Reexamining the role of recasts in native-speaker/nonnative-speaker interactions

Language Learning

Volumn 52, Issue 1, 2002, Pages 1-42

  Braidi, Susan M ^a  

^a WEST VIRGINIA UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036002471     PISSN: 00238333     EISSN: None     Source Type: Journal    
DOI: 10.1111/1467-9922.00176     Document Type: Article

References (68)

1. Beck, M.L., & Eubank, L. (1991). Acquisition theory and experimental design. Studies in Second Language Acquisition, 13, 73-76.
2. Bohannon, J.N., & Stanowicz, L. (1988). The issues of negative evidence:Adult responses to children's language errors. Developmental Psychology, 24, 684-689.
3. Brock, C., Crookes, G., Day, R., & Long, M. (1986). Differential effects of corrective feedback in native speaker-nonnative speaker conversation. In R.R. Day (Ed.), Talking to learn (pp. 229-236). Cambridge, MA: Newbury House.
4. Chun, A.E., Day, R.R., Chenoweth, A., & Luppescu, S. (1982). Errors, interaction, and correction: A study of native-nonnative conversations. TESOL Quarterly, 16, 537-547.
5. Corder, S.P. (1967). The significance of learner's errors. International Review of Applied Linguistics, 5, 161-170.
6. Crookes, G., & Rulon, K. (1985). Incorporation of corrective feedback in native speaker/non-native speaker conversation (Center for Second Language Classroom Research Technical Report No. 3). Manoa, HI: Social Science Research Institute, University of Hawaii at Manoa.
7. Day, R.R., Chenoweth, N.A., Chun, A.E., & Luppescu, S. (1984). Corrective feedback in native-normative discourse. Language Learning, 34, 19-45.
8. Demetras, M.J., Post, K.N., & Snow, C.E. (1986). Feedback to first language learners: The role of repetitions and clarification questions. Journal of Child Language, 13, 275-292.
9. Doughty, C. (1993). Fine-tuning of feedback by competent speakers to language learners. In J. Alatis (Ed.), Georgetown University Round Table on Languages and Linguistics. Strategic interaction and language acquisition: Theory, practice and research (pp. 96-108). Washington, DC: Georgetown University Press.
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. English Language Institute. (1972). The English Placement Test. Ann Arbor, MI: English Language Institute, University of Michigan.
12. Farrar, M.J. (1990). Discourse and the acquisition of morphemes. Journal of Child Language, 17, 607-624.
13. Farrar, M.J. (1992). Negative evidence and grammatical morpheme acquisition. Developmental Psychology, 28, 90-98.
14. Furrow, D., Baillie, C., McLaren, J., & Moore, C. (1993). Differential responding to two- and three-year-olds' utterances: The roles of grammaticality and ambiguity. Journal of Child Language, 20, 363-375.
15. Gass, S.M. (1988). Integrating research areas: A framework for second language studies. Applied Linguistics, 9, 198-217.
16. Gass, S.M. (1997). Input, interaction and the second language learner. Mahwah, NJ: Lawrence Erlbaum.
17. Gass, S.M., Mackey, A., & Pica, T. (1998). The role of input and interaction in second language acquisition. Modern Language Journal, 82, 298-307.
18. Gass, S.M., & Varonis, E.M. (1989). Incorporated repairs in normative discourse. In M.R. Eisenstein (Ed.), The dynamic interlanguage (pp. 71-86). New York: Plenum Press.
19. Gass, S.M., & Varonis, E.M. (1994). Input, interaction, and second language production. Studies in Second Language Acquisition, 16, 283-302.
20. Grimshaw, J., & Pinker. S. (1989). Positive and negative evidence in language acquisition. Behavioral and Brain Sciences, 12, 341-342.
21. Haberman, S.J. (1973). The analysis of residuals in cross-classified tables. Biometrics, 29, 205-220.
22. Hirsh-Pasek, K., Treiman, R., & Schneiderman, M. (1984). Brown & Hanlon revisited: Mothers' sensitivity to ungrammatical forms. Journal of Child Language, 11, 81-88.
23. Krashen, S. (1985). The input hypothesis: Issues and implications. London: Longman.
24. Kunz, L. (1976). The John Test, a test of oral proficiency for ESL placement. New York: Language Innovations, Inc.
25. Lightfoot, D. (1989). The child's trigger experience: Degree-0 learnability. Behavioral and Brain Sciences, 12, 321-375.
26. Long, M.H. (1983a). Linguistic and conversational adjustments to non-native speakers. Studies in Second Language Acquisition, 5, 177-193.
27. Long, M.H. (1983b). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4, 126-141.
28. Long, M.H. (1996). The role of the linguistic environment in second language acquisition. In W.C. Ritchie & T.K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413-468). New York: Academic Press.
29. Long, M.H., Inagaki, S., & Ortega, L. (1998). The role of implicit negative feedback in SLA: Models and recasts in Japanese and Spanish. The Modern Language Journal, 82, 356-371.
30. Long, M.H., & Robinson, P. (1998). Focus on form: Theory, research, and practice. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 15-41). Cambridge, UK: Cambridge University Press.
31. Lyster, R. (1998a). Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms. Language Learning, 48, 183-218.
32. Lyster, R. (1998b). Recasts, repetition, and ambiguity in L2 classroom discourse. Studies in Second Language Acquisition, 20, 51-81.
33. Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake. Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 37-66.
