Mike Long

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Professor of SLA

School of Languages, Literatures, and Cultures
3124 Jiménez Hall
University of Maryland
College Park, MD 20742

Phone: (301) 405-4036

mlong5@umd.edu

 

Education

  • LL.B. (Bachelor of Laws), with honors, University of Birmingham
  • P.G.C.E. (Post-Graduate Certificate in Education) University of London, Institute of Education, Department of English as a Foreign Language
  • M.A. in Linguistics (Applied Linguistics), with distinction, University of Essex
  • Ph.D. in Applied Linguistics University of California, Los Angeles (UCLA)
  • Doctorate Honoris Causa, Stockholm University, 2009

Work Experience

Present position

  • Professor of SLA, School of Languages, Literatures, and Cultures, University of Maryland

Previous positions

Academic appointments

  • 1980-82 Assistant Professor, University of Pennsylvania
  • 1982-85 Assistant Professor, University of Hawai’i at Manoa
  • 1985-90 Associate Professor, University of Hawai’i at Manoa
  • 1990-2003 Full Professor, University of Hawai’i at Manoa
  • 2003-2009 Professor of SLA & Director, School of Languages, Literatures, and Cultures, University of Maryland
  • 2009-present Professor of SLA, University of Maryland

Visiting appointments

  • 1980 summer University of New Mexico, Department of Linguistics (Visiting Assistant Professor, LSA/TESOL Summer Institute)
  • 1981 summer University of Hawai’i at Manoa, Department of English as a Second Language (Visiting Assistant Professor)
  • 1982 summer Northwestern University, Department of Linguistics (Visiting Assistant Professor, TESOL Summer Institute)
  • 1983 summer University of Hawai’i at Manoa, Department of English as a Second Language (Assistant Professor, Summer Program)
  • 1984 summer Columbia University, Teachers College (Visiting Assistant Professor, ABC (American/British/Canadian) TESOL Workshops)
  • 1985 summer Georgetown University, Department of Linguistics (Visiting Assistant Professor, LSA/TESOL Summer Institute)
  • 1986 summer University of Hawai’i at Manoa, Department of English as a Second Language (Associate Professor, TESOL Summer Institute)
  • 1987 summer Concordia University, Sir George Williams Campus, Montreal TESL Centre (Visiting Associate Professor, TESL Canada Summer Institute)
  • 1998 Inter-University Centre of Postgraduate Studies, Dubrovnik, Yugoslavia (Visiting Professor)
  • 1988-89 Temple University Japan, Tokyo (Visiting Professor)
  • 1990 summer Michigan State University (Visiting Professor, TESOL Summer Institute)
  • 1990 fall University of Copenhagen, Department of Linguistics (Visiting Professor)
  • 1991 summer University of British Columbia, Vancouver (Visiting Professor, Noted Scholar Program)
  • 1992 summer Escuela de Administracion de Empresas, Barcelona (Visiting Professor, Mediterranean Summer Institute)
  • 1992 summer University of Copenhagen, Department of Linguistics (Co-director, Second Language Acquisition Seminar)
  • 1993 fall University of Western Australia (Professor, Graduate School of Education)
  • 1994 summer La Trobe University, Melbourne (Visiting Professor, Australian Linguistics Institute)
  • 1996 summer Escuela de Administracion de Empresas, Barcelona (Visiting Professor, Mediterranean Summer Institute)
  • 1997 spring Georgetown University, Linguistics Department, Adjunct Professor
  • 1996-97 Johns Hopkins University, National Foreign Language Center, Washington, D.C. (Mellon Fellow)
  • 1997 summer Universitat de Barcelona (Visiting Professor)
  • 1998 summer Edith Cowan University (Visiting Professor, Distinguished Scholar Program)
  • 2000 summer Escuela de Administracion de Empresas, Barcelona (Visiting Professor, Mediterranean Summer Institute)
  • 2001 summer Universidad del Pais Vasco, Donostia/San Sebastian (Visiting Professor, Cursos Europeos de Verano)
  • 2002 summer Nagoya Daigaku (Nagoya University), Japan (Visiting University Research Fellow)
  • 2009 summer Universitat de Barcelona (Visiting Professor)
  • 2011 summer Beijing University of Foreign Studies (Visiting Professor)

