Books

Barcroft, J. (2015). Lexical input processing and vocabulary learning. Amsterdam/Philadelphia: John Benjamins.

Barcroft, J. (2012). Input-based incremental vocabulary instruction. Alexandria, VA: TESOL International Association.

Edited Volumes

Edited Volumes

Wong, W., & Barcroft, J. (in press-2024). The Routledge handbook on second language acquisition and input processing. Routledge.

Barcroft, J., & Muñoz Basols, J. (Eds.). (2021). Spanish vocabulary learning in meaning-oriented instruction. London: Routledge.

Barcroft, J., & Sunderman, G. (Eds.). (2008). Second language vocabulary: The interface between learning and representation. The Mental Lexicon, 3, 3.

Research Forum

Barcroft, J. & Spehar, B. (Coordinators). (2016). New Directions for Auditory Training. Research Forum in Journal of Speech, Language, and Hearing Research, 59, 4.

e-Modules

e-Module

Barcroft, J. (2016). Vocabulary in language teaching. Routledge E-Modules on Contemporary Language Teaching. New York: Routledge. Available at http://routledgetextbooks.com/textbooks/9781315679594/

Cambridge Element

Barcroft, J. (in preparation; under contract). From lexical input processing to vocabulary acquisition. Cambridge University Press.

Articles and Chapters (pdfs)

Barcroft, J., & Wong, W. (to appear). Input, input processing, and L2 instruction. (Second Edition). In J. Herschensohn & M. Young-Scholten (Eds.), Cambridge Handbook on Second Language Acquisition, Second Edition. Cambridge.

Barcroft, J. (in press). Multilevel input processing. In W. Wong & J. Barcroft (Eds.), The Routledge Handbook of Second Language Acquisition and Input Processing. Routledge.

Barcroft, J., & Sunderman, G. (2023). Lexis. (Second Edition) In J. Simpson (Ed.), The Routledge Handbook of Applied Linguistics. Second Edition. Routledge.

Spehar, B., Tye-Murray, N., Mauze, E., Sommers, M., & Barcroft, J. (2023). Speech perception training in children: The retention of benefits of booster training. Ear & Hearing, DOI: 10.1097/AUD.0000000000001413

Nomdedeu Rull, A., & Barcroft, J. (2023). Los diccionarios de español como lengua extranjera (ELE) [Dictionaries of Spanish as a foreign language]. In Lexicografía hispánica / Routledge handbook of Spanish lexicography. Routledge.

Kida, S., Barcroft, J., & Sommers, M. (2022). Word Learning and Lexicalization in a Second Language: Evidence from the Prime Lexicality Effect in Masked Form Priming. Memory & Cognition. https://doi.org/10.3758/s13421-022-01274-6  

Barcroft, J. (2021). Input, Tasks, and Processing Specificity in Spanish Vocabulary Learning. In Barcroft, J. & Muñoz-Basols, J. (Eds.), Spanish vocabulary learning in meaning-oriented instruction. London: Routledge.

Fichtner, F., & Barcroft, J. (2021). Effective Treatment of Vocabulary when Teaching L2 Reading: The Example of Yoko Tawada’s Wo Europa anfängt. Reading in Foreign Language, 33, 2, 272–286.

Tye-Murray, N. Spehar, B., Sommers, M., Mauzé, E., Barcroft, J., & Grantham, H. (2021). Teaching children with hearing loss to recognize speech: Gains made with computer-based auditory and/or speechreading training. Ear & Hearing, 43(1), 181-191. doi: 10.1097/AUD.0000000000001091

Barcroft, J. (2021). Multilevel input processing: Emerging developments and future challenges. In Leeser, M., Wong, W., and Keating, G. (Eds.), Research on second language processing and processing instruction: Studies in honor of Bill VanPatten, pp. 201-231. John Benjamins.

Barcroft, J., Grantham, H., Mauzé, E., Spehar, B., Sommers, M. S., Spehar, C., & Tye-Murray, N. (2021). Vocabulary acquisition as a by-product of meaning-oriented auditory training for children who are deaf or hard of hearing. Language, Speech, and Hearing Services in Schools, 52, 1049-1060.

Barcroft, J., & Méndez Santos, M. (2021). Aplicación didáctica del método IBI con materiales audiovisuales. In Saracho-Arnáiz, M., & Otero-Doval, H., Internacionalización y enseñanza del español como LE/L2: plurilingüismo y comunicación intercultural (pp. 1151-1172). Oporto: ASELE.

Wong, W., & Barcroft, J. (2020). Repeat after me or not? Choral Repetition and L2 Vocabulary Learning. Proceedings of the 8th Meeting on Language Teaching (pp. 64-73). Montreal: Université du Québec à Montréal.

Barcroft, J. (2019). Issues in learning single words. In Webb, S. (Ed.), The Routledge Handbook of Vocabulary Studies (pp. 479-492). New York: Routledge.

