메뉴 건너뛰기




Volumn 29, Issue 4, 2007, Pages 511-537

Interpreting recasts as linguistic evidence: The roles of linguistic target, length, and degree of change

Author keywords

[No Author keywords available]

Indexed keywords


EID: 38549141880     PISSN: 02722631     EISSN: 14701545     Source Type: Journal    
DOI: 10.1017/S0272263107070416     Document Type: Article
Times cited : (82)

References (59)
  • 2
    • 38549134367 scopus 로고    scopus 로고
    • Baddeley, A. (1996). The concept of working memory. In S. Gathercole (Ed.), Models of short-term memory (pp. 1-27). East Sussex, UK: Psychology Press.
    • Baddeley, A. (1996). The concept of working memory. In S. Gathercole (Ed.), Models of short-term memory (pp. 1-27). East Sussex, UK: Psychology Press.
  • 6
    • 84979339854 scopus 로고
    • A descriptive model of discourse in the corrective treatment of learners' errors
    • Chaudron, C. (1977). A descriptive model of discourse in the corrective treatment of learners' errors. Language Learning, 27, 29-46.
    • (1977) Language Learning , vol.27 , pp. 29-46
    • Chaudron, C.1
  • 8
    • 0024078314 scopus 로고
    • Evolving conceptions of memory storage, selective attention, and their mutual constraints within the human information processing system
    • Cowan, N. (1988). Evolving conceptions of memory storage, selective attention, and their mutual constraints within the human information processing system. Psychological Bulletin, 104, 163-191.
    • (1988) Psychological Bulletin , vol.104 , pp. 163-191
    • Cowan, N.1
  • 10
    • 0039573573 scopus 로고
    • Fine-tuning of feedback by competent speakers to language learners
    • J. Alatis Ed, Washington, DC: Georgetown University Press
    • Doughty, C. J. (1993). Fine-tuning of feedback by competent speakers to language learners. In J. Alatis (Ed.), Georgetown University Round Table on Language and Linguistics, 1993 (pp. 96-108). Washington, DC: Georgetown University Press.
    • (1993) Georgetown University Round Table on Language and Linguistics, 1993 , pp. 96-108
    • Doughty, C.J.1
  • 11
    • 33646061260 scopus 로고    scopus 로고
    • Verbal reports, noticing, and SLA research
    • Egi, T. (2004). Verbal reports, noticing, and SLA research. Language Awareness, 13, 243-264.
    • (2004) Language Awareness , vol.13 , pp. 243-264
    • Egi, T.1
  • 13
    • 84937272475 scopus 로고    scopus 로고
    • Sequencing in SLA: Phonological memory, chunking, and points of order
    • Ellis, N. C. (1996). Sequencing in SLA: Phonological memory, chunking, and points of order. Studies in Second Language Acquisition, 18, 91-126.
    • (1996) Studies in Second Language Acquisition , vol.18 , pp. 91-126
    • Ellis, N.C.1
  • 14
    • 85137619940 scopus 로고    scopus 로고
    • Morphology and longer distance dependencies: Laboratory research illuminating the A in SLA
    • Ellis, N. C., & Schmidt, R. (1997). Morphology and longer distance dependencies: Laboratory research illuminating the A in SLA. Studies in Second Language Acquisition, 19, 145-171.
    • (1997) Studies in Second Language Acquisition , vol.19 , pp. 145-171
    • Ellis, N.C.1    Schmidt, R.2
  • 15
    • 0035632194 scopus 로고    scopus 로고
    • Learner uptake in communicative ESL lessons
    • Ellis, R., Basturkmen, H., & Loewen, S. (2001). Learner uptake in communicative ESL lessons. Language Learning, 51, 281-318.
    • (2001) Language Learning , vol.51 , pp. 281-318
    • Ellis, R.1    Basturkmen, H.2    Loewen, S.3
  • 16
    • 33947095476 scopus 로고    scopus 로고
    • Reexamining the role of recasts in second language acquisition
    • Ellis, R., & Sheen, Y. (2006). Reexamining the role of recasts in second language acquisition. Studies in Second Language Acquisition, 28, 575-600.
    • (2006) Studies in Second Language Acquisition , vol.28 , pp. 575-600