Research Interests

  • epistemological issues and theory change in SLA
  • age differences, maturational constraints and sensitive periods;
  • SLA processes, e.g., stabilization/fossilization, in interlanguage development
  • negative feedback (models and recasts) in second language acquisition
  • language aptitude
  • the advanced learner
  • second language research methods
  • learner needs analysis
  • Task-Based Language Teaching
  • Instructed SLA (ISLA)

Sample publications

Books and monographs

Long, M. H. (1977). Face to Face. London: Evans Bros.

Long, M. H., Allen, W., Cyr, A., Lemelin, C., Ricard, E., Spada, N., & Vogel, P (1980). Reading English for Academic Study. Rowley, Mass.: Newbury House, 1980.

Krashen, S. Scarcella, R. C., & Long, M. H. (eds.), Child-adult differences in second language acquisition. Rowley, Mass.: Newbury House, 1982.  

Seliger, H. W., & Long, M. H. (eds.), Classroom-oriented research on second language acquisition.  Rowley, Mass.: Newbury House, 1983. 

Bailey, K. M., Long, M. H., & Peck, S. (eds.), Second language acquisition studies. Rowley, Mass.: Newbury House, 1983.

Long, M. H., Brock, C., Crookes, G., Deicke, C., Potter, L., & Zhang, S. (1984). The effect of teachers' questioning patterns and wait‑time on pupil participation in public high school classes in Hawaii for students of limited English proficiency. Technical Report No. 1. Honolulu: Center for Second Language Classroom Research, Social Science Research Institute, University of Hawai’i at Manoa, 1984.

Long, M. H. (1985). Bibliography of Research on Second Language Classroom Processes and Classroom Second Language Acquisition. Technical Report No. 2. Honolulu: Center for Second Language Classroom Research, Social Science Research Institute, University of Hawai’i at Manoa.

Long, M. H., & Richards, J. C. (eds.) Methodology in TESOL: A reader. Rowley, Mass.: Newbury House, 1987.

Chaudron, C., Crookes, G., & Long, M. H. (1988). Reliability and validity in second language classroom research. Technical Report No. 8. Honolulu: Center for Second Language Classroom Research, Social Science Research Institute, University of Hawai’i at Manoa.

Larsen-Freeman, D., & Long, M. H. (1991). An introduction to second language acquisition Research. London: Longman. (Spanish translation, 1994; Japanese translation, 1996; Chinese edition, 2000).

Doughty, C. J., & Long, M. H. (eds.). The handbook of second language acquisition. Oxford: Blackwell, 2003. (paperback edition, 2005)

Long, M. H. (ed.), Second language needs analysis. Cambridge: Cambridge University Press, 2005.

Long, M. H., Problems in SLA. Mahwah, NJ: Lawrence Erlbaum Associates, 2007.

Long, M. H. & Doughty, C. J. (eds.), The handbook of language teaching. Oxford: Wiley-Blackwell, 2009.

Granena, G., & Long, M. H. (eds.) (2013). Sensitive periods, language aptitude, and ultimate L2 attainment. Amsterdam and Philadelphia: John Benjamins.

 Long, M. H. (2015). Second language acquisition and Task-Based Language Teaching. Oxford: Wiley-Blackwell.

Chapters in books

Long, M. H. (1975). Group work and communicative competence in the ESOL classroom. In Burt, M., & and Dulay, H. (eds.), On TESOL '75: New directions in second language learning, teaching and bilingual education (pp. 211-23). Washington, D.C.: TESOL. Reprinted in Scarcella, R. C., Andersen, E., & Krashen, S. D. (eds.), Developing communicative competence in a second language (pp. 303-15). Cambridge, Mass.: Newbury House/Harper and Row, 1990.

