-
1
-
-
0003309401
-
Trouble-shooting in interaction with learners: The more the merrier?
-
Aston, G. (1986). Trouble-shooting in interaction with learners: The more the merrier? Applied Linguistics, 7, 128-143.
-
(1986)
Applied Linguistics
, vol.7
, pp. 128-143
-
-
Aston, G.1
-
2
-
-
0003292048
-
The thought processes of students in discussion
-
S. J. French (Ed.), New York: Harper
-
Bloom, B. (1954). The thought processes of students in discussion. In S. J. French (Ed.), Accent on teaching: Experiments in general education (pp. 23-46). New York: Harper.
-
(1954)
Accent on Teaching: Experiments in General Eeducation
, pp. 23-46
-
-
Bloom, B.1
-
3
-
-
0000133187
-
The issue of negative evidence: Adult responses to children's language errors
-
Bohannon, J. N., & Stanowicz, L. (1988). The issue of negative evidence: Adult responses to children's language errors. Developmental Psychology, 24, 684-689.
-
(1988)
Developmental Psychology
, vol.24
, pp. 684-689
-
-
Bohannon, J.N.1
Stanowicz, L.2
-
4
-
-
84981611565
-
What novice teachers focus on: The practicum in TESOL
-
Brinton, D., & Holten, C. (1989). What novice teachers focus on: The practicum in TESOL. TESOL Quarterly, 23, 343-350.
-
(1989)
TESOL Quarterly
, vol.23
, pp. 343-350
-
-
Brinton, D.1
Holten, C.2
-
5
-
-
0001952206
-
Communicative focus on form
-
C. Doughty & J. Williams (Eds.), New York: Cambridge University Press
-
Doughty, C., & Varela, E. M. (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.
-
(1998)
Focus on Form in Classroom Second Language Acquisition
, pp. 114-138
-
-
Doughty, C.1
Varela, E.M.2
-
6
-
-
0011143001
-
Pedagogical choices in focus on form
-
C. Doughty & J. Williams (Eds.), New York: Cambridge University Press
-
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. 197-262). New York: Cambridge University Press.
-
(1998)
Focus on Form in Classroom Second Language Acquisition
, pp. 197-262
-
-
Doughty, C.1
Williams, J.2
-
7
-
-
0039447804
-
A classroom perspective on the negotiation of meaning
-
Foster, P. (1998). A classroom perspective on the negotiation of meaning. Applied Linguistics, 19,1-23.
-
(1998)
Applied Linguistics
, vol.19
, pp. 1-23
-
-
Foster, P.1
-
8
-
-
67349089813
-
Input, interaction, and the second language learner
-
Mahwah, NJ: Erlbaum
-
Gass, S. M. (1997). Input, interaction, and the second language learner. Mahwah, NJ: Erlbaum.
-
(1997)
-
-
Gass, S.M.1
-
9
-
-
84955358509
-
Input and interaction
-
C. Doughty & M. H. Long (Eds.), Oxford: Blackwell
-
Gass, S. M. (2003). Input and interaction. In C. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 224-255). Oxford: Blackwell.
-
(2003)
The Handbook of Second Language Acquisition
, pp. 224-255
-
-
Gass, S.M.1
-
10
-
-
33644508634
-
Attention when? An investigation of the ordering effect of input and interaction
-
Gass, S. M., & Alvarez Torres, M. (2005). Attention when? An investigation of the ordering effect of input and interaction. Studies in Second Language Acquisition, 27, 1-31.
-
(2005)
Studies in Second Language Acquisition
, vol.27
, pp. 1-31
-
-
Gass, S.M.1
Alvarez Torres, M.2
-
12
-
-
28844477428
-
Task-based interactions in classroom and laboratory settings
-
Gass, S. M., Mackey, A., & Ross-Feldman, L. (2005). Task-based interactions in classroom and laboratory settings. Language Learning, 55, 575-611.
-
(2005)
Language Learning
, vol.55
, pp. 575-611
-
-
Gass, S.M.1
Mackey, A.2
Ross-Feldman, L.3
-
14
-
-
8644246033
-
-
Mahwah, NJ: Erlbaum
-
Gass, S. M., Sorace, A., & Selinker, L. (1998). Second language learning: Data analysis. Mahwah, NJ: Erlbaum.
