메뉴 건너뛰기




Volumn 12, Issue 1, 2008, Pages 39-60

Interacting inside and outside of the language classroom

Author keywords

Communicative language teaching; ESL; Learner generated attention to form; Oral interaction; Second language learning; Task based instruction

Indexed keywords


EID: 40449120259     PISSN: 13621688     EISSN: 14770954     Source Type: Journal    
DOI: 10.1177/1362168807084493     Document Type: Article
Times cited : (15)

References (38)
  • 1
    • 33748388537 scopus 로고    scopus 로고
    • Do language learners recognize pragmatic violations? Pragmatic versus grammatical awareness in instructed L2 learning
    • Bardovi-Harlig, K., & Dörnyei, Z. (1998). Do language learners recognize pragmatic violations? Pragmatic versus grammatical awareness in instructed L2 learning. TESOL Quarterly, 32(2), 233-262.
    • (1998) TESOL Quarterly , vol.32 , Issue.2 , pp. 233-262
    • Bardovi-Harlig, K.1    Dörnyei, Z.2
  • 2
    • 84937311859 scopus 로고
    • Community service and experiential language learning
    • Beck, D. J., & Simpson, C. (1993). Community service and experiential language learning. TESL Canada Journal, 11(1), 112-121.
    • (1993) TESL Canada Journal , vol.11 , Issue.1 , pp. 112-121
    • Beck, D.J.1    Simpson, C.2
  • 5
    • 84981643090 scopus 로고
    • Information gap' tasks: An aid to second language acquisition?
    • Doughty, C., & Pica, T. (1986). 'Information gap' tasks: An aid to second language acquisition? TESOL Quarterly, 20(2), 305-325.
    • (1986) TESOL Quarterly , vol.20 , Issue.2 , pp. 305-325
    • Doughty, C.1    Pica, T.2
  • 6
    • 85069286869 scopus 로고    scopus 로고
    • Non-reciprocal tasks, comprehension and second language acquisition
    • M. Bygate, P. Skehan, and M. Swain Eds, Harlow, UK: Longman
    • Ellis, R. (2001). Non-reciprocal tasks, comprehension and second language acquisition. In M. Bygate, P. Skehan, and M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching, and testing (pp. 49-74). Harlow, UK: Longman.
    • (2001) Researching pedagogic tasks: Second language learning, teaching, and testing , pp. 49-74
    • Ellis, R.1
  • 8
    • 85136981329 scopus 로고    scopus 로고
    • Context of learning and second language fluency in French: Comparing regular classroom, study abroad, and intensive domestic immersion programs
    • Freed, B. F., Segalowitz, N., & Dewey, D. (2004). Context of learning and second language fluency in French: Comparing regular classroom, study abroad, and intensive domestic immersion programs. Studies in Second Language Acquisition, 26(2), 275-301.
    • (2004) Studies in Second Language Acquisition , vol.26 , Issue.2 , pp. 275-301
    • Freed, B.F.1    Segalowitz, N.2    Dewey, D.3
  • 10
    • 84925894790 scopus 로고
    • The essential contributions of formal instruction in adult second language learning
    • Krashen, S., & Seliger, H. (1976). The essential contributions of formal instruction in adult second language learning. TESOL Quarterly, 9, 173-183.
    • (1976) TESOL Quarterly , vol.9 , pp. 173-183
    • Krashen, S.1    Seliger, H.2
  • 12
    • 84995139736 scopus 로고
    • Does second language instruction make a difference? A review of research
    • Long, M. H. (1983). Does second language instruction make a difference? A review of research. TESOL Quarterly, 17(3), 359-382.
    • (1983) TESOL Quarterly , vol.17 , Issue.3 , pp. 359-382
    • Long, M.H.1
  • 14
    • 0007319157 scopus 로고
    • Three approaches to task-based syllabus design
    • Long, M., & Crookes, G. (1991). Three approaches to task-based syllabus design. TESOL Quarterly, 26(1), 27-55.
    • (1991) TESOL Quarterly , vol.26 , Issue.1 , pp. 27-55
    • Long, M.1    Crookes, G.2
  • 15
    • 0002147358 scopus 로고
    • Grammar and task-based methodology
    • G. Crookes and S. Gass Eds, Clevedon, UK: Multilingual Matters