Long, M. H., Adams, L., McLean, M., & Castanos, F. (1976). Doing things with words: verbal interaction in lockstep and small group classroom situations. In Fanselow, J., & Crymes, R. (eds.), On TESOL '76 (pp. 137-53). Washington, D.C.: TESOL. Reprinted in Allwright, D., Observation in the language classroom (pp. 153-71). Harlow, Essex: Longman, 1988.  

Long, M. H. (1977). Teacher feedback on learner error: mapping cognitions. In Brown, H. D., Yorio, C. A., & Crymes, R. (eds.), On TESOL '77Teaching and learning English as a Second Language: Trends in research and practice (pp. 278-94). Washington, D.C.: TESOL. Reprinted in Robinett, B. W., & Schachter, J. (eds.), Second language learning: Contrastive analysis, error analysisand related aspects (pp. 446-65). Ann Arbor: University of Michigan Press, 1993.  

Hatch, E. M., & Long, M. H. (1980). Discourse analysis, what's that? In Larsen-Freeman, D. (ed.),  Discourse analysis in second language research (pp. 1-40).  Rowley, Mass.: Newbury House.

Long, M. H. (1983). Native speaker/non-native speaker conversation in the second language classroom. In M. Clark, M., & Handscombe, J. (eds.), On TESOL '82. Pacific perspectives on language learning (pp. 207-25). Washington, D.C.: TESOL. Reprinted in Long, M. H., & Richards, J. C. (eds.), Methodology in TESOL. A book of readings (pp. 339-54). New York: Newbury House/Harper and Row, 1987. 

Long, M. H. (1983). Training the second language teacher as classroom researcher. In J. E. Alatis, J. E., Stern, H. H., & Strevens, P. D. (eds.), GURT '83Applied linguistics and the preparation of second language teachers: Towards a rationale (pp. 281-97). Washington,  D.C.: Georgetown University Press.

Long, M. H., & Sato, C. J. (1983). Classroom foreigner talk discourse: forms and functions of teachers' questions. In Seliger, H. W., & Long, M. H. (eds.), Classroom-oriented research on second language acquisition (pp. 268-85). Rowley, Mass.: Newbury House.

Long, M. H., & Sato, C. J. (1984). Methodological issues in interlanguage studies: an interactionist perspective. In Davies, A., Criper, C., & Howatt, A. P. R. (eds.), Interlanguage (pp. 253-80). Edinburgh:  Edinburgh University Press.

Long, M. H. (1985). Input and second language acquisition theory. In Gass, S. M., & Madden, C. (eds.), Input and second language acquisition (pp. 377-93). Rowley, Mass.: Newbury House. 

Long, M. H. (1985). A role for instruction in second language acquisition: task-based language teaching. In Hyltenstam, K., & Pienemann, M. (eds.), Modeling and assessing second language development (pp. 77-99). Clevedon, Avon: Multilingual Matters. 

Brock, C., Crookes, G., Day. R. R., & Long, M. H. (1986). Differential effects of corrective feedback on second language performance. In Day, R. R. (ed.), "Talking to learn": Conversation in second language acquisition (pp. 229-36). Rowley, Mass.: Newbury House.

Pica, T., & Long, M. H. (1986). The linguistic and conversational performance of experienced and inexperienced teachers. In Day, R. R. (ed.), "Talking to learn": Conversation in second language acquisition (pp. 85-98). Rowley, Mass.: Newbury House.  

Long, M. H., & Crookes, G. (1987). Intervention points in second language classrooms. In Das, B. (ed.), Patterns of interaction in classrooms in Southeast Asia (pp. 177-203). Singapore: Regional English Language Centre.

Long, M. H. (1988). Instructed interlanguage development. In L. M. Beebe (ed.), Issues in second language acquisition: Multiple perspectives (pp. 115-41). Cambridge, MA: Newbury House/Harper and Row.

Long, M. H. (1990). Task, group and task-group interactions. In Anivan, S. (ed.), Language teaching methodology for the nineties (pp. 31-50).  Singapore: Regional English Language Centre/Singapore University Press. 

