The Handbook of Language Teaching

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Essentials of a Theory of Language Cognition (2019, background): “…exposure; simultaneous vs. successive bilingualism; implicit vs. explicit language learning; spoken vs. written exposure; focus on meaning/focus on formS/focus on form; types of correction; etc. (N. Ellis, 1994; R. Ellis, 2010; Kelly, 1969; Long & Doughty, 2009; Long & Robinson, 1998; Spada, 2011).”
Research into practice: Grammar learning and teaching (2015, unknown): “For instance, there are no rules of English grammar that would account for ‘by and large,’ a phrase made of a preposition, a conjunction, and an adjective (Larsen-Freeman & Cameron 2008; Ellis with Larsen-Freeman 2009).”