    • Loschky, L., & Bley-Vroman, R. (1993). Grammar and task-based methodology. In G. Crookes and S. Gass (Eds.), Tasks and language learning: Integrating theory and practice (pp. 123-167). Clevedon, UK: Multilingual Matters.
    • (1993) Tasks and language learning: Integrating theory and practice , pp. 123-167
    • Loschky, L.1    Bley-Vroman, R.2
  • 16
    • 0031234436 scopus 로고    scopus 로고
    • Life in the slow lane: Observations of a limited L2 listener
    • Lynch, T. (1997). Life in the slow lane: Observations of a limited L2 listener. System, 25(3), 385-398.
    • (1997) System , vol.25 , Issue.3 , pp. 385-398
    • Lynch, T.1
  • 17
    • 21844481804 scopus 로고
    • The effect of functional-analytic teaching on aspects of French immersion students' sociolinguistic competence
    • Lyster, R. (1994). The effect of functional-analytic teaching on aspects of French immersion students' sociolinguistic competence. Applied Linguistics 15(3), 263-287.
    • (1994) Applied Linguistics , vol.15 , Issue.3 , pp. 263-287
    • Lyster, R.1
  • 18
    • 0000350374 scopus 로고    scopus 로고
    • 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(3), 338-356.
    • (1998) Modern Language Journal , vol.82 , Issue.3 , pp. 338-356
    • Mackey, A.1    Philp, J.2
  • 19
    • 0034394884 scopus 로고    scopus 로고
    • Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis
    • Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50(3), 417-528.
    • (2000) Language Learning , vol.50 , Issue.3 , pp. 417-528
    • Norris, J.M.1    Ortega, L.2
  • 20
    • 40449119931 scopus 로고    scopus 로고
    • Paper, L. C. (1990). An ESL motivations assessment for a community-based ESL programme. TESL Canada Journal, 7(2), 31-44.
    • Paper, L. C. (1990). An ESL motivations assessment for a community-based ESL programme. TESL Canada Journal, 7(2), 31-44.
  • 21
    • 0002148646 scopus 로고
    • Two puzzles for linguistic theory: Nativelike selection and nativelike fluency
    • J. C. Richards and R. W. Schmidt, Eds, New York: Longman
    • Pawley, A., & Sydor, F. (1983). Two puzzles for linguistic theory: Nativelike selection and nativelike fluency. In J. C. Richards and R. W. Schmidt. (Eds.), Language and communication (pp. 191-226). New York: Longman.
    • (1983) Language and communication , pp. 191-226
    • Pawley, A.1    Sydor, F.2
  • 22
    • 40449133557 scopus 로고    scopus 로고
    • Pica, T., & Doughty, C. (1985a). Input and interaction in the communicative classroom: A comparison of teacher-fronted and group activities. In S. Gass and C. Madden, (Eds.), Input in second language acquisition (pp. 115-132). Rowley, MA: Newbury House.
    • Pica, T., & Doughty, C. (1985a). Input and interaction in the communicative classroom: A comparison of teacher-fronted and group activities. In S. Gass and C. Madden, (Eds.), Input in second language acquisition (pp. 115-132). Rowley, MA: Newbury House.
  • 23
    • 84959708957 scopus 로고
    • The role of group work in second language acquisition
    • Pica, T., & Doughty, C. (1985b). The role of group work in second language acquisition. Studies in Second Language Acquisition, 7, 233-248.
    • (1985) Studies in Second Language Acquisition , vol.7 , pp. 233-248
    • Pica, T.1    Doughty, C.2
  • 24
    • 0002949384 scopus 로고    scopus 로고
    • Language learners' interaction: How does it address the input, output, and feedback needs of L2 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 L2 learners? TESOL Quarterly, 30(1), 59-84.
    • (1996) TESOL Quarterly , vol.30 , Issue.1 , pp. 59-84
    • Pica, T.1    Lincoln-Porter, F.2    Paninos, D.3    Linnell, J.4
  • 25
    • 40449105371 scopus 로고    scopus 로고
    • Porter, P. (1986). How learners talk to each other: Input and interaction in task-centred discussions. In R. Day (Ed.), Talking to learn: Conversation in language acquisition (pp. 200-222). Rowley, MA: Newbury House.
