Farley, A. and McCollam-Wiebe, K. (2004) Learner Readiness and L2 Production in Spanish: Processability Theory on Trial.       Estudios de lingüística aplicada. No. 40, pp. 47-70.

Farley, A. (2004) Semantic and Syntactic Perspectives on Mood Selection in Spanish: An Analysis of Presupposition, Government       and Binding. Estudios de lingüística aplicada. No. 39, pp. 13-36

Farley, A. and Keating, G. (2004). Concept Mediation During L2 Word Reading: An Investigation of Low-level Learners. Southern       Journal of Linguistics. Vol. 26, No. 2, pp. 30-44.

Farley, Andrew P. (2003). Processing Instruction and the Spanish Subjunctive: Is Explicit Information Needed? In B. VanPatten       (Ed.). Processing Instruction. Hillsdale, NJ: Erlbaum Press, pp. 227-240.

Farley, Andrew P. (2003). Processing Instruction and Meaning-Based Output Instruction. In B. VanPatten (Ed.). Processing       Instruction. Hillsdale, NJ: Erlbaum Press, pp. 143-168.

Farley, Andrew P. (2002). Processing Instruction, Communicative Value, and Ecological Validity: A Response to Collentine’s       Defense. Hispania, 85, 2, pp. 889-895.

Farley, Andrew P. (2001). Processing Instruction and Meaning-Based Output Instruction: A Comparative Study. Spanish Applied       Linguistics, 5, 2, pp. 57-94.

Farley, Andrew P. (2001). Authentic Processing Instruction and the Spanish Subjunctive. Hispania, 84, 2, pp. 289-299.

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Farley, A. & Locke, E. Concept Mediation in Beginning L2 Learners: Evidence for Familiarity Effects.

Keating, G. and Farley, A. Processing Instruction, Meaning-based Output Instruction, and Meaning-based Drills: Impacts on Classroom L2 Acquisition of Object Pronouns.

Farley, A. Enns, E., and Peart, S. Textually Enhanced Structured Input: Impacts on L2 Production in Spanish and French.

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1. Farley, A. & Peart, S. Learning Styles and L2 Focus on Form. To be submitted to Language Teaching Research. In this study we examine the potential correlations between learning style and the efficacy of focus-on-form instructional interventions. Data on more than 100 participants has been collected and is currently being mined.

2. Farley, A. & Locke, E. The Relative Effects of Familiarity and Proficiency on Lexical Representation and Access. In this study we look at familiarity effects on lexical access among early bilinguals in more detail than in our previous work. The purpose of our study is to investigate whether beginning learners who are more familiar with certain words show more inclination toward concept mediation during a bilingual categorization task than learners at the same level who are less familiar with the words.

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VanPatten, Lee, Ballman, and Farley. (2008). Sabías que… Beginning Spanish. 5th Edition. McGraw-Hill Higher Education. 576 pages.

VanPatten, Lee, Ballman, and Farley. (2008). Manual to accompany Sabías que… Beginning Spanish. Volume 1. 5th Edition. McGraw-Hill Higher Education.  128 pages.

VanPatten, Lee, Ballman, and Farley. (2008). Manual to accompany Sabías que… Beginning Spanish. Volume 2. 5th Edition. McGraw-Hill Higher Education. 120 pages.

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Farey, A., Keating, G., and Mangione-Lora, E. Online Spanish Placement Exam. McGraw-Hill Higher Education, World Languages       Division. 2005.

Farley, Andrew P. Los Hispanos Hablan video series to accompany Sabías que… and Vistazos. McGraw-Hill Higher Education,       2000, 2002, 2003.

Wong, W. and Farley, A. Electronic Workbook: Making Communicative Language Teaching Happen. McGraw-Hill Higher       Education. 2003.

Farley, A. Thirteen Multimedia Units: Making Communicative Language Teaching Happen. McGraw-Hill Higher Education. 2003.

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