Fichtner, F., & Barcroft, J. (2019). The Input-Based Incremental Approach to German Vocabulary: A Sample Lesson Based on the Film Barbara. Die Unterrichtspraxis/Teaching German, 52, 1, 82-102.

Barcroft, J. (2019). Sentence-level processing for content and new L2 words: Where does deeper processing go? In Leow, R. (Ed.), Second Language Research Handbook of Classroom Learning: Processing and Processes (pp. 242-255). New York: Routledge.

Barcroft, J. (2018). The Input-Based Incremental Approach to Vocabulary in Meaning-Oriented Instruction for Language Program Directors and Teachers. In Ecke, P., & Rott, S. (Eds.), Understanding Vocabulary Learning and Teaching: Implications for Language Program Development (pp. 164-180). Boston: Cengage.

Kida, S., & Barcroft, J. (2018). Semantic and Structural Tasks for the Mapping Component of L2 Vocabulary Learning: Testing the TOPRA Model from a New Angle. Studies in Second Language Acquisition, 40, 3, 477-502.

Tye-Murray, N., Spehar, B., Barcroft, J., & Sommers, M. S. (2017). Auditory training for adults who have hearing loss: A comparison of spaced versus massed practice schedules. Journal of Speech, Language, and Hearing Research, 60, 2337-2345. doi:10.1044/2017_JSLHR-H-16-0154

Barcroft, J., Spehar, B., Tye-Murray, N., & Sommers, M. (2016). Task- and Talker-Specific Gains in Auditory Training. Journal of Speech, Language, and Hearing Research, 59, 4, 862-870.

Tye-Murray, N., Spehar, B., Sommers, M., & Barcroft, J. (2016). Auditory training with frequent communication partners. Journal of Speech, Language, and Hearing Research, 59, 4, 871-875.

Barcroft, J. (2015). El método IBI en la enseñanza del léxico: teoría, investigación y nuevas perspectivas. Currently available online. Journal of Spanish Language Teaching, 2.2.

Sommers, M. S., Tye-Murray, N., Barcroft, J., & Spehar, B. P. (2015). The effects of meaning-based auditory training on behavioral measures of perceptual effort in individuals with impaired hearing. Seminars in Hearing, 36, 263-272.

Barcroft, J. (2015). Can Retrieval Opportunities Increase Vocabulary Learning During Reading? Foreign Language Annals, 48, 2, 236-249.

Barcroft, J., & Sommers, M. (2014). Effects of variability in fundamental frequency on L2 vocabulary learning: A comparison between learners who do and do not speak a tone language. Studies in Second Language Acquisition, 36, 3, pp. 423-449. doi:10.1017/S0272263113000582

Barcroft, J., & Sommers. M. (2014). A theoretical account of the effects of acoustic variability on word learning and speech processing. In Torrens, V., Escobar, L. (Eds.), The processing of lexicon and morphosyntax (pp. 7-24). Newcastle: Cambridge Scholars Publishing.

Barcroft, J. (2013). Input-based incremental vocabulary instruction for the L2 classroom. In Schweiter, J. (Ed.), Innovative research and practices in second language acquisition and bilingualism (pp. 107-137). Philadelphia/Amsterdam: John Benjamins.

Sommers, M., & Barcroft, J. (2013). Effects of referent token variability on L2 vocabulary learning. Language Learning, 63, 2, 186-210.

Barcroft, J., & Wong, W. (2013). Input, input processing and focus on form. In J. Herschensohn & M. Young-Scholten (Eds.), Cambridge Handbook on Second Language Acquisition (pp. 627-647). Cambridge: Cambridge University Press.

Barcroft, J. (2013). Mnemonics. In C. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. John Wiley and Sons.

Barcroft, J. (2013). VanPatten, Bill. In C. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. John Wiley and Sons.

Tye-Murray, N., Sommers, M., Mauze, E., Schroy, C., Barcroft, J., Spehar, B. (2012). Using patient perceptions of relative benefit and enjoyment to assess auditory training. Journal of the American Academy of Audiology, 23, 8, 623-624.

Barcroft, J., Sommers, M., Tye-Murray, N., Mauzé, E., Schroy, C. & Spehar, B. (2011). Tailoring auditory training to patient needs with single and multiple talkers: Transfer-appropriate gains on a four-choice discrimination test. International Journal of Audiology, 50, 802-808.

Barcroft, J., Mauzé, E., Schroy, C., Tye-Murray, N., Sommers, M. & Spehar, B. (2011). Improving the quality of auditory training by making tasks meaningful. ASHA Perspectives on Aural Rehabilitation and Its Instrumentation, 7, 1, 15-28.

Tye-Murray, N., Sommers, M., & Barcroft, J. (2011). I Hear What You Mean: The state of the science in auditory training. ENT and Audiology News, 20, 4, 84-86.

Barcroft, J., Sommers, M., & Sunderman, G. (2011). Some costs of fooling Mother Nature: A priming study on the keyword method and the quality of developing L2 lexical representations. In Trofimovic, P., & McDonough, K. (Eds.) Applying priming research to L2 learning and teaching: Insights from psycholinguistics (pp. 49-72). Amsterdam: John Benjamins.