-
(1998)
Second Language Learning: Data Analysis
-
-
Gass, S.M.1
Sorace, A.2
Selinker, L.3
-
15
-
-
0041377599
-
Differential effects of attention
-
Gass, S. M., Svetics, I., & Lemelin, S. (2003). Differential effects of attention. Language Learning, 53, 495-543.
-
(2003)
Language Learning
, vol.53
, pp. 495-543
-
-
Gass, S.M.1
Svetics, I.2
Lemelin, S.3
-
16
-
-
84979340097
-
The effect of familiarity on the comprehensibility of non-native speech
-
Gass, S. M., & Varonis, E. M. (1984). The effect of familiarity on the comprehensibility of non-native speech. Language Learning, 34, 66-85.
-
(1984)
Language Learning
, vol.34
, pp. 66-85
-
-
Gass, S.M.1
Varonis, E.M.2
-
17
-
-
0002197494
-
Sex differences in nonnative speaker-nonnative speaker interactions
-
R. R. Day (Ed.), Rowley, MA: Newbury House
-
Gass, S. M., & Varonis, E. M. (1986). Sex differences in nonnative speaker-nonnative speaker interactions. In R. R. Day (Ed.), Talking to learn: Conversation in second language acquisition (pp. 327-351). Rowley, MA: Newbury House.
-
(1986)
Talking to Learn: Conversation in Second Language Acquisition
, pp. 327-351
-
-
Gass, S.M.1
Varonis, E.M.2
-
18
-
-
33646034533
-
The effect of anonymity on native-nonnative speaker interaction in computer-mediated communication
-
Unpublished master's thesis, Michigan State University, East Lansing
-
Hangui, Y. (2004) The effect of anonymity on native-nonnative speaker interaction in computer-mediated communication. Unpublished master's thesis, Michigan State University, East Lansing.
-
(2004)
-
-
Hangui, Y.1
-
19
-
-
0011294599
-
Is an "appropriate response" always so appropriate?
-
S. M. Gass & C. Madden (Eds.), Rowley, MA: Newbury House
-
Hawkins, B. (1985). Is an "appropriate response" always so appropriate? In S. M. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 162-178). Rowley, MA: Newbury House.
-
(1985)
Input in Second Language Acquisition
, pp. 162-178
-
-
Hawkins, B.1
-
20
-
-
4243408268
-
'You shoulda been there': Charting novice teacher growth using dialogue journals
-
Holten, C., & Brinton, D. (1995). 'You shoulda been there': Charting novice teacher growth using dialogue journals. TESOL Journal, 4, 23-26.
-
(1995)
TESOL Journal
, vol.4
, pp. 23-26
-
-
Holten, C.1
Brinton, D.2
-
21
-
-
85050421950
-
Negative feedback and positive evidence in task-based interaction: Differential effects on L2 development
-
Iwashita, N. (2003). Negative feedback and positive evidence in task-based interaction: Differential effects on L2 development. Studies in Second Language Acquisition, 25, 1-36.
-
(2003)
Studies in Second Language Acquisition
, vol.25
, pp. 1-36
-
-
Iwashita, N.1
-
22
-
-
0013114990
-
Learning to teach: Instructional actions and decisions of preservice ESL teachers
-
Johnson, K. (1992). Learning to teach: Instructional actions and decisions of preservice ESL teachers. TESOL Quarterly, 26, 507-534.
-
(1992)
TESOL Quarterly
, vol.26
, pp. 507-534
-
-
Johnson, K.1
-
24
-
-
85137109383
-
Recasts and second language development: Beyond negative evidence
-
Leeman, J. (2003). Recasts and second language development: Beyond negative evidence. Studies in Second Language Acquisition, 25, 37-63.
-
(2003)
Studies in Second Language Acquisition
, vol.25
, pp. 37-63
-
-
Leeman, J.1
-
25
-
-
85055304505
-
To think aloud or not to think aloud: The issue of reactivity in SLA research methodology
-
Leow, R., & Morgan-Short, K. (2004). To think aloud or not to think aloud: The issue of reactivity in SLA research methodology. Studies in Second Language Acquisition, 26, 35-57.