Long, M. H. (1991). The design and psycholinguistic motivation of research on foreign language learning. In B. Freed (ed.), Foreign language acquisition research and the classroom (pp. 309-20). Lexington, Mass.: D. C. Heath. 

Long, M. H. (1991). Focus on form: A design feature in language teaching methodology. In de Bot, K., Ginsberg, R. B., & Kramsch, C. (eds.), Foreign language research in cross-cultural perspective (pp. 39-52). Amsterdam: John Benjamins. 

Long, M. H. (1992). Second language acquisition. In Bright, W. (ed.), Oxford International Encyclopoedia of Linguistics (pp. 16-19).  Oxford: Oxford University Press. 

Long, M. H. & Crookes, G. (1993). Units of analysis in syllabus design: The case for task. In Crookes, G., & Gass, S. M. (eds.), Tasks in pedagogical contextIntegrating theory and practice (pp. 9-54). Clevedon, Avon: Multilingual Matters. 

Long, M. H. (1993). Second language acquisition as a function of age: substantive findings and methodological issues. In Hyltenstam, K., & Viberg, A. (eds.), Progression and regression in language (pp. 196-221). Cambridge: Cambridge University Press. 

Long, M. H., & Ross, S. (1993). Modifications that preserve language and content. In Tickoo, M. (ed.), Simplification: Theory and application (pp. 29-52).  Singapore: SEAMEO Regional Language Centre. 

Long, M. H. (1994). The process of foreign language acquisition. In Husen, T., & Postlethwaite, T. N. (eds.), The International Encyclopedia of Education (pp. 2331-39). 2nd edition. Oxford: Pergamon.

Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In Ritchie, W. C., & Bahtia, T. K. (eds.), Handbook of second language acquisition (pp. 413-68). New York: Academic Press. Reprinted in Ortega, L. (ed.), Second language acquisition: Critical concepts in linguistics. London: Routledge.

Long, M. H. (1996). Authenticity and learning potential in L2 classroom discourse. In Jacobs, G. M. (ed.), Language classrooms of tomorrow: Issues and responses (pp. 148-69). Singapore: SEAMEO Regional Language Centre.

Long, M. H. (1999). Ebonics, language and power. In Pincus, F. L., & Ehrlich, H. J. (eds.), Race and ethnic conflict. Contending views on prejudice, discrimination, and ethnoviolence 2nd edition (pp. 331-45). Westview/Harper Collins. Also in Blot, R. (ed.), Language and social identity (pp. 147-70). Westport, CT: Greenwood, 2003.

Long, M. H., & Robinson, P. (1998). Focus on form: Theory, research and practice. In Doughty, C. J., & Williams, J. (eds.), Focus on form in second language acquisition (pp. 15-41). Cambridge: Cambridge University Press. Reprinted in Ortega, L. (ed.), Second language acquisition: Critical concepts in linguistics. London: Routledge.

Inagaki, S., & Long, M. H. (1999). The effects of implicit negative feedback on the acquisition of Japanese as a second language. In Kanno, K. (ed.), The acquisition of Japanese as a second language (pp. 9-30). Amsterdam: John Benjamins.

Long, M. H. (2000). Focus on form in Task-Based Language Teaching. In Lambert, R.H. & Shohamy, E. (eds.) Language Policy and Pedagogy (pp. 179-92). Amsterdam/Philadelphia: John Benjamins.

Long, M. H. (2000). Second language acquisition theories. In M. Byram (ed.), Encyclopedia of language teaching (pp. 527-34). London: Routledge.

Doughty, C. J., & Long, M. H. (2000). Eliciting second language speech data. In Menn, L., & Bernstein Ratner, N. (eds.), Methods for studying language production (pp. 149-77). Mahwah, NJ: Lawrence Erlbaum Associates.

Long, M. H. (2000). Acquisition and teaching. In Byram, M. (ed.), Encyclopedia of language teaching (pp. 4-5). London: Routledge.