    • Porter, P. (1986). How learners talk to each other: Input and interaction in task-centred discussions. In R. Day (Ed.), Talking to learn: Conversation in language acquisition (pp. 200-222). Rowley, MA: Newbury House.
  • 26
    • 40449097567 scopus 로고    scopus 로고
    • Prahbu, N.S. (1987). Second language pedagogy: A perspective. Oxford: Oxford University Press.
    • Prahbu, N.S. (1987). Second language pedagogy: A perspective. Oxford: Oxford University Press.
  • 28
    • 0007264732 scopus 로고    scopus 로고
    • A framework for the implementation of task-based instruction
    • Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38-62.
    • (1996) Applied Linguistics , vol.17 , Issue.1 , pp. 38-62
    • Skehan, P.1
  • 29
    • 85136968738 scopus 로고    scopus 로고
    • Context, contact, and cognition in oral fluency acquisition
    • Segalowitz, N., & Freed, B. F. (2004). Context, contact, and cognition in oral fluency acquisition. Studies in Second Language Acquisition, 26(2), 173-199.
    • (2004) Studies in Second Language Acquisition , vol.26 , Issue.2 , pp. 173-199
    • Segalowitz, N.1    Freed, B.F.2
  • 32
    • 36448985548 scopus 로고
    • Manipulating and complementing content teaching to maximize second language learning
    • Swain, M. (1988). Manipulating and complementing content teaching to maximize second language learning. TESL Canada Journal, 6(1), 68-83.
    • (1988) TESL Canada Journal , vol.6 , Issue.1 , pp. 68-83
    • Swain, M.1
  • 33
    • 24144441736 scopus 로고    scopus 로고
    • Legislation by hypothesis: The case of task-based instruction
    • Swan, M. (2005). Legislation by hypothesis: The case of task-based instruction. Applied Linguistics, 26(3), 376-401.
    • (2005) Applied Linguistics , vol.26 , Issue.3 , pp. 376-401
    • Swan, M.1
  • 34
    • 84979421207 scopus 로고
    • A sociolinguistic perspective on second language use in immersion classrooms
    • Tarone, E., & Swain, M. (1995). A sociolinguistic perspective on second language use in immersion classrooms. The Modern Language Journal, 79(2), 166-178.
    • (1995) The Modern Language Journal , vol.79 , Issue.2 , pp. 166-178
    • Tarone, E.1    Swain, M.2
  • 35
    • 0033262769 scopus 로고    scopus 로고
    • Learner generated attention to form
    • Williams, J. (1999). Learner generated attention to form. Language Learning, 49(4), 583-625.
    • (1999) Language Learning , vol.49 , Issue.4 , pp. 583-625
    • Williams, J.1
  • 36
    • 0006650634 scopus 로고
    • Expertise and authority in native - non-native conversations: The need for a variable account
    • S. Gass, C. Madden, D. Preston, and L. Selinker Eds, Philadelphia, PA: Multilingual Matters
    • Woken, M., & Swales, J. (1989). Expertise and authority in native - non-native conversations: The need for a variable account. In S. Gass, C. Madden, D. Preston, and L. Selinker (Eds.), Variation in second language acquisition: Discourses and pragmatics, (pp. 211-227). Philadelphia, PA: Multilingual Matters.
    • (1989) Variation in second language acquisition: Discourses and pragmatics , pp. 211-227
    • Woken, M.1    Swales, J.2
  • 37
    • 84937335944 scopus 로고    scopus 로고
    • The impact of language and skills training on immigrants' lives
    • Wong, P., Duff, P., & Early, M. (2001). The impact of language and skills training on immigrants' lives. TESL Canada Journal, 18(2), 1-31.
    • (2001) TESL Canada Journal , vol.18 , Issue.2 , pp. 1-31
    • Wong, P.1    Duff, P.2    Early, M.3
  • 38
    • 0034355106 scopus 로고    scopus 로고
    • Formulaic sequences in second language teaching: Principle and practice
    • Wray, A. (2000). Formulaic sequences in second language teaching: Principle and practice. Applied Linguistics, 21(4), 463-489.
    • (2000) Applied Linguistics , vol.21 , Issue.4 , pp. 463-489
    • Wray, A.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.