Learner-generated attention to form

Language Learning

Volumn 49, Issue 4, 1999, Pages 583-625

  Williams, Jessica ^a  

^a UNIVERSITY OF ILLINOIS AT CHICAGO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0033262769     PISSN: 00238333     EISSN: None     Source Type: Journal    
DOI: 10.1111/0023-8333.00103     Document Type: Article

References (74)

1. Adams, D., & Hamm, M. (1996). Cooperative learning. Critical thinking and collaboration across the curriculum (2nd ed.). Springfield, IL: Charles Thomas.
2. Boulouffee, J. (1986). Intake as the locus of equilibrium in language learning. Language Learning, 36, 245-273.
3. Boyd, F., & Quinn, D. (1990). Stories from Lake Wobegon. New York: Longman.
4. Dahl, R. (1964). Charlie and the chocolate factory. New York: Knopf.
5. Day, E., & Shapson, S. (1991). Integrating formal and functional approaches in language teaching in French immersion: An experimental study. Language Learning, 41, 25-58.
6. de Graaff, R. (1997). The eXperanto experiment: Effects of explicit instruction in second language acquisition. Studies in Second Language Acquisition, 19, 249-275.
7. DeKeyser, R. (1995). Learning second language grammar rules: An experiment with a miniature linguistic system. Studies in Second Language Acquisition, 17, 379-410.
8. DeKeyser, R. (1998). Beyond focus on form: Cognitive perspectives on learning and practicing second language grammar. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 42-63). Cambridge: Cambridge University Press.
9. Donato, R. (1994). Collective scaffolding in second language acquisition. In J. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 33-56). Norwood, NJ: Ablex.
10. Doughty, C., & Varela, E. (1998). Communicative focus on form. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 114-138). Cambridge: Cambridge University Press.
11. Doughty, C., & Williams, J. (1998). Pedagogical choices in focus on form. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 197-261). Cambridge: Cambridge University Press.
12. Ellis, N. (1993). Rules and instances in foreign language learning: Interactions of implicit and explicit knowledge. European Journal of Cognitive Psychology, 5, 289-319.
13. Ellis, R. (1993). The structural syllabus and second language acquisition. TESOL Quarterly, 27, 91-113.
14. Fathman, A., & Kessler, C. (1992). Cooperative language learning in school contexts. Annual Review of Applied Linguistics, 13, 127-140.
15. Foster, P. (1998). A classroom perspective on the negotiation of meaning. Applied Linguistics, 19, 1-23.
16. Gass, S. (1988). Integrating research areas: A framework for second language studies. Applied Linguistics, 9, 198-217.
17. Gass, S. (1997). Input, interaction and the second language learner. Mahwah, NJ: Lawrence Erlbaum.
18. Gass, S., & Varonis, E. (1991). Miscommunication in nonnative speaker discourse. In N. Coupland, H. Giles, & J. Weimann (Eds.), Miscommunication and problematic talk (pp. 121-145). Newbury Park, CA: Sage.
19. Harley, B. (1992). Patterns of second language development in French immersion. Journal of French Language Studies, 2, 159-183.
20. Harley, B. (1994). Appealing to consciousness in the L2 classroom. AILA Review, 11 [Consciousness in second language learning, ed. J. Hulstijn & R. Schmidt], 57-68.
21. Harley, B. (1998). The role of focus-on-form tasks in promoting child L2 acquisition. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 156-174). Cambridge: Cambridge University Press.
22. Harley, B., & Swain, M. (1984). The interlanguage of immersion students and its implications for second language teaching. In A. Davies, C. Criper, & A. Howatt (Eds.), Interlanguage (pp. 291-311). Edinburgh, UK: Edinburgh University Press.
23. Johnson, D., & Johnson, R. (1991). Cooperative learning lesson structure. Edina, MN: Interaction Book Company.
24. Jourdenais, R., Ota, M., Stauffer, S., Boyson, B., & Doughty, C. (1995). Does textual enhancement promote noticing? A think-aloud protocol analysis. In R. Schmidt (Ed.), Attention and awareness in foreign language learning (pp. 183-216). Honolulu: University of Hawai'i Press.
