Publications 

Benati, A., Schwieter, J. (2027). Comprehension as the Engine of Learning. In Rethinking Input in Second Language Teaching: Theory, Research, and Practice. Routledge

Benati, A. (2027). Defining and Categorizing Input in Language Teaching In Rethinking Input in Second Language Teaching: Theory, Research, and Practice. Routledge.

Mable, C., Benati, A. (2027). Sustainability in English Language Teaching: Empowering Students to Address Sustainable Development Goals in the Digital Era. Routledge

Benati, A., Chan, D. (2026). Instructed second language classroom-based research. Cambridge University Press.

Benati, A., Angelovska, T. (2026). Second language acquisition: A theoretical introduction to evidence-based language teaching. Bloomsbury. 

Lee, J., Benati, A. (2026). Focusing on form in language instruction: Structured input activities. Instructed Second Language Acquisition. Special Issue.

Benati, A. X, Wang, A., Pouresmaeil (2026). The online effects of processing instruction on the acquisition of the English passive structure and the role of input modality. Studies in Second Language Acquisition.

Benati, A., Benati, F. (2026). The place of technology. Special Issue: Language teacher education programme according to science. Ampersand.

Benati, A. (2026). The place of SLA. Special Issue: Language teacher education programme according to science. Ampersand.

Benati, A. (2026). Tackling the lack of expertise in language acquisition and misleading beliefs in second language teaching: Suggesting the way forward in language teacher education. Asian Journal of English Language Teaching (AJELT).

Henao, A.G, Benati, A. (2025). The occurrence and the nature of incidental focus on form in the English-medium instruction courses of a second language teacher education program. Language Teaching Research (forthcoming).

Benati, A., Schwieter, J. (2025). Input and Output in SLA. In International Encyclopaedia of Language Learning. Elsevier (forthcoming).

Benati, A. (2025). The online primary and secondary transfer-of-training effects of structured input on the acquisition of English past tense and third person singular present tense markers: A self-paced reading study measuring accuracy and response time. forthcoming in System.

Wang, X., Benati, A. (forthcoming). She or he? Source of errors on gender production by Mandarin Chinese speakers of English as a second language. Applied Psycholinguistics.

Zhihui, Z., Benati, A. (2024). An investigation on the effects of structured input, referential and affective activities on the acquisition of English causative forms. Languages, (pages and issue forthcoming).

Benati, A., Schwieter, J. (2024). Input processing in L1 acquisition and simultaneous bilingualism. In W. Wong. Handbook of SLA and Input Processing (pp. 42-55). New York: Routledge

Benati, A. (2024). The role, nature and challenges of the use of online testing methodology in measuring language instruction (pp 51-62). Routledge Handbook.

Benati, A. (2024). The effects of structured input on the acquisition of English passive and active constructions: Online measurements of native and non-native processing behaviours. Accepted in Language Teaching Research.

Benati, A. (2024). The intersection between neurolinguistics and second language acquisition research: An instructional perspective. Instructed Second Language Acquisition 8(2), 1-15 .

Benati, A. (2023). The effects of structured input and working memory on the acquisition of English causative forms. Ampersand 10, 1-19.  

Benati, A. (2022). Structured input and structured output on the acquisition of English passive constructions: A self-paced reading study measuring accuracy, response and reading time. System, 110, .882-894.

Benati, A. (2020). The effects of structured input and traditional instruction on the acquisition of the English causative forms: An eye-tracking study measuring accuracy in responses and processing patterns. Language Teaching Research, 24 (1), 1-21.

Benati, A., Batziou M. (2019). Discourse and long-term effects of isolated and combined structured-input and structured-output on the acquisition of English causative form. Language Awareness, 28 (2), 1-18.

Rastelli, S., Antonicelli, G. & P. Canal (in revision). “Electrophysiological insights onto aspectual coercion. An ERP study on the combination between in/per x-time expressions and telic vs. atelic Italian predicates”. Applied Psycholinguistics.

Rastelli, S. (2023), “Telic for whom? The Lexical Underspecification Hypothesis”. Canadian Journal of Linguistics. Revue Canadienne de Linguistique, doi: 10.1017/cnj.2023.3, pp. 1-38.

Antonicelli, G. & Rastelli, S. (2022), “Event-related potentials in the study of L2 sentence processing: a scoping review of the decade 2010-2020”, Language Acquisition, (opens in a new window)https://doi.org/10.1080/10489223.2022.2141633.

 Rastelli, S. (2022), “Aboutness in a Second Language text: A large-scale study on topic reactivation by L2 Italian learners”, International Journal of Bilingualism, (opens in a new window)https://doi.org/10.1177/13670069221137827.

 Rastelli, S. (2022), Noncombinatorial Grammar: A Challenge for Memory Research on Second Language Acquisition and Bilingualism, Journal of Neurolinguistics (opens in a new window)https://doi.org/10.1016/j.jneuroling.2022.101112.