Long, M. H., & Norris, J. M. (2000). Task-based teaching and assessment. In Byram, M. (ed.), Encyclopedia of language teaching (pp. 597-603). London: Routledge. Reprinted in Van den Branden, K., Bygate, M., & Norris, J. M. (eds.), Task-Based Language Teaching. A reader (pp. 135-42). Amsterdam: John Benjamins, 2009.

Doughty, C. J., & Long, M. H. (2003). The scope of inquiry and goals of SLA. In Doughty, C. J., & Long, M. H. (eds.), Handbook of second language acquisition (pp. 3-15). Oxford: Blackwell.

Long, M. H. (2003). Stabilization and fossilization in interlanguage development. In Doughty, C. J., & Long, M. H. (eds.), Handbook of second language acquisition (pp. 487-535). Oxford: Blackwell.

Long, M. H., & Doughty, C. J. (2003). SLA and cognitive science. In Doughty, C. J., & Long, M. H. (eds.), Handbook of second language acquisition (pp. 866-70). Oxford: Blackwell.

Long, M. H. (2003). Second language acquisition. In Kaplan, R. (ed.), Oxford International Encyclopedia of Linguistics [OIEL] (2nd ed.). Oxford: Oxford University Press.

Long, M. H. (2003). Español para fines específicos: Textos o tareas? [Spanish for specific purposes: Texts or tasks?] In K. Jauregui (ed.), Espanol para fines especificos. Actas del 11 CIEFE, Amsterdam (pp. 15-39). Madrid: Ministerio de Educacion y Ciencia del Reino de Espana.

Long, M. H. (2005). A rationale for learner needs analysis (pp. 1-16). In Long, M. H. (ed.), Second language needs analysis. Cambridge: Cambridge University Press.

Long, M. H. (2005). Methodological issues in learner needs analysis (pp. 19-76). In Long, M. H. (ed.), Second language needs analysis. Cambridge: Cambridge University Press.

Chaudron, C., Doughty, C. J., Kim, Y., Kong, D-K., Lee, J., Lee, Y-G., Long, M. H., Rivers, R., and Urano, K (2005). A task-based needs analysis of a tertiary Korean as a foreign language program. In Long, M. H. (ed.), Second language needs analysis (pp. 225-61) . Cambridge: Cambridge University Press.

Long, M. H. (2007). Second and foreign language education. In Mathinson, S., & Ross, W. (eds.), Battleground schools: An encyclopedia of conflict and controversy (pp. 249-54). Westport, CT: Greenwood Press.

Kanno, K., Hasegawa, T., Ikeda, K., Ito, Y., & Long, M. H. (2007). Relationships between prior language-learning experience and variation in the linguistic profiles of advanced English-speaking learners of Japanese. In Brinton, D., & Kagan, O. (eds.), Heritage Language: A New Field Emerging (pp. 165-80). Mahwah, NJ: Lawrence Erlbaum.

Long, M. H. (2009). Language teaching. In Long, M. H. & Doughty, C. J. (eds.), Handbook of language teaching (pp. 3-5). Oxford: Wiley-Blackwell.

Long, M. H. (2009). Methodological principles for language teaching. In Long, M. H. & Doughty, C. J. (eds.), Handbook of language teaching (pp. 373-94). Oxford: Blackwell.

Gor, K., & Long, M. H. (2009). Input and second language processing. In Ritchie, W. C., & Bahtia, T. J. (eds.), The new handbook of second language acquisition (pp. 445-72). New York; Academic Press.

Long, M. H., & Ross, S. (2009). Input elaboration: a viable alternative to "authentic" and simplified texts. In Namai, K., & Fukada, Y. (eds.), Toward the fusion of language, culture and education: From the persepectives of international and interdisciplinary research. A feschrift for Yasukata Yano. (pp. 307-25). Tokyo: Kaitakusha.

Long, M. H. (2011). Second language acquisition. In Hogan, P. C. (ed.), The Cambridge Encyclopedia of the Language Sciences (pp. 728-31). Cambridge: Cambridge University Press.