    • Ellis, R.1    Sheen, Y.2
  • 18
    • 84978567461 scopus 로고
    • The treatment of error in oral work
    • Fanselow, J. (1977). The treatment of error in oral work. Foreign Language Annals, 10, 583-593.
    • (1977) Foreign Language Annals , vol.10 , pp. 583-593
    • Fanselow, J.1
  • 20
    • 28844477428 scopus 로고    scopus 로고
    • 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
  • 21
    • 38549174053 scopus 로고    scopus 로고
    • Grice, H. P. (1975). Logic and conversation. In P. Cole & J. Morgan (Eds.), Syntax and semantics: 3. Speech acts (pp. 41-58). San Diego: Academic Press.
    • Grice, H. P. (1975). Logic and conversation. In P. Cole & J. Morgan (Eds.), Syntax and semantics: Vol. 3. Speech acts (pp. 41-58). San Diego: Academic Press.
  • 22
    • 0002547839 scopus 로고
    • The analysis of residuals in cross-classified tables
    • Haberman, S. (1973). The analysis of residuals in cross-classified tables. Biometrics, 29, 205-220.
    • (1973) Biometrics , vol.29 , pp. 205-220
    • Haberman, S.1
  • 23
    • 3042520306 scopus 로고    scopus 로고
    • A study of the impacts of recasts on tense consistency in L2 output
    • Han, Z. (2002). A study of the impacts of recasts on tense consistency in L2 output. TESOL Quarterly, 36, 543-572.
    • (2002) TESOL Quarterly , vol.36 , pp. 543-572
    • Han, Z.1
  • 25
    • 85044813647 scopus 로고    scopus 로고
    • Syntactic complexity measures and their relation to oral proficiency in Japanese as a foreign language
    • Iwashita, N. (2006). Syntactic complexity measures and their relation to oral proficiency in Japanese as a foreign language. Language Assessment Quarterly, 3, 151-169.
    • (2006) Language Assessment Quarterly , vol.3 , pp. 151-169
    • Iwashita, N.1
  • 26
    • 46649114712 scopus 로고    scopus 로고
    • Recasts in communicative EFL classes: Do teacher intent and learner interpretation overlap?
    • in press, A. Mackey Ed, Oxford: Oxford University Press
    • Kim, J. H., & Han, Z. (in press). Recasts in communicative EFL classes: Do teacher intent and learner interpretation overlap? In A. Mackey (Ed.), Conversational interaction in second language acquisition: A series of empirical studies. Oxford: Oxford University Press.
    • Conversational interaction in second language acquisition: A series of empirical studies
    • Kim, J.H.1    Han, Z.2
  • 27
    • 33751215260 scopus 로고    scopus 로고
    • Recasts in the adult English L2 classroom: Characteristics, explicitness, and effectiveness
    • Loewen, S., & Philp, J. (2006). Recasts in the adult English L2 classroom: Characteristics, explicitness, and effectiveness. Modern Language Journal, 90, 536-556.
    • (2006) Modern Language Journal , vol.90 , pp. 536-556
    • Loewen, S.1    Philp, J.2
  • 28
    • 0001701735 scopus 로고    scopus 로고
    • The role of the linguistic environment in second language acquisition
    • W. Ritchie & T. K. Bhatia Eds, San Diego: Academic Press
    • Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413-468). San Diego: Academic Press.
    • (1996) Handbook of second language acquisition , pp. 413-468
    • Long, M.H.1
  • 30
    • 84883492186 scopus 로고    scopus 로고
    • Recasts, repetition, and ambiguity in L2 classroom discourse
    • Lyster, R. (1998a). 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
    • 0032397272 scopus 로고    scopus 로고
    • Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms
    • Lyster, R. (1998b). 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
  • 32
    • 85136961271 scopus 로고    scopus 로고
    • 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
  • 33
    • 33646067776 scopus 로고    scopus 로고
    • Interactional feedback and instructional counterbalance
    • Lyster, R., & Mori, H. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition, 28, 269-300.
