Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms

Language Learning

Volumn 51, Issue PART 1, 2001, Pages 265-301

  Lyster, Roy ^a  

^a MCGILL UNIVERSITY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0040485015     PISSN: 00238333     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.1467-1770.2001.tb00019.x     Document Type: Article

References (57)

1. Allen, P., Swain, M., Harley, B., & Cummins, J. (1990). Aspects of classroom treatment: Toward a more comprehensive view of second language education. In B. Harley, P. Allen, J. Cummins, & M. Swain (Eds.), The development of bilingual proficiency (pp. 57-81). Cambridge, UK: Cambridge University Press.
2. Allwright, D. (1975). Problems in the study of the language teacher's treatment of learner error. In M. Burt & H. Dulay (Eds.), New directions in second language learning, teaching and bilingual education: On TESOL '75 (pp. 96-109). Washington: TESOL.
3. Allwright, D. (1984). Why don't learners learn what teachers teach? The interaction hypothesis. In D. Singleton & D. Little (Eds.), Language learning in formal and informal contexts (pp. 3-18). Dublin: Irish Association for Applied Linguistics.
4. Allwright, D., & Bailey, K. (1991). Focus on the language classroom. Cambridge, UK: Cambridge University Press.
5. Austin, J. (1962). How to do things with words. Oxford, UK: Oxford University Press.
6. Calvé, P. (1992). Corriger ou ne pas corriger, là n'est pas la question. The Canadian Modern Language Review, 48, 458-471.
7. Carroll, S., & Swain, M. (1993). Explicit and implicit negative feedback: An empirical study of the learning of linguistic generalizations. Studies in Second Language Acquisition, 15, 357-386.
8. Chaudron, C. (1977). A descriptive model of discourse in the corrective treatment of learners' errors. Language Learning, 27, 29-46.
9. Chaudron, C. (1986). Teachers' priorities in correcting learners' errors in French immersion classes. In R. Day (Ed.), Talking to learn (pp. 64-84). Rowley, MA: Newbury House.
10. Chaudron, C. (1988). Second language classrooms. New York: Cambridge University Press.
11. Cook, G. (1989). Discourse. Oxford, UK: Oxford University Press.
12. Corder, S. P. (1967). The significance of learners' errors. International Review of Applied Linguistics, 4, 161-170.
13. de Bot, K. (1996). The psycholinguistics of the output hypothesis. Language Learning, 46, 529-555.
14. Doughty, C. (1994). Finetuning of feedback by competent speakers to language learners. In J. Alatis (Ed.), Strategic interaction and language acquisition: Theory, practice, and research. GURT 1993 (pp. 96-108). Washington: Georgetown University Press.
15. 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). New York: Cambridge University Press.
16. Ellis, N. (1995). Consciousness in second language acquisition: A review of field studies and laboratory experiments. Language Awareness, 4, 123-146.
17. Ellis, R. (1995). Uptake as language awareness. Language Awareness, 4, 147-159.
18. Fanselow, J. (1977). The treatment of error in oral work. Foreign Language Annals, 10, 583-593.
19. Fazio, L., & Lyster, R. (1997). COLT comparisons of immersion and submersion classrooms. Manuscript submitted for publication.
20. Gass, S. (1988). Integrating research areas: A framework for second language studies. Applied Linguistics, 9, 198-217.
21. Gass, S., & Varonis, E. (1994). Input, interaction, and second language production. Studies in Second Language Acquisition, 16, 283-302.
22. Harley, B. ( 1993). Instructional stategies and SLA in early French immersion. Studies in Second Language Acquisition, 15, 245-260.
23. Harley, B. (1994). Appealing to consciousness in the L2 classroom. AILA Review, 11, 57-68.
24. Hendrickson, J. (1978). Error correction in foreign language teaching: Recent theory, research, and practice. Modern Language Journal, 62, 387-398.
25. Hulstijn, J. (1990). A comparison between the information-processing and the analysis/control approaches to language learning. Applied Linguistics, 11, 30-45.
26. Lightbown, P. M. (1991). What have we here? Some observations on the role of instruction in second language acquisition. In R. Phillipson, E. Kellerman, L. Selinker, M. Sharwood Smith, & M. Swain (Eds.), Foreign / second language pedagogy research: A commemorative volume for Claus Færch (pp. 197-212). Clevedon, UK: Multilingual Matters.
27. Lightbown, P. M., & Spada, N. (1990). Focus-on-form and corrective feedback in communicative language teaching: Effects on second language learning. Studies in Second Language Acquisition, 12, 429-448.