Long, M. H., & Adamson, D. (2012). SLA research and Arizona’s Structured English Immersion policies. In Valdez, G., and Faltis, C. (eds.), Implementing educational language policy in Arizona: An examination of legal, historical and current practices in SEI (pp. 39-55). Clevedon, Avon: Multilingual Matters.

Long, M. H. (2013). Identifying language needs for TBLT in the tourist industry. In Bosch, G. (ed.), Teaching foreign languages for tourism: Research and practice (pp. 21-44). Berlin: Peter Lang.

Long, M. H. (2013). Needs analysis. In Chapelle, C. (ed.), The Encyclopedia of Applied Linguistics. Oxford: Wiley-Blackwell.

Granena, G., & Long, M. H. (2013). Introduction and overview. In Granena, G., & Long, M. H. (eds.), Sensitive periods, language aptitude, and ultimate L2 attainment (pp. ix-xv). Amsterdam and Philadelphia: John Benjamins.

Long, M. H. (2013). Maturational constraints on child and adult SLA. In Granena, G., & Long, M. H. (eds.), Sensitive periods, language aptitude, and ultimate L2 attainment (pp. 3-41). Amsterdam and Philadelphia: John Benjamins.

Long, M. H. (2013). Some implications of research findings on sensitive periods in language learning for educational policy and practice. In Granena, G., & Long, M. H. (eds.), Sensitive periods, language aptitude, and ultimate L2 attainment (pp. 259-271). Amsterdam and Philadelphia: John Benjamins.

Kachinske, I., Osthus, P., Solovyeva, K., & Long, M. H. (2015). Implicit learning of a L2 morphosyntactic rule, and its relevance for language teaching. In Rebuschat, P. (ed.), Implicit and explicit learning of languages (pp. 387-415). Amsterdam and Philadelphia: John Benjamins.

Long, M. H. (2015). Experimental perspectives on classroom interaction. In Markee, N. (ed.), Handbook of classroom discourse and interaction (pp. 60-73). Oxford: Wiley-Blackwell.

Long, M. H. (2015). TBLT: Building the road as we travel. In Bygate, M. (ed.), Domains and directions in the development of TBLT: A decade of plenaries from the international conference (pp. 1-26). Amsterdam: John Benjamins.              

Long, M. H. (to appear). Interaction in the L2 classroom. In Leontas, J. (ed.), TESOL Encyclopedia of English language teaching. Oxford/Washington, D.C.: Wiley/TESOL International.

Refereed journal articles and reviews

Long, M. H. (1976). Encouraging language acquisition by adults in a formal instructional setting. ELT Documents (76/3), 13-26. 

Long, M. H. (1977). Group work in the teaching and learning of English as a foreign language -- problems and potential. English Language Teaching Journal 31, 4, 285-292.

Long, M. H. (1978). Review of English in Physical Science by J. P. B. Allen and H. G. Widdowson. Language Learning 28, 2, 442-55.  

Krashen, S. D., Long, M. H., & Scarcella, R. C. (1979). Age, rate and eventual attainment in second language learning.  TESOL Quarterly 13, 4, 573-82. Reprinted in Krashen, S. Scarcella, R. C., & Long, M. H. (eds.), Child-adult differences in second language acquisition. Rowley, Mass.: Newbury House, 1982.  

Long, M. H. (1980). Inside the "black box": methodological issues in classroom research on language learning. Language Learning 30, 1, 1980, 1-42. Reprinted in Seliger, H. W., & Long, M. H. (eds.), Classroom-oriented research on second language acquisition (pp. 3-41).  Rowley, Mass.: Newbury House, 1983. 

Long, M. H. (1980). Review of Explorations in Applied Linguistics by H. G. Widdowson. Language Learning 30, 2, 515-17. 

Long, M. H. (1981). Questions in foreigner talk discourse. Language Learning 31, 1, 135-57.

Long, M. H. (1981). Input, interaction and second language acquisition. In Winitz, H. (ed.), Native language and foreign language acquisitionAnnals of the New York Academy of Sciences 379, 259-78.