34. Mackey, A. (1999). Input, interaction, and second language development. Studies in Second Language Acquisition, 21, 557-587.
35. Mackey, A., Gass, S., & McDonough, K. (2000). How do learners perceive interactional feedback? Studies in Second Language Acquisition, 22, 471-497.
36. Mackey, A., & Philp, J. (1998). Conversational interaction and second language development: Recasts, responses, and red herrings? The Modern Language Journal, 82, 338-356.
37. Meisel, J.M., Clahsen, H., & Pienemann, M. (1981). On determining developmental stages in natural second language acquisition. Studies in Second Language Acquisition, 3, 109-135.
38. Morgan, J.L., & Travis, L. (1989). Limits on negative information in language input. Journal of Child Language, 16, 531-552.
39. Oliver, R. (1995). Negative feedback in child NS-NNS conversation. Studies in Second Language Acquisition, 17, 459-481.
40. Oliver, R. (2000). Age differences in negotiation and feedback in classroom and pairwork. Language Learning, 50, 119-151.
41. Ortega, L., & Long, M.H. (1997). The effects of models and recasts on the acquisition of object topicalization and adverb placement in L2 Spanish. Spanish Applied Linguistics, 1, 65-86.
42. Pica, T. (1988). Interlanguage adjustments as outcome of NS-NNS negotiated interaction. Language Learning, 38, 45-73.
43. Pica, T. (1994). Research on negotiation: What does it reveal about secondlanguage learning conditions, processes, and outcomes? Language Learning, 44, 493-527.
44. Pica, T., Holliday, L., Lewis, N., & Morgenthaler, L. (1989). Comprehensible output as an outcome of linguistic demands on the learner. Studies in Second Language Acquisition, 11, 63-90.
45. Pienemann, M. (1989). Is language teachable? Psycholinguistic experiments and hypotheses. Applied Linguistics, 10, 52-79.
46. Pinker, S. (1984). Language learnability and language development. Cambridge, MA: Harvard University Press.
47. Pinker, S. (1989). Resolving a learnability paradox on the acquisition of the verb lexicon. In M.L. Rice & R.L. Schiefelbusch (Eds.), The teachability of language (pp. 13-61). Baltimore: Paul H. Brookes Publishing.
48. Richardson, M.A. (1993). Negative evidence and grammatical morpheme acquisition: Implications for SLA. Perth, Australia: University of Western Australia, Graduate School of Education.
49. Sato, C.J. (1986). Conversation and interlanguage development: Rethinking the connection. In R.R. Day (Ed.), Talking to learn: Conversation in second language acquisition (pp. 23-45). Cambridge, MA: Newbury House.
50. Schachter, J. (1984). A universal input condition. In W.E. Rutherford (Ed.), Language universals and second language acquisition (pp. 167-183). Philadelphia: John Benjamins.
51. Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-158.
52. Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In R. Schmidt (Ed.), Attention and awareness in foreign language learning (Technical Report No. 9) (pp. 1-63). Honolulu, Hawaii: University of Hawaii.
53. Schmidt, R., & Frota, S. (1986). Developing basic conversational ability in a second language: A case study of an adult learner of Portuguese. In R.R. Day (Ed.), Talking to learn. Conversation in second language acquisition (pp. 237-326). Cambridge, MA: Newbury House Press.
54. Sharwood Smith, M. (1993). Input enhancement in instructed SLA: Theoretical bases. Studies in Second Language Acquisition, 15, 165-179.
55. Spada, N., & Lightbown, P. (1993). Instruction and the development of questions in L2 classrooms. Studies in Second Language Acquisition, 15, 205-224.
56. Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S.M. Gass & C.G. Madden (Eds.), Input in second language acquisition (pp. 235-253). Rowley, MA: Newbury House.
57. 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.
58. Tomlin, R.S., & Villa, V. (1994). Attention in cognitive science and second language acquisition. Studies in Second Language Acquisition, 5, 183-203.
59. VanPatten, B. (1996). Input processing and grammar instruction in second language acquisition. Norwood, NJ: Ablex.
60. VanPatten, B., & Cadierno, T. (1993a). Explicit instruction and input processing. Studies in Second Language Acquisition, 15, 225-243.
61. VanPatten, B., & Cadierno, T. (1993b). Input processing and second language acquisition: A role for instruction. The Modern Language Journal, 77, 45-57.
62. Varonis, E.M., & Gass, S.M. (1985). Non-native/non-native conversations: A model for negotiation of meaning. Applied Linguistics, 6, 71-90.
63. Wesche, M.B. (1994). Input and interaction in second language acquisition. In C. Gallaway & B.J. Richards (Eds.), Input and interaction in language acquisition (pp. 219-249). Cambridge: Cambridge University Press.
64. Wexler, K., & Culicover, P.W. (1980). Formal principles of language acquisition. Cambridge, MA: MIT Press.
65. White, L. (1987). Against comprehensible input: The input hypothesis and the development of L2 competence. Applied Linguistics, 8, 95-110.
66. White, L. (1989). Universal Grammar and second language acquisition. Amsterdam: John Benjamins.
67. White, L. (1996). Universal Grammar and second language acquisition: Current trends and new directions. In W.C. Ritchie & T.K. Bhatia (Eds.), Handbook of second language acquisition (pp. 85-120). New York: Academic Press.
68. Wilkinson, S. (1998). Study abroad from the participants' perspective: A challenge to common beliefs. Foreign Language Annals, 31, 23-39.