28. Long, M. (1977). Teacher feedback on learner error: Mapping cognitions. In H. D. Brown, C. A. Yorio, & R. H. Crymes (Eds.), On TESOL '77 (pp. 278-293). Washington: TESOL.
29. Long, M. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of language acquisition: Vol. 2. Second language acquisition (pp. 413-468). New York: Academic Press.
30. Long, M., Inagaki, S., & Ortega, L. (in press). The role of implicit negative evidence in SLA: Models and recasts in Japanese and Spanish. The Modern Language Journal.
31. Lyster, R. (1994). La négociation de la forme: Stratégie analytique en classe d'immersion. The Canadian Modern Language Review, 50, 447-465.
32. Lyster, R. (1998). 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., & Philp, J. (in press). Conversational interaction and second language development: Recasts, responses, and red herrings. The Modern Language Journal.
35. Marcus, G. ( 1993). Negative evidence in language acquisition. Cognition, 46, 53-85.
36. McLaughlin, B. (1990). Restructuring. Applied Linguistics, 11, 113-128.
37. Morgan, J., Bonamo, K., & Travis, L. (1995). Negative evidence on negative evidence. Developmental Psychology, 31, 180-197.
38. Netten, J. (1991). Towards a more language oriented second language classroom. In L. Malavé & G. Duquette (Eds.), Language, culture and cognition (pp. 284-304). Clevedon, UK: Multilingual Matters.
39. Nobuyoshi, J., & Ellis, R. (1993). Focused communication tasks and second language acquisition. ELT Journal, 47, 203-210.
40. Pica, T. (1988). Interlanguage adjustments as an outcome of NS-NNS negotiated interaction. Language Learning, 38, 45-73.
41. 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.
42. Roberts, M. (1995). Awareness and the efficacy of error correction. In R. Schmidt (Ed.), Attention and awareness in foreign language learning (Tech. Rep. No. 9, pp. 162-182). Honolulu: University of Hawai'i, Second Language Teaching and Curriculum Center.
43. Schachter, J. (1983). Nutritional needs of language learners. In M. Clarke & J. Handscombe (Eds.), On TESOL '82: Pacific perspectives on learning and teaching (pp. 175-189). Washington: TESOL.
44. Schegloff, E., Jefferson, G., & Sacks, H. (1977). The preference for self-correction in the organization of repair in conversation. Language, 53, 361-382.
45. Seedhouse, P. (1997). The case of the missing "no": The relationship between pedagogy and interaction. Language Learning, 47, 547-583.
46. Slimani, A. (1992). Evaluation of classroom interaction. In C. Anderson & A. Beretta (Eds.), Evaluating second language education (pp. 197-221). Cambridge, UK: Cambridge University Press.
47. Spada, N. (1997). Form-focussed instruction and second language acquisition: A review of classroom and laboratory research. Language Teaching, 29, 1-15.
48. Spada, N., & Fröhlich, M. (1995). COLT: Communicative Orientation of Language Teaching observation scheme. Coding conventions and applications. Sydney, Australia: National Centre for English Language Teaching and Research, Macquarie University.
49. Spada, N., & Lightbown, P. M. (1993). Instruction and the development of questions in L2 classrooms. Studies in Second Language Acquisition, 15, 205-224.
50. Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235-253). Rowley, MA: Newbury House.
51. Swain, M. (1988). Manipulating and complementing content teaching to maximize second language learning. TESL Canada Journal, 6, 68-83.
52. Swain, M. (1993). The output hypothesis: Just speaking and writing aren't enough. The Canadian Modern Language Review, 50, 158-164.
53. Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principles and practice in applied linguistics: Studies in honour of H. G. Widdowson (pp. 125-144). Oxford, UK: Oxford University Press.
54. Thornton, I., & Pienemann, M. (1994). COALA: Computer-aided linguistic analysis. Sydney, Australia: Language Acquisition Research Centre.
55. Tomasello, M., & Herron, C. (1988). Down the Garden Path: Inducing and correcting overgeneralization errors in the foreign language classroom. Applied Psycholinguistics, 9, 237-246.
56. Tomasello, M., & Herron, C. (1989). Feedback for language transfer errors: The Garden Path technique. Studies in Second Language Acquisition, 11, 385-395.
57. Towell, R., Hawkins, R., & Bazergui, N. (1996). The development of fluency in advanced learners of French. Applied Linguistics, 17, 84-119.