Lapkin, S., Swain, M., & Smith, M. (2002). Reformulation and the learning of French pronominal verbs in a Canadian French immersion context. Modern Language Journal, 86, 485-507.  

Nabei, T., & Swain, M. (2002). Learner awareness of recasts in classroom interaction: A case study of an adult EFL student’s second language learning. Language Awareness, 11(1), 43-63.

Swain, M., Brooks, L., & Tocalli-Beller, A. (2002). Peer-peer dialogue as a means of second language learning. Annual Review of Applied Linguistics, 22, 171–185.

Swain, M. (2001). Examining dialogue: Another approach to content specification and to validating inferences drawn from test scores. Language Testing, 18: 319-346.

Lapkin, S. & Swain, M. (2000). Task outcomes: A focus on immersion students’ use of pronominal versbs in their writing. Canadian Journal of Applied Linguistics 3: 1001-1017.

Swain, M. & Lapkin, S. (2000). Task-based second language learning:  The uses of the first language.  Language Teaching Research 4:253-276.

Nassaji, H., & Swain, M. (2000). A Vygotskian perspective on corrective feedback in L2: The effect of random versus negotiated help on the learning of English articles. Language Awareness 9, 34–51.

 Swain, M. (2000).  French immersion research in Canada:  Recent contributions to SLA and applied linguistics. Annual Review of Applied Linguistics, 20, 199-212.  Cambridge:  Cambridge University Press.

Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. Modern Language Journal, 82(3), 320-337.

Swain, M. (1997). Collaborative dialogue: Its contribution to second language learning. Revista Canaria de Estudios Ingleses, 34.

Lapkin, S., & Swain, M. (1996). Vocabulary teaching in a grade 8 French immersion classroom: A descriptive case study. In B. Harley (Ed.), Special Issue of Canadian Modern Language Review, 53(1), 242-256.

Swain, M. (1996). Discovering successful second language teaching strategies and practices: From program evaluation to classroom experimentation. Journal of Multilingual and Multicultural Development, 17 (1 & 2), 89-104.

Swain, M. (1996). Integrating language and content in immersion classrooms: Research perspectives. Canadian Modern Language Review, 4, 529-548.

Swain, M., & Lapkin, S. (1996). Peer interaction and second language learning: Focus on meaning versus focus on form in meaningful contexts. Le Journal de l'Immersion, 20(1), 22-24.

Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16(3), 371-391.

Tarone, E., & Swain, M. (1995). A sociolinguistic perspective on second language use in immersion classrooms. Modern Language Journal, 79(2), 24-46. Adapted as Why do immersion learners resist using their second language with one another? for Immersion Journal, 18(2), 23-27.

Warden, M., Lapkin, S., Swain, M., & Hart, D. (1995). Adolescent language learners on a three month exchange: Insights from their diaries. Foreign Language Annals, 28(4), 537-550.

Kowal, M., & Swain, M. (1994). Using collaborative language production tasks to promote students' language awareness. Language Awareness, 3(2), 73-93.

Johnson, R.K., & Swain, M. (1994). From core to content: Bridging the L2 proficiency gap in late immersion. Language and Education, 8(4), 211-229.

Swain, M., & Miccoli, L.S. (1994). Learning in a content-based, collaboratively-structured course: The experience of an adult ESL learner. TESL Canada Journal, 12(1), 15-28.

Swain, M. (1993). The output hypothesis: Just speaking and writing aren't enough. The Canadian Modern Language Review, 50(1), 158-164.

Swain, M. (1993). Second language testing and second language acquisition: Is there a conflict with traditional psychometrics? Language Testing, 10(2), 193-207.

Carroll, S., & Swain, M. (1993). Explicit and implicit negative feedback: An empirical study of linguistic generalizations. Studies in Second Language Acquisition, 15(3), 357-386. Reproduced by the University of South Africa, 1996.

Peirce, B., Swain, M., & Hart, D. (1993). Self assessment, French immersion and locus of control. Applied Linguistics, 14(1), 25-42.

Technical Reports

Hart, D., Lapkin, S., & Swain, M. (1994). Outcomes of a six month bilingual exchange program: Attitudes and achievement. Report to the Secretary of State. Toronto: OISE, Modern Language Centre.

Swain, M., & Lapkin, S. (1994). Problems in output and the cognitive processes they generate: A step in second language learning. Report of Year 1 of SSHRC grant. Toronto: OISE, Modern Language Centre.

Other

Swain, M.(1986). Two ingredients to the successful use of a second language as a medium of instruction in Hong Kong. Educational Research Journal, 1: 1-6 – Translated into Chinese for the Open University of Hong Kong, 11 pages, August 2005.

Tocalli-Beller, A., & Swain, M. (2004). A tale of two texts: Students’ writing, its reformulation and the cognitive conflict and L2 learning they generate. Proceedings of the First Symposium of Bilingualism and Bilingual Education in Latin America, pp. 328-338.

Lapkin, S. & Swain, M. (2000).  How tasks make a difference:  Some insights from adolescent immersion students’ writing.  In J. Dicks, (Ed.). Colloquium Proceedings, Bilingual Child-World Citizen.  [On-line]. Available: http://www.unb.ca/slec/events/actes/titlepage.html

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