Ellis, N. C. (2019). Essentials of a theory of language cognition. Modern Language Journal, 103 (Supplement 2019), 39-60. DOI: 10.1111/modl.12532. Link to Online Article
Ellis, N. C. & Wulff, S. (2020). Usage-based approaches to L2 acquisition. In VanPatten, B., Keating, G. D., & Wulff, S. (Eds.), Theories in Second Language Acquisition: An introduction. (pp. 63-82). New York & London: Routledge. download
Hulstijn, J. H., Young, R. F., Ortega, L., Bigelow, M., DeKeyser, R., Ellis, N. C., Lantolf, J. P., Mackey, A., & Talmy, S. (2014). Bridging the Gap: Cognitive and social approaches to research in second language learning and teaching. Studies in Second Language Acquisition, 36 (3), 361-421 download
Ellis, N. C., Römer, U. & O’Donnell, M. B. (2016). Usage-based Approaches to Language Acquisition and Processing: Cognitive and Corpus Investigations of Construction Grammar. Language Learning Monograph Series. Wiley-Blackwell. This was published as a monograph in 2016. It may well now be out of print. But it was jointly published as Language Learning 66 Supplement 1 and if you can access Language Learning, you can access this.
Reviewed in Review of Cognitive Linguistics (2017) by Teresa Cadierno
Reviewed in ICAME Journal (2017) by Fanny Meunier
Reviewed in Applied Linguistics (2017) by Gaëtanelle Gilquin
Reviewed in Functions of Language (2017) by Annette Fahrner
Reviewed in Cognitive Linguistics (2018) by Andrea Tyler
Reviewed in International Journal of Learner Corpus Research (2018) by Mark McAndrews
Ellis, N. C. & Wulff, S. (2019). Cognitive approaches to L2 acquisition. In John W. Schwieter & Alessandro Benati (Eds.), The Cambridge Handbook of Language Learning (pp. 41-61). Cambridge: Cambridge University Press. download
Ellis, N. C. (2001). Memory for language. In P. Robinson (Ed.), Cognition and second language instruction (pp. 33-68). Cambridge: Cambridge University Press. download
Ellis, N. C. & O’Donnell, M. B. (2014) Construction learning as category learning: A cognitive analysis. In T. Herbst, S. Schueller, and H-J. Schmid (Eds.), Constructions – Collocations – Patterns (pp. 63-89). Berlin: de Gruyter.
Ellis, N. C. (2018). On-line processing of Verb-Argument Constructions: Visual recognition thresholds and naming. In A. María Piquer-Píriz & R. Alejo-González (Eds.), Applying Cognitive Linguistics: Figurative language in use, constructions, and typology (pp. 105-13). Amsterdam: John Benjamins. download
Ellis, N. C. (2022). Fuzzy Representations. Bilingualism: Language and Cognition, 25, 210-211. https://doi.org/10.1017/ S1366728921000638. download
Ellis, N. C. (1994). Implicit and explicit processes in language acquisition: An introduction. In N. Ellis (Ed.) Implicit and explicit learning of languages (pp. 1-32). London: Academic Press. download
Römer, U., O’Donnell, M. B., & Ellis, N. C. (2014). Second Language Learner Knowledge of Verb–Argument Constructions: Effects of Language Transfer and Typology. Modern Language Journal, 98 (4), 952-975. download
Wulff, S., & Ellis, N. C. (2018). Usage-based approaches to SLA. In D. Miller, F. Bayram, J. Rothman, L. Serratrice (Eds.), Bilingual Cognition and Language: The state of the science across its subfields. (pp. 37-56). Amsterdam: John Benjamins. download
Ellis, N. C. (2017). Salience in Usage-based SLA. In Gass, S., Spinner, P., & Behney, J. (Eds.), Saliency in Second Language Acquisition. NY: Routledge. download
Ellis, N. C. (2017). Implicit and explicit knowledge about language. In Cenoz, J., & Gorter, D. (Eds.) (pp. 113-124). Language Awareness and Multilingualism. Encyclopedia of Language and Education. Springer International Publishing Switzerland. DOI 10.1007/978-3-319-02325-0_7-1 download
Ellis, N. C. (1995). The psychology of foreign language acquisition: Implications for CALL. International Journal of Computer Assisted Language Learning (CALL), 8, 103-128. download
Ellis, N. C. (Ed.) (1994). Implicit and explicit learning of languages. (599 pp.) London: Academic Press. ISBN: 0-12-237475-4. Link to Google Book version
Ellis, N. C., O’Donnell, M. B., & Römer, U. (2014). The Processing of Verb-Argument Constructions is Sensitive to Form, Function, Frequency, Contingency, and Prototypicality. Cognitive Linguistics, 25 (1), 55-98. download
Ellis, N. C., Natsume, M., Stavropoulou,, K., Hoxhallari, L., van Daal, V. H. P., Polyzoe, N., Tsipa, M., & Petalas, M. (2004). The effects of orthographic depth on learning to read alphabetic, syllabic, and logographic scripts. Reading Research Quarterly, 39, 438-468. download