    • (2006) Studies in Second Language Acquisition , vol.28 , pp. 269-300
    • Lyster, R.1    Mori, H.2
  • 34
    • 84934178695 scopus 로고    scopus 로고
    • 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
  • 35
    • 33747875798 scopus 로고    scopus 로고
    • Feedback, noticing and instructed second language learning
    • Mackey, A. (2006). Feedback, noticing and instructed second language learning. Applied Linguistics, 27, 405-430.
    • (2006) Applied Linguistics , vol.27 , pp. 405-430
    • Mackey, A.1
  • 37
    • 85127377644 scopus 로고    scopus 로고
    • Individual differences in working memory, noticing of interactional feedback and L2 development
    • P. Robinson Ed, Amsterdam: Benjamins
    • Mackey, A., Philp, J., Egi, T., Fujii, A., & Tatsumi, T. (2002). Individual differences in working memory, noticing of interactional feedback and L2 development. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 181-209). Amsterdam: Benjamins.
    • (2002) Individual differences and instructed language learning , pp. 181-209
    • Mackey, A.1    Philp, J.2    Egi, T.3    Fujii, A.4    Tatsumi, T.5
  • 38
    • 39749093168 scopus 로고
    • The magical number seven, plus or minus two: Some limits on our capacity for processing information
    • Miller, G. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81-97.
    • (1956) Psychological Review , vol.63 , pp. 81-97
    • Miller, G.1
  • 39
    • 0000009057 scopus 로고    scopus 로고
    • Individual differences in second language proficiency: Working memory as language aptitude
    • A. F. Healy & L. E. Bourne Eds, Mahwah, NJ: Erlbaum
    • Miyake, A., & Friedman, N. P. (1998). Individual differences in second language proficiency: Working memory as language aptitude. In A. F. Healy & L. E. Bourne (Eds.), Foreign language learning: Psycholinguistic studies on training and retention (pp. 339-364). Mahwah, NJ: Erlbaum.
    • (1998) Foreign language learning: Psycholinguistic studies on training and retention , pp. 339-364
    • Miyake, A.1    Friedman, N.P.2
  • 40
    • 0035605185 scopus 로고    scopus 로고
    • Recasts as feedback to language learners
    • Nicholas, H., Lightbown, P., & 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.2    Spada, N.3
  • 41
    • 85055301567 scopus 로고    scopus 로고
    • 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
  • 42
    • 0002510810 scopus 로고
    • Evaluating coding decision
    • H. Cooper & L. Hedge Eds, New York: Russell Sage Foundation
    • Orwin, R. (1994). Evaluating coding decision. In H. Cooper & L. Hedge (Eds.), The handbook of research synthesis (pp. 139-162). New York: Russell Sage Foundation.
    • (1994) The handbook of research synthesis , pp. 139-162
    • Orwin, R.1
  • 43
    • 38549104971 scopus 로고    scopus 로고
    • Oshima-Takane, Y, MacWhinney, B, Shirai, H, Miyata, S, & Naka, N, Eds, 2nd ed, Nagoya, Japan: Chukyo University
    • Oshima-Takane, Y., MacWhinney, B., Shirai, H., Miyata, S., & Naka, N. (Eds.). (1998). CHILDES manual for Japanese (2nd ed.). Nagoya, Japan: Chukyo University.
    • (1998) CHILDES manual for Japanese
  • 44
    • 14744286776 scopus 로고    scopus 로고
    • Patterns of corrective feedback and uptake in an adult ESL classroom
    • Panova, I., & Lyster, R. (2002). Patterns of corrective feedback and uptake in an adult ESL classroom. TESOL Quarterly, 36, 573-595.
    • (2002) TESOL Quarterly , vol.36 , pp. 573-595
    • Panova, I.1    Lyster, R.2
  • 45
    • 79551649515 scopus 로고    scopus 로고
    • 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
  • 46
    • 0003145373 scopus 로고
    • Choosing and using communication tasks for second language instruction and research
    • G. Crookes & S. M. Gass Eds, Clevedon, UK: Multilingual Matters
