Event-in-progress, Explicature, Habitual/generic, Non-propositional logical form, Progressive, Representational Deficit Hypothesis, Relevance Theory, Selective fossilization, Universal Grammar, Verb-raising

Liszka, Sarah Ann (2015) The L2 acquisition of the English present simple – present progressive distinction: Verb-raising revisited. In: Ayoun, Dalila, (ed.) The Acquisition of the Present. John Benjamins, Amsterdam, the Netherlands, pp. 57-86. ISBN 9789027212269 (doi:https://doi.org/10.1075/z.196.03lis)

Linguistics, Applied linguistics, Bilingualism, Language teaching, Language acquisition

Liszka, Sarah Ann, Leclercq, Pascale, Tellier, Marion and Véronique, Georges Daniel (eds.) (2016) EuroSLA Yearbook. EuroSLA Yearbook, 16 . John Benjamins, v-vi. ISBN 9789027200105 ISSN 1568-1491 (Print), 1569-9749 (Online) (doi:https://doi.org/10.1075/eurosla.16.001ack)

Roger Hawkins, L2 speakers, associating meaning, English language, present simple, present progressive

Liszka, Sarah Ann (2009) Associating meaning to form in advanced L2 speakers: An investigation into the acquisition of the English present simple and present progressive. In: Snape, Neal, Leung, Yan-kit Ingrid and Sharwood Smith, Michael, (eds.) Representational Deficits in SLA: Studies in honor of Roger Hawkins. Language Acquisition and Language Disorders (47). John Benjamins Publishing Company, Amsterdam, Netherlands, pp. 229-246. ISBN 9789027253088

cross-linguistic influence, grammatical aspect, L2 sentence processing, online comprehension, reading comprehension, subject–object ambiguities, self-paced reading

Roberts, Leah and Liszka, Sarah Ann (2019) Grammatical aspect and L2 learners’ on-line processing of temporarily ambiguous sentences in English: A self-paced reading study with German, Dutch and French L2 learners. Second Language Research, 37 (4). pp. 619-647. ISSN 0267-6583 (Print), 1477-0326 (Online) (doi:https://doi.org/10.1177/0267658319895551)

dyslexia, foreign language learning, inclusive practice, phonological awareness

Liszka, Sarah A. (2006) Dyslexia and foreign language learning. Academic Exchange Quarterly, 10 (1):7. pp. 38-42. ISSN 1096-1453 (Print), 1096-1453 (Online)

failed functional features hypothesis, generative grammar, relevance theory, L2 acquisition, tense, aspect

Liszka, Sarah Ann (2006) Advanced grammars and pragmatic processes: exploring the interface. In: Eurosla Yearbook. John Benjamins, Amsterdam, The Netherlands, pp. 79-99. ISSN 1568-1491 (Print), 1569-9749 (Online) (doi:https://doi.org/10.1075/eurosla.6.07lis)

tense, present perfect, first language influence, second language acquisition, pragmatic processes, syntactic deficit

Liszka, Sarah A. (2004) Exploring the effects of first language influence on second language pragmatic processes from a syntactic deficit perspective. Second Language Research, 20 (3). pp. 212-231. ISSN 0267-6583 (Print), 1477-0326 (Online) (doi:https://doi.org/10.1191/0267658304sr238oa)

tense, second language, self-paced reading, French, German, L2, learners, English

Roberts, Leah and Liszka, Sarah Ann (2013) Processing tense/aspect-agreement violations on-line in the second language: A self-paced reading study with French and German L2 learners of English. Second Language Research, 29 (4). pp. 413-439. ISSN 0267-6583 (Print), 1477-0326 (Online) (doi:https://doi.org/10.1177/0267658313503171)