Ruivivir, J., & Collins, L. (in press). The effects of foreign accent on perceptions of standard grammar: A pilot study. TESOL Quarterly.
Dault,C., & Collins, L. (2016). L’utilisationdes langues connues des apprenants en classe de français langue seconde. The Canadian Modern Language Review, 72(4),504-529.
Collins, L., & Marsden, E. (2016). Cognitive perspectives onclassroom language learning. In G. Hall(Ed.) The Routledge Handbook of English Language Teaching (pp. 281-284).London: Routledge.
Collins, L., & Muñoz, C. (2016). The foreign language classroom:Current perspectives and future considerations. The Modern Language Journal, 100(1), 133-147.
Foote,J., Trofimovich, P., Collins, L.,& Soler Urzúa, F. (2016). Pronunciation teaching practices incommunicative second language classes. TheLanguage Learning Journal, 44, 181-196.
Bell, P.,Trofimovich, P., & Collins, L. (2015). Kick the ball or kicked the ball? Perception of the past morpheme –ed by second language learners. The Canadian Modern Language Review, 71, 26-51.
Collins, L., & White, J.(2014, December). The quantity and quality of language practice in typical interactive pair/group tasks. TESL Canada Journal, 31 (Special Issue 8), 37-67.
Edwards, R., & Collins, L. (2013). Modelling second language vocabulary learning. In S. Jarvis and M. Daller (eds). Vocabulary knowledge: Human ratings and automated measures (pp. 157-184). Amsterdam: John Benjamins.
Dytynyshyn, N., & Collins, L. (2012). Culture and interculturality in the adult ESL context in urban Quebec: A case study. TESL Canada, 30(1), 45-68.
Collins, L. (2012).Form-focused instruction. The Encyclopedia of Applied Linguistics. Carol Chapelle (Ed). (pp. 2187-2190),Wiley Blackwell.
Tromfimovich, P., Collins, L.,Cardoso, W., White, J., & Horst, M. (2012). A frequency-based approach toL2 phonological learning: Teacher input and student output in an intensive ESL context. TESOL Quarterly, 46(1),176-186.
Collins, L., & White, J. (2012). Closing the gap: Intensity andproficiency. In C. Muñoz (ed). Intensiveexposure in second language learning.(pp. 45-65). Bristol, UK; MultilingualMatters.
Collins, L., White, J., Trofimovich, P., Cardoso, W., & Horst, M.(2012). When comprehensible input isn’t comprehensive input: An analysis of instructional input inintensive EFL. In C. Muñoz (ed). Intensiveexposure in second language learning. (pp. 65-87). Bristol, UK; Multilingual Matters.
Collins,L., & White, J. (2011). An intensive look at intensity and language learning. TESOL Quarterly, 45(1), 106-133
Edwards,R., & Collins, L. (2011). Lexical frequency profiles and Zipf's Law. Language Learning. 61(1), 1-30.
Collins,L., & Dagenais, D. (2010). The changing scene for publishing in applied linguistics journals: perspective from The Canadian Modern Language Review. The Modern Language Journal, 94(4), 638-640.
Llama, R.,Cardoso, W., & Collins, L. (2010). The influence of language distance and language status on the acquisition of L3 phonology. International Journal of Multilingualism, 7(1), 39-57.
Collins, L., & Ellis, N. (Eds.) (2009). Input and second language construction learning: Frequency, form, and function. Special Issue of
The Modern Language Journal, 93.
Collins, L., Trofimovich, P., White, J., Cardoso, W., & Horst, M. (2009). Some input on the easy/difficult grammar question.
The Modern Language Journal, 93, 336-353.
Ellis, N., & Collins, L. (2009). Input and second language acquisition: The roles of frequency, form, and function.
The Modern Language Journal, 93, 329-355.
Bell, P., & Collins, L. (2009). "It's vocabulary"/It's gender": Learner awareness and incidental learning.
Language Awareness, 18, 277-293
Lyster, R., Collins, L., & Ballinger, S. (2009). Learning each other’s language: A bilingual reading project.
Language Awareness, 18, 366-383.
Izquierdo, J., & Collins, L. (2008). The facilitative role of L1 influence in L2 tense-aspect marking: A comparison of Hispanophone and Anglophone learners of French.
The Modern Language Journal,
92(3), 349-367.
Springer, S., & Collins, L. (2008). Interacting inside and outside of the language classroom.
Language Teaching Research, (1), 39-60.
Collins, L. (2007). L1 differences and L2 similarities: Teaching verb tenses in English.
English Language Teaching Journal , 61(4), 295-303.
White, J., Munoz, C., & Collins, L. (2007). The
His/
Her Challenge: Making progress in a “regular” second language program.
Language Awareness, 16(4), 278-299.
Horst, M., & Collins, L. (2006). From ‘faible’ to strong: How does their vocabulary grow?
The Canadian Modern Language Review, 63(1), 83-106.
Collins, L. (2005). Accessing second language learners' understanding of temporal morphology.
Language Awareness, 14, 207-220.
Collins,L. (2004). The particulars on universals: A comparison of the acquisition oftense-aspect morphology among Japanese- and French-speaking learners ofEnglish. The Canadian Modern LanguageReview, 61(2), 251-274.
Collins, L. (2002). Theroles of L1 influence and lexical aspect in the acquisition of temporalmorphology. Language Learning, 52,43-94.
Collins, L., Halter, R.H.,Lightbown, P.M., Spada, N. (1999). Time and the distribution of time in secondlanguage instruction. TESOL Quarterly, 33(4),655-680.