    • Pica, T., Kanagy, R., & Falodun, J. (1993). Choosing and using communication tasks for second language instruction and research. In G. Crookes & S. M. Gass (Eds.), Tasks and second language learning: Integrating theory and practice (pp. 9-34). Clevedon, UK: Multilingual Matters.
    • (1993) Tasks and second language learning: Integrating theory and practice , pp. 9-34
    • Pica, T.1    Kanagy, R.2    Falodun, J.3
  • 47
    • 0038980751 scopus 로고
    • Awareness and the efficacy of error correction
    • R. Schmidt Ed, Honolulu: University of Hawai'i, Second Language Teaching and Curriculum Center
    • Roberts, M. (1995). Awareness and the efficacy of error correction. In R. Schmidt (Ed.), Attention and awareness in foreign language learning (pp. 163-182). Honolulu: University of Hawai'i, Second Language Teaching and Curriculum Center.
    • (1995) Attention and awareness in foreign language learning , pp. 163-182
    • Roberts, M.1
  • 48
    • 84994925721 scopus 로고
    • Review article: Attention, memory and the 'noticing' hypothesis
    • Robinson, P. (1995). Review article: Attention, memory and the 'noticing' hypothesis. Language Learning, 45, 283-331.
    • (1995) Language Learning , vol.45 , pp. 283-331
    • Robinson, P.1
  • 49
    • 84955351043 scopus 로고    scopus 로고
    • Attention and memory during SLA
    • C. J. Doughty & M. H. Long Eds, Oxford: Blackwell
    • Robinson, P. (2003). Attention and memory during SLA. In C. J. Doughty & M. H. Long (Eds.), Handbook of research in second language acquisition (pp. 631-678). Oxford: Blackwell.
    • (2003) Handbook of research in second language acquisition , pp. 631-678
    • Robinson, P.1
  • 50
    • 0037845761 scopus 로고    scopus 로고
    • Aptitude, individual differences, and instructional design
    • P. Robinson Ed, New York: Cambridge University Press
    • Sawyer, M., & Ranta, L. (2001). Aptitude, individual differences, and instructional design. In P. Robinson (Ed.), Cognition and second language instruction (pp. 319-353). New York: Cambridge University Press.
    • (2001) Cognition and second language instruction , pp. 319-353
    • Sawyer, M.1    Ranta, L.2
  • 51
    • 0038440167 scopus 로고    scopus 로고
    • Attention
    • P. Robinson Ed, New York: Cambridge University Press
    • Schmidt, R. W. (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.W.1
  • 52
    • 28844449849 scopus 로고    scopus 로고
    • Corrective feedback and learner uptake in communicative classrooms across instructional settings
    • Sheen, Y. (2004). Corrective feedback and learner uptake in communicative classrooms across instructional settings. Language Teaching Research, 8, 263-300.
    • (2004) Language Teaching Research , vol.8 , pp. 263-300
    • Sheen, Y.1
  • 53
    • 33845747360 scopus 로고    scopus 로고
    • Exploring the relationship between characteristics of recasts and learner uptake
    • Sheen, Y. (2006). Exploring the relationship between characteristics of recasts and learner uptake. Language Teaching Research, 10, 361-392.
    • (2006) Language Teaching Research , vol.10 , pp. 361-392
    • Sheen, Y.1
  • 57
    • 84975997467 scopus 로고
    • Attending to form and content in the input: An experiment in consciousness
    • VanPatten, B. (1990). Attending to form and content in the input: An experiment in consciousness. Studies in Second Language Acquisition, 12, 287-301.
    • (1990) Studies in Second Language Acquisition , vol.12 , pp. 287-301
    • VanPatten, B.1
  • 58
    • 0037972715 scopus 로고    scopus 로고
    • Phonological memory and rule learning
    • Williams, J. N., & Lovatt, P. (2003). Phonological memory and rule learning. Language Learning, 53, 67-121.
    • (2003) Language Learning , vol.53 , pp. 67-121
    • Williams, J.N.1    Lovatt, P.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.