-
(2004)
Studies in Second Language Acquisition
, vol.26
, pp. 35-57
-
-
Leow, R.1
Morgan-Short, K.2
-
26
-
-
0001477586
-
Native speaker/non-native speaker conversation and the negotiation of comprehensible input
-
Long, M. H. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4, 126-141.
-
(1983)
Applied Linguistics
, vol.4
, pp. 126-141
-
-
Long, M.H.1
-
27
-
-
0001701735
-
The role of the linguistic environment in second language acquisition
-
W. C. Ritchie & T. K. Bhatia (Eds.), San Diego, CA: Academic Press
-
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of research on language acquisition: Vol. 2. Second language acquisition (pp. 413-468). San Diego, CA: Academic Press.
-
(1996)
Handbook of Research on Language Acquisition: Vol. 2. Second Language Acquisition
, pp. 413-468
-
-
Long, M.H.1
-
28
-
-
33646045514
-
-
(Ed.), (in press). Mahwah, NJ: Erlbaum
-
Long, M. H. (Ed.), (in press). Problems in SLA. Mahwah, NJ: Erlbaum.
-
Problems in SLA
-
-
Long, M.H.1
-
29
-
-
0032397272
-
Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms
-
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.
-
(1998)
Language Learning
, vol.48
, pp. 183-218
-
-
Lyster, R.1
-
30
-
-
84883492186
-
Recasts, repetition, and ambiguity in L2 classroom discourse
-
Lyster, R. (1998b). Recasts, repetition, and ambiguity in L2 classroom discourse. Studies in Second Language Acquisition, 20, 51-81.
-
(1998)
Studies in Second Language Acquisition
, vol.20
, pp. 51-81
-
-
Lyster, R.1
-
31
-
-
85136961271
-
Differential effects of prompts and recasts in form-focused instruction
-
Lyster, R. (2004). Differential effects of prompts and recasts in form-focused instruction. Studies in Second Language Acquisition, 26, 399-432.
-
(2004)
Studies in Second Language Acquisition
, vol.26
, pp. 399-432
-
-
Lyster, R.1
-
32
-
-
84934178695
-
Corrective feedback and learner uptake: Negotiation of form in communicative classrooms
-
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 37-66.
-
(1997)
Studies in Second Language Acquisition
, vol.19
, pp. 37-66
-
-
Lyster, R.1
Ranta, L.2
-
33
-
-
85137615081
-
Input, interaction, and second language development: An empirical study of question formation in ESL
-
Mackey, A. (1999). Input, interaction, and second language development: An empirical study of question formation in ESL. Studies in Second Language Acquisition, 21, 557-587.
-
(1999)
Studies in Second Language Acquisition
, vol.21
, pp. 557-587
-
-
Mackey, A.1
-
34
-
-
84904373088
-
Interaction and second language development: Perspectives from SLA research
-
(in press). R. DeKeyser (Ed.), New York: Cambridge University Press
-
Mackey, A. (in press). Interaction and second language development: Perspectives from SLA research. In R. DeKeyser (Ed.), Practice in second language learning: Perspectives from linguistics and psychology. New York: Cambridge University Press.
-
Practice in Second Language Learning: Perspectives from Linguistics and Psychology
-
-
Mackey, A.1
-
36
-
-
85137628535
-
How do learners perceive interactional feedback?
-
Mackey, A., Gass, S. M., & McDonough, K. (2000). How do learners perceive interactional feedback? Studies in Second Language Acquisition, 22, 471-497.
-
(2000)
Studies in Second Language Acquisition
, vol.22
, pp. 471-497
-
-
Mackey, A.1
Gass, S.M.2
McDonough, K.3
-
37
-
-
0037972739
-
Interactional input and the incorporation of feedback: An exploration of NS-NNS and NNS-NNS adult and child dyads
-
Mackey, A., Oliver, R., & Leeman, J. (2003). Interactional input and the incorporation of feedback: An exploration of NS-NNS and NNS-NNS adult and child dyads. Language Learning, 53, 35-66.
-
(2003)
Language Learning
, vol.53
, pp. 35-66
-
-
Mackey, A.1
Oliver, R.2
Leeman, J.3
-
38
-
-
0000350374
-
Conversational interaction and second language development: Recasts, responses, and red herrings?
