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Name: Paul  D.  Toth
Institution: Temple University
Email: click here to access email
State and/or Country: PA
Linguistic Field(s): Applied Linguistics
Language Acquisition
Specialty: Second Language Acquisition and Pedagogy
Subject Language(s): Spanish
Selected Publications: (2014) Bowles, M., Adams, R., and Toth, P. D. A comparison of L2-L2 and L2-heritage learner interactions in Spanish language classrooms. Modern Language Journal 98(2), 497-517.

(2013) Toth P. D. and Guijarro-Fuentes, P. The impact of instruction on second-language implicit knowledge: Evidence against encapsulation. Applied Psycholinguistics, 34(4), 1163-1193.

(2013) Toth, P. D., Wagner, E. M., and Moranski, K., “Co-constructing” explicit L2 knowledge with high school learners through guided induction. Applied Linguistics 34(3), 279-303.

(2013) Wagner, E. and Toth, P. D. Building explicit L2 Spanish knowledge through guided induction in small-group and whole-class interaction. In K. McDonough and A. Mackey (Eds.) Second language interaction in diverse educational contexts. Amsterdam: John Benjamins (pp. 89-108).

(2012) Toth, P. D. Output-based instructional approaches. In C. Chapelle. (Ed.), The encyclopedia of applied linguistics. Oxford, UK: Wiley-Blackwell.

(2011) Toth, P. D. Teacher- and learner-led discourse in task-based grammar instruction: Providing procedural assistance for L2 morphosyntactic development. In P. Robinson (Ed.), Best of Language Learning Series: Vol 7. Task Based Language Learning (pp. 141-188). Hoboken, NJ: Wiley-Blackwell.

(2011) Toth, P. D. Social and cognitive factors in making teacher-led classroom discourse relevant for L2 grammatical development. Modern Language Journal 95(1), 1-25.

(2010) Toth, P. D. Relevance, cohesion and the sociocognition of form-focused, teacher-led L2 discourse. In R. Batstone (Ed.), Sociocognitive perspectives on language use and language learning (pp. 186-209). Oxford, UK: Oxford University Press.

(2008) Toth, P. D. Teacher- and learner-led discourse in task-based grammar instruction: Providing procedural assistance for L2 morphosyntactic development. Language Learning 58(2), 237-283.

(2008) Toth, P. D. and Garritano, A. La retroalimentación implícita por medio de «contraejemplos» en una clase de español como lengua extranjera (Implicit feedback through “recasts” in a Spanish foreign language class.) Hispania 91(1), 124-138.

(2006) Toth, P. D. Processing Instruction and a Role for Output in Second Language Acquisition. Language Learning 56, 319-385.

(2005) Toth, P. D. [Review of the book Processing Instruction: Theory, Research, and Commentary]. Language Teaching Research 9(2), 223-226.

(2004) Toth, P. D. When grammar instruction undermines cohesion in L2 Spanish classroom discourse. Modern Language Journal 88, 14-30.

(2003) Toth, P. D. Psych verbs and morphosyntactic development in instructed L2 Spanish. In S. Montrul & F. Ordóñez (Eds.), Linguistic theory and language development in Hispanic languages: Papers from the 5th Hispanic linguistics symposium and the 4th conference on the acquisition of Spanish and Portuguese (pp. 468-497). Sommervile, MA: Cascadilla Press.

(2000) Toth, P. D. The interaction of instruction and learner-internal factors in the acquisition of L2 morphosyntax. Studies in Second Language Acquisition 22, 169-208.

(1999) Toth, P. D. Preemption in instructed learners of Spanish as a foreign language: Acquiring a rule for SE. Spanish Applied Linguistics 3, 195-246.
Courses Taught: Linguistic structures of Spanish
Spanish syntax
Spanish Second Language Acquisition
Spanish Language Teaching (practicum)
Language Teaching Methods, grades K-8
Language Teaching Seminar

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