25. Kowal, M., & Swain, M. (1994). Using collaborative language production tasks to promote students' language awareness. Language Awareness, 3, 73-93.
26. Kowal, M., & Swain, M. (1997). From semantic to syntactic processing: How can we promote it in the immersion classroom? In R. K. Johnson & M. Swain (Ed.), Immersion education: International perspectives (pp. 284-309). Cambridge: Cambridge University Press.
27. Krashen, S. (1992). Formal grammar instruction: Another educator comments . . . TESOL Quarterly, 26, 409-411.
28. Krashen, S. (1993). The effect of formal grammar teaching: Still peripheral. TESOL Quarterly, 27, 722-725.
29. Krashen, S. (1994). The input hypothesis and its rivals. In N. Ellis (Ed.), Implicit and explicit learning of languages (pp. 45-77). London: Academic Press.
30. Leeman, J., Arteagoitia, I., Fridman, B., & Doughty, C. (1995). Integrating attention to form with meaning: Focus on form in content-based Spanish instruction. In R. Schmidt (Ed.), Attention and awareness in foreign language learning (pp. 217-258). Honolulu: University of Hawai'i Press.
31. Leow, R. (1998). The effect of the amount and type of exposure on adult learners' L2 development in SLA. Modern Language Journal, 82, 49-65.
32. Lightbown, P. (1992). Getting quality input in the second/foreign language classroom. In C. Kramsch & S. McConnell-Ginet (Eds.), Text and context. Cross-disciplinary perspectives on language study (pp. 187-197). Lexington, MA: D.C. Heath.
33. Lightbown, P. (1998). The importance of timing in focus on form. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 177-196). Cambridge: Cambridge University Press.
34. Long, M. H. (1991). Focus on form: A design feature in language teaching methodology. In K. de Bot, R. Ginsberg, & C. Kramsch (Eds.), Foreign language research in cross-cultural perspective (pp. 39-52). Amsterdam: John Benjamins.
35. Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie & T. Bhatia (Eds.), Handbook of research on second language acquisition (pp. 413-468). New York: Academic Press.
36. Long, M. H., Inagaki, S., & Ortega, L. (1998). The role of implicit negative feedback in SLA: Models and recasts in Japanese and Spanish. Modern Language Journal, 82, 357-371.
37. Long., M., & Porter, P. (1985). Group work, interlanguage talk and second language acquisition. TESOL Quarterly, 19, 207-228.
38. Long, M., & Robinson, P. (1998). Theory, research and practice. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 15-41). Cambridge: Cambridge University Press.
39. Lyster, R. (1994). The effect of functional-analytic teaching on aspects of French immersion students' sociolinguistic competence. Applied Linguistics, 15, 263-287.
40. Lyster, R. (1998). Recasts, repetition and ambiguity in L2 classroom discourse. Studies in Second Language Acquisition, 20, 51-80.
41. Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 37-66.
42. Mackey, A., & Philp, J. (1998). Recasts, interaction and interlanguage development: Are responses red herrings? Modern Language Journal, 82, 338-356.
43. McGroarty, M. (1993). Cooperative learning and second language acquisition. In D. D. Holt (Ed.), Cooperative learning (pp. 19-46). Washington, DC: Center for Applied Linguistics.
44. Muranoi, H. (1996). Effects of interaction enhancement on restructuring of interlanguage grammar: A cognitive approach to foreign language instruction. Unpublished doctoral dissertation, Georgetown University, Washington, DC.
45. Oxford, R. (1997). Cooperative learning, collaborative learning and interaction: Three communicative strands in the language classroom. Modern Language Journal, 81, 443-456.
46. Pica, T. (1994). Research on negotiation: What does it reveal about second language acquisition? Language Learning, 44, 493-527.
47. Pica, T. (1997). Second language teaching and research relationships: A North American view. Language Teaching Research 1, 48-72.