Long, M. H. (1982). Die Aushandlung verstehbarer Eingabe in Gesprachen zwishen muttersprachlichern Sprechern und Lernern. Zeitschrift fur Literaturwissenschaft und Linguistik 45, 12, 100-29.

Long, M. H. (1983). Does second language instruction make a difference? A review of research. TESOL Quarterly 17, 3, 359-82.

Long, M. H. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics 4, 2, 126-41. Reprinted in Candlin, C. N., & Macnamara, T. (eds.), A reader in applied linguistics. London: Routledge, 2001.

Long, M. H. (1983). Linguistic and conversational adjustments to non-native speakers. Studies in Second Language Acquisition 5, 2, 177-93. 

Long, M. H. (1984). Process and product in ESL program evaluation. TESOL Quarterly 18, 3, 409-25. 

Long, M. H., & Porter, P. (1985). Group work, interlanguage talk, and second language acquisition.  TESOL Quarterly 19, 2, 207-27. 

Long, M. H. (1987). The experimental classroom. Annals of the American Academy of Political and Social Science 490, 97-109. 

Long, M. H. (1988). Review of R. Ellis: Understanding Second Language Acquisition.   Oxford: Oxford University Press, 1985. Studies in Second Language Acquisition 10, 1, 79-82. 

Long, M. H. (1989). Second language research: some implications for methodology and class size in teaching Japanese. AJALT Journal 12, 22-31. 

Long, M. H. (1990). Maturational constraints on language development. Studies in Second Language Acquisition 12, 3, 251-85. 

Long, M. H. (1990). Review of F. J. Newmeyer: The politics of linguistics. Chicago: The University of Chicago Press, 1986. Applied Linguistics 11, 1, 107-09. 

Long, M. H. (1990). Second language classroom research and teacher education. In Brumfit, C., & Mitchell, R. (eds.), Research in the language classroom. ELT Documents 133, 161-70.

Long, M. H. (1990). The least a second language acquisition theory needs to explain. TESOL Quarterly 24, 4, 649-66. Reprinted in Brown, H. D., & Gonzo, S. (eds.), Readings on second language acquisition (pp. 470-90). Englewood-Cliffs, NJ: Prentice Hall Regents, 1994. Reprinted in Ortega, L. (ed.), Second language acquisition: Critical concepts in linguistics. London: Routledge.

Long, M. H., & Crookes, G. (1992). Three approaches to task-based language teaching. TESOL Quarterly 26, 1, 27-56. Reprinted in Van den Branden, K., Bygate, M., Norris, J. M. (eds.), Task Based Language Teaching: A reader (pp. 57-81). Amsterdam: John Benjamins, 2009.

Long, M. H. (1993). Assessment strategies for second language acquisition theories. Applied Linguistics 14, 3, 225-49. 

Yano, Y., Long, M. H., & Ross, S. (1994). The effects of simplified and elaborated texts on foreign language reading comprehension. Language Learning 44, 2, 189-219. [awarded TESOL’s International Research Prize for 1994]

Gregg, K. R., Long, M. H., Jordan, G., & Beretta, A. (1997). Rationality and its discontents in SLA. Applied Linguistics 18, 4, 539-59.

Ortega, L., & Long, M. H. (1997). The effects of models and recasts on the acquisition of object topicalization and adverb placement in L2 Spanish. Spanish Applied Linguistics 1, 1, 65-86.

Long, M. H. (1997). Construct validity in SLA: A response to Firth and Wagner. Modern Language Journal 81, 3, 318-23. Reprinted in Seidlhofer, B. (ed.), Controversies in applied linguistics (pp. 206-14). Oxford: Oxford University Press, 2003.

Long, M. H., Inagaki, S., & Ortega, L. (1998). The role of implicit negative feedback in SLA: Models and recasts in Japanese and Spanish. Modern Language Journal 82, 3, 357-71.

Doughty, C. J., & Long, M. H. (2003). Optimal psycholinguistic environments for distance foreign language learning. Language Learning and Technology. Volume 7, Number 3 (September) 2003, 50-80. (http://llt.msu.edu)

Long, M. H. (2005) Problems with supposed counter-evidence to the Critical Period Hypothesis. International Review of Applied Linguistics 43, 4, 287-317.