Sommers, M., & Barcroft, J. (2011). Indexical Information, Encoding Difficulty, and Second Language Vocabulary Learning. Applied Psycholinguistics, 32, 2, 417-434.

Barcroft, J., Schmitt, N., Sunderman, G. (2011). Lexis. In J. Simpson (Ed.), The Routledge Handbook of Applied Linguistics (pp. 571-583). Abingdon, UK / New York: Routledge.

Barcroft, J., & Rott, S. (2010). Partial Word Form Learning in the Written Mode in L2 German and Spanish. Applied Linguistics, 31, 5, 623-650.

Barcroft, J. (2009). Strategies and performance in intentional L2 vocabulary learning. Language Awareness, 18, 1, 74-89.

Barcroft, J. (2009). Effects of Synonym Generation on Incidental and Intentional Vocabulary Learning during Second Language Reading. TESOL Quarterly, 43, 1, 79-103.

Barcroft, J., & Sunderman, G. (2008). Learning new words for objects and nonobjects: Theoretical and methodological implications. The Mental Lexicon, 3, 3, 325-348.

Barcroft, J. (2008). Second language partial word form learning in the written mode. Estudios de Lingüística Aplicada, 47, 53-72.

Barcroft, J. (2007). Effects of word and fragment writing during L2 vocabulary learning. Foreign Language Annals, 40, 4, 713-726.

Barcroft, J. (2007). When knowing grammar depends on knowing words: Native-speaker grammaticality judgments of sentences with real and unreal words. Canadian Modern Language Review, 63, 3, 313-343.

Barcroft, J., Sommers, M. S., & Tye-Murray, N. (2007). What learning a second language might teach us about auditory training. Seminars in Hearing, 28, 2, 151-161.

Sommers, M., & Barcroft, J. (2007). An Integrated Account of the Effects of Acoustic Variability in first language and second language: Evidence from Amplitude, Fundamental Frequency, and Speaking Rate Variability. Applied Psycholinguistics, 28, 2, 231-249.

Barcroft, J. (2007). Effects of opportunities for word retrieval during second language vocabulary learning. Language Learning, 57, 1, 35-56.

Barcroft, J. (2006). Can writing a new word detract from learning it? More negative effects of forced output during vocabulary learning. Second Language Research, 22, 4, 487-497.

Sommers, M. S., & Barcroft, J. (2006). Stimulus variability and the phonetic relevance hypothesis: Effects of variability in speaking style, fundamental frequency, and speaking rate on spoken word identification. Journal of the American Acoustical Society 119, 4, 2406-2416.

Barcroft, J. (2005). La enseñanza del vocabulario en español como segunda lengua [Vocabulary instruction in Spanish as a second language]. Hispania, 88, 3, 568-583.

Barcroft, J., & Sommers, M. S. (2005). Effects of acoustic variability on second language vocabulary learning. Studies in Second Language Acquisition, 27, 3, 387-414.

Barcroft, J. (2004). Promoting second language vocabulary acquisition during reading: Some pivotal issues and eight instructional techniques. The Southern Journal of Linguistics, 26, 2, 94-114.

Barcroft, J. (2004). Effects of sentence writing in L2 lexical acquisition. Second Language Research, 20, 4, 303-334.

Barcroft, J. (2004). Theoretical and methodological issues in research on semantic and structural elaboration in lexical acquisition. In B. VanPatten, J. Williams, S. Rott, & M. Overstreet (Eds.), Form-meaning connections in second language acquisition (pp. 219-234). Mahwah, NJ: Lawrence Erlbaum.

Barcroft, J. (2004). Second language vocabulary acquisition: A lexical input processing approach. Foreign Language Annals, 37, 2, 200-208.

Barcroft, J. (2003). Distinctiveness and bidirectional effects in input enhancement for vocabulary learning. Applied Language Learning, 13, 133-159.

Barcroft, J. (2003). Effects of questions about word meaning during L2 lexical learning. The Modern Language Journal, 87, 4, 546-561.

Barcroft, J. (2002). Semantic and structural elaboration in L2 lexical acquisition. Language Learning, 52, 2, 323-363.

Barcroft, J. (2001). Acoustic variation and lexical acquisition. Language Learning, 51, 4, 563-590.

Barcroft, J. (2001). Attention to form and meaning in the written mode: Unconstrained and constrained reading. Spanish Applied Linguistics, 5, 1/2, 95-127.

Barcroft, J., & VanPatten, B. (1997). Acoustic salience of grammatical forms: The effect of location, stress, and boundedness on Spanish L2 input processing. In Pérez-Leroux, A. & Glass, W. (Eds.) Contemporary perspectives on the acquisition of Spanish. Volume 2: Production, processing, and comprehension (pp. 109-122). Somerville, MA: Cascadilla Press.