48. Pica, T., Holliday, L., Lewis, N., & Morgenthaler, L. (1989). Comprehensible input as an outcome of linguistic demands on the learner. Studies in Second Language Acquisition, 11, 63-90.
49. Pica, T., Lincoln-Porter, F., Paninos, D., & Linnell, J. (1996). Language learners' interaction: How does it address the input, output, and feedback needs of language learners? TESOL Quarterly, 30, 59-84.
50. Richards, J., Hull, J., & Proctor, S. (1990). Interchange. Cambridge: Cambridge University Press.
51. Robinson, P. (1996). Learning simple and complex second language rules under implicit, incidental, rule-search and instructed conditions. Studies in Second Language Acquisition, 18, 27-68.
52. Robinson, P. (1997). Automaticity and generalizability of second language learning under implicit, incidental, enhanced, and instructed conditions. Studies in Second Language Acquisition, 19, 233-247.
53. Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 17-46.
54. Slavin, R. (1983). Cooperative learning. New York: Longman.
55. Slavin, R. (1987). Cooperative learning and the cooperative school. Educational Leadership, 45, 7-13.
56. Spada, N. (1997). Form-focusssed instruction and second language acquisition: A review of classroom and laboratory research. Language Teaching Abstracts, 30, 73-87.
57. Spada, N., & Lightbown, P. (1989). Intensive ESL programs in Quebec primary schools. TESL Canada Journal, 7, 11-32.
58. Spada, N., & Lightbown, P. (1993). Instruction and the development of questions in the L2 classroom. Studies in Second Language Acquisition, 15, 205-221.
59. Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics (pp. 125-144). Oxford: Oxford University Press.
60. Swain, M. (1998). Focus on form through conscious reflection. In C. Doughty & J. Williams (Eds.), Focus on form, in classroom second language acquisition (pp. 64-81). Cambridge: Cambridge University Press.
61. Swain, M. (in press). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. Lantolf (Ed.), Sociocultural theory and second language learning. Oxford: Oxford University Press.
62. Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16, 371-391.
63. Swain, M., & Lapkin, M. (1998). Interaction and second language learning: Two adolescent French immersion students working together. Modern Language Journal, 82, 320-337.
64. Trahey, M., & White, L. (1993). Positive evidence in the second language classroom. Studies in Second Language Acquisition, 15, 181-204.
65. VanPatten, B. (1990). Attending to form and content in the input: An experiment in consciousness. Studies in Second Language Acquisition, 12, 287-301.
66. VanPatten, B. (1994). Evaluating the role of consciousness in second language acquisition: Terms, linguistic features and research methodologies. AILA Review, 11 [Consciousness in second language learning, ed. J. Hulstijn & R. Schmidt], 27-36.
67. VanPatten, B. (1996). Input processing and grammar instruction. New York: Ablex.
68. VanPatten, B., & Cadierno, T. (1993). Explicit instruction and input processing. Studies in Second Language Acquisition, 15, 225-243.
69. Varonis, E., & Gass, S. (1985). Non-native/non-native conversations: A model for the negotiation of meaning. Applied Linguistics, 6, 71-90.
70. White, J. (1998). Getting the learners' attention: A typographical input enhancement study. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 85-113). Cambridge: Cambridge University Press.
71. White, L. (1991). Adverb placement in second language acquisition: Some positive and negative evidence in the classroom. Second Language Research, 7, 133-161.
72. White, L., Spada, N., Lightbown, P, & Ranta, L. (1991). Input enhancement and L2 question formation. Applied Linguistics, 12, 416-432.
73. Williams, J. (1997, October). The relative effectiveness of learner and teacher-initiated focus on form. Paper presented at the Second Language Research Forum, East Lansing, MI.
74. Williams, J., & Evans, J. (1998). What kind of focus on which forms? In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 139-155). Cambridge: Cambridge University Press.