-
Mackey, A., & Philp, J. (1998). Conversational interaction and second language development: Recasts, responses, and red herrings? Modern Language Journal, 82, 338-356.
-
(1998)
Modern Language Journal
, vol.82
, pp. 338-356
-
-
Mackey, A.1
Philp, J.2
-
39
-
-
33646028696
-
The relationship between experience, education, and teachers' use of incidental focus-on-form techniques
-
Mackey, A., Polio, C., & McDonough, K. (2004). The relationship between experience, education, and teachers' use of incidental focus-on-form techniques. Language Teaching Research, 8, 301-327.
-
(2004)
Language Teaching Research
, vol.8
, pp. 301-327
-
-
Mackey, A.1
Polio, C.2
McDonough, K.3
-
40
-
-
0035605185
-
Recasts as feedback to language learners
-
Nicholas, H., Lightbown, P. M., & Spada, N. (2001). Recasts as feedback to language learners. Language Learning, 51, 719-758.
-
(2001)
Language Learning
, vol.51
, pp. 719-758
-
-
Nicholas, H.1
Lightbown, P.M.2
Spada, N.3
-
41
-
-
0039935858
-
On becoming a language teacher: Insights from diary studies
-
Numrich, C. (1996). On becoming a language teacher: Insights from diary studies. TESOL Quarterly, 30, 131-153.
-
(1996)
TESOL Quarterly
, vol.30
, pp. 131-153
-
-
Numrich, C.1
-
42
-
-
84930564245
-
Methods in second language classroom research: A critical review
-
Nunan, D. (1991). Methods in second language classroom research: A critical review. Studies in Second Language Acquisition, 13, 249-274.
-
(1991)
Studies in Second Language Acquisition
, vol.13
, pp. 249-274
-
-
Nunan, D.1
-
43
-
-
85055301567
-
Interactional context and feedback in child ESL classrooms
-
Oliver, R., & Mackey, A. (2003). Interactional context and feedback in child ESL classrooms. Modern Language Journal, 87, 519-533.
-
(2003)
Modern Language Journal
, vol.87
, pp. 519-533
-
-
Oliver, R.1
Mackey, A.2
-
44
-
-
79551649515
-
Constraints on "noticing the gap": Nonnative speakers' noticing of recasts in NS-NNS interaction
-
Philp, J. (2003). Constraints on "noticing the gap": Nonnative speakers' noticing of recasts in NS-NNS interaction. Studies in Second Language Acquisition, 25, 99-126.
-
(2003)
Studies in Second Language Acquisition
, vol.25
, pp. 99-126
-
-
Philp, J.1
-
45
-
-
34248884638
-
Second-language acquisition, social interaction, and the classroom
-
Pica, T. (1987). Second-language acquisition, social interaction, and the classroom. Applied Linguistics, 8, 3-21.
-
(1987)
Applied Linguistics
, vol.8
, pp. 3-21
-
-
Pica, T.1
-
46
-
-
84928839690
-
Interlanguage adjustments as an outcome of NS-NNS negotiated interaction
-
Pica, T. (1988). Interlanguage adjustments as an outcome of NS-NNS negotiated interaction. Language Learning, 38, 45-73.
-
(1988)
Language Learning
, vol.38
, pp. 45-73
-
-
Pica, T.1
-
47
-
-
0002949384
-
Language learners' interaction: How does it address the input, output, and feedback needs of language learners?
-
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.
-
(1996)
TESOL Quarterly
, vol.30
, pp. 59-84
-
-
Pica, T.1
Lincoln-Porter, F.2
Paninos, D.3
Linnell, J.4
-
48
-
-
0007348833
-
The linguistic and conversational performance of experienced and inexperienced teachers
-
R. Day (Ed.), Rowley, MA: Newbury House
-
Pica, T., & Long, M. (1986). The linguistic and conversational performance of experienced and inexperienced teachers. In R. Day (Ed.), Talking to learn: Conversation in second language acquisition (pp. 85-98). Rowley, MA: Newbury House.