Lee, Y-G., Kim, H-S. H., Kong, D-K., Hong, J-M., & Long, M. H. (2005). Variation in the linguistic profiles of advanced English-speaking learners of Korean. Language Research 41, 2, 437-56.

Lee, S-Y., Moon, J., & Long, M. H. (2009). Linguistic correlates of proficiency in Korean as a second language. Language Research 45, 2, 319-348.

Long, M. H., & Doughty, C. J. (2011). A tale of two handbooks. Modern Language Journal 95, 4, 640-642.

Long, M. H., Gor, K., & Jackson, S. (2012). Linguistic correlates of proficiency. Proof of concept with ILR 2-3 in Russian. Studies in Second Language Acquisition 34, 1, 99-126.

Long, M. H. (2012). Current trends in SLA research and directions for future development. Chinese Journal of Applied Linguistics 35, 2, 135-152.

Granena, G., & Long, M. H. (2013). Age of onset, length of residence, language aptitude, and ultimate L2 attainment in three linguistic domains. Second Language Research 29, 3, 311-343.

Long, M. H. (2014). A simple communicative task for child or adult beginners. The English Connection 18, 3, 8-9.

Long, M. H. (2015). First person singular: Building the road as we travel. Language Teaching 48, 4, 561-574.

Serafini, E. J., Lake, J. B., & Long, M. H. (2015). Methodological improvements in identifying specialized learner needs. English for Specific Purposes 40, 11-26.

Long, M. H. (2016). In defense of tasks and TBLT: Non-issues and real issues. Annual Review of Applied Linguistics 36.

Long, M. H. (to appear). Central research issues in second language acquisition. Brill Research Perspectives in Multilingualism and Second Language Acquisition 1.

Long, M. H., Al-Thowaini, A., Al-Thowaini, B., Lee, J., & Vafaee, P. (in progress). Input modification, language acquisition and subject matter learning in a laboratory study of a CLIL lesson.

Editorial appointments

Associate Editor, University of Hawai’i Working Papers in ESL. (1982-1984)

Co-editor (with R. Scarcella) of Research Reports section of Studies in Second Language Acquisition. Indiana University Press and Cambridge University Press. (1981-1985)

Co-editor (with R. Scarcella) of Series, Issues in Second Language Research. Newbury House Publishers. (1982-1992)

Co-editor (with Jack Richards) of Cambridge Applied Linguistics Series. Cambridge University Press. (1983-2007)

Editorial Board, TESOL Quarterly. Teachers of English to Speakers of Other Languages (TESOL). (1983-1987)

Editorial Board, Studies in Second Language Acquisition. Cambridge University Press. (1985-present)

Editorial Board Estudios de Linguistica Aplicada (1992 - present)

Advisory Board, Language Teaching Research. Edward Arnold. (1996 - 2005)

Comité Científico, Porta Linguarium (2004 - present)

Editorial Board, Revista Nebrija de Lingüística aplicada a la enseñanza de lenguas (2005 - present )

Editorial Board, Linguistic Approaches to Bilingualism (2011 - present)

Editorial Board, Brill Research Perspectives in Multilingualism and Second Language Acquisition (2014 - present)

Editorial Board, Journal of Instructed Second Language Acquisition Research (2016 - present)

Awards/Honors

Co-recipient (with Y. Yano and S. Ross), TESOL/Newbury House International Research Prize, 1994.

Mellon Fellowship, National Foreign Language Center, Washington, D.C. (1996-1997)

Doctorate Honoris Causa. Stockholm University, 2009.

Invited plenary/keynote speaker at over 70 national and international conferences (SLRF, PacSLRF, EUROSLA, AILA, AAAL, GURT, TESOL, RELC, CIEFE, FIAPE, Russian Cognitive Science, FAAL, UNTELE, ELE, KOTESOL, KAFLE, LEARN, ISFLTI, etc.)