Intended for the publication of research into second language acquisition and instruction, this series is distinguished from others that address similar topics by two major features. First of all, the volumes in this series are focused in their orientation. They may be authored by one or more persons, but in all cases, their findings come from theoretically coherent and unified research projects. Secondly, they are motivated by the drive to uncover prin-ciples of acquisition and instruction rather than by a wish to fulfill some immediate classroom need.