-
(1986)
Talking to Learn: Conversation in Second Language Acquisition
, pp. 85-98
-
-
Pica, T.1
Long, M.2
-
49
-
-
33646037245
-
A role for indirect negative evidence in second language acquisition
-
Unpublished doctoral dissertation, Michigan State University, East Lansing
-
Plough, I. (1994). A role for indirect negative evidence in second language acquisition. Unpublished doctoral dissertation, Michigan State University, East Lansing.
-
(1994)
-
-
Plough, I.1
-
50
-
-
3042515130
-
Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA
-
P. Robinson (Ed.), New York: Cambridge University Press
-
Robinson, P. (2001). Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA. In P. Robinson (Ed.), Cognition and second language instruction (pp. 287-318). New York: Cambridge University Press.
-
(2001)
Cognition and Second Language Instruction
, pp. 287-318
-
-
Robinson, P.1
-
51
-
-
84955351043
-
Attention and memory during SLA
-
C. Doughty & M. H. Long (Eds.), Oxford: Blackwell
-
Robinson, P. (2003). Attention and memory during SLA. In C. Doughty & M. H. Long (Eds.), Handbook of second language acquisition (pp. 631-678). Oxford: Blackwell.
-
(2003)
Handbook of Second Language Acquisition
, pp. 631-678
-
-
Robinson, P.1
-
52
-
-
0038440167
-
Attention
-
P. Robinson (Ed.), New York: Cambridge University Press
-
Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3-32). New York: Cambridge University Press.
-
(2001)
Cognition and Second Language Instruction
, pp. 3-32
-
-
Schmidt, R.1
-
53
-
-
0013267966
-
Reactivity in concurrent think-aloud protocols: Issues for research
-
P. Smagorinsky (Ed.), Thousand Oaks, CA: Sage
-
Stratman, J. F., & Hamp-Lyons, L. (1994). Reactivity in concurrent think-aloud protocols: Issues for research. In P. Smagorinsky (Ed.), Speaking about writing: Reflections on research methodology (pp. 89-112). Thousand Oaks, CA: Sage.
-
(1994)
Speaking About Writing: Reflections on Research Methodology
, pp. 89-112
-
-
Stratman, J.F.1
Hamp-Lyons, L.2
-
54
-
-
0002271937
-
Communicative competence: Some roles of comprehensible input and comprehensible output in its development
-
S. M. Gass & C. Madden (Eds.), Rowley, MA: Newbury House
-
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. M. Gass & C. Madden (Eds.), Input and second language acquisition (pp. 235-256). Rowley, MA: Newbury House.
-
(1985)
Input and Second Language Acquisition
, pp. 235-256
-
-
Swain, M.1
-
55
-
-
0002953818
-
Three functions of output in second language learning
-
G. Cook & B. Seidlhofer (Eds.), Oxford: Oxford University Press
-
Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principles and practice in applied linguistics (pp. 125-144). Oxford: Oxford University Press.
-
(1995)
Principles and Practice in Applied Linguistics
, pp. 125-144
-
-
Swain, M.1
-
56
-
-
0001780769
-
Focus on form through conscious reflection
-
C. Doughty & J. Williams (Eds.), New York: Cambridge University Press
-
Swain, M. (1998). Focus on form through conscious reflection. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 64-82). New York: Cambridge University Press.
-
(1998)
Focus on Form in Classroom Second Language Acquisition
, pp. 64-82
-
-
Swain, M.1
-
57
-
-
85084864349
-
The output hypothesis: Theory and research
-
E. Hinkel (Ed.), Mahwah, NJ: Erlbaum
-
Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 471-483). Mahwah, NJ: Erlbaum.
-
(2005)
Handbook of Research in Second Language Teaching and Learning
, pp. 471-483
-
-
Swain, M.1
-
58
-
-
24744461237
-
Problems in output and the cognitive processes they generate: A step towards second language learning
-
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.
-
(1995)
Applied Linguistics
, vol.16
, pp. 371-391
-
-
Swain, M.1
Lapkin, S.2
-
59
-
-
0002805717
-
Non-native/non-native conversations: A model for negotiation of meaning
-
Varonis, E. M., & Gass, S. M. (1985). Non-native/non-native conversations: A model for negotiation of meaning. Applied Linguistics, 6, 71-90.
-
(1985)
Applied Linguistics
, vol.6
, pp. 71-90
-
-
Varonis, E.M.1
Gass, S.M.2
|