-
2
-
-
0002929633
-
Self-explaining expository texts: The dual processes of generating inferences and repairing mental models
-
R Glaser Ed, Mahwah, NJ: Lawrence Erlbaum
-
Chi, M. T. H. (2000). Self-explaining expository texts: The dual processes of generating inferences and repairing mental models. In R Glaser (Ed.), Advances in instructional psychology: Educational design and cognitive science (Vol. 5, pp. 161-238). Mahwah, NJ: Lawrence Erlbaum.
-
(2000)
Advances in instructional psychology: Educational design and cognitive science
, vol.5
, pp. 161-238
-
-
Chi, M.T.H.1
-
3
-
-
0041420242
-
The teaching of topical structure analysis as a revision strategy for ESL writers
-
B. Kroll Ed, Cambridge: Cambridge University Press
-
Connor, U., & Farmer, M. (1990). The teaching of topical structure analysis as a revision strategy for ESL writers. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 126-139). Cambridge: Cambridge University Press.
-
(1990)
Second language writing: Research insights for the classroom
, pp. 126-139
-
-
Connor, U.1
Farmer, M.2
-
4
-
-
84937323610
-
Self-monitoring in student writing
-
Cresswell, A. (2000). Self-monitoring in student writing. ELT Journal, 54, 235-244.
-
(2000)
ELT Journal
, vol.54
, pp. 235-244
-
-
Cresswell, A.1
-
5
-
-
84979390974
-
Writing expertise and second-language proficiency
-
Cumming, A. (1989). Writing expertise and second-language proficiency. Language Learning, 39, 81-141.
-
(1989)
Language Learning
, vol.39
, pp. 81-141
-
-
Cumming, A.1
-
6
-
-
84970152027
-
Metalinguistic and ideational thinking in second language composing
-
Cumming, A. (1990). Metalinguistic and ideational thinking in second language composing. Written Communication, 7, 482-511.
-
(1990)
Written Communication
, vol.7
, pp. 482-511
-
-
Cumming, A.1
-
7
-
-
84979385948
-
Social-cognitive dimensions of interaction in L2 peer revision
-
De Guerrero, M. C. M., & Villamil, O. S. (1994). Social-cognitive dimensions of interaction in L2 peer revision. The Modern Language Journal, 78, 484-496.
-
(1994)
The Modern Language Journal
, vol.78
, pp. 484-496
-
-
De Guerrero, M.C.M.1
Villamil, O.S.2
-
8
-
-
1642584734
-
Preemptive focus on form in the ESL classroom
-
Ellis, R., Basturkmen, H., & Loewen, S. (2001). Preemptive focus on form in the ESL classroom. TESOL Quarterly, 35, 407-432.
-
(2001)
TESOL Quarterly
, vol.35
, pp. 407-432
-
-
Ellis, R.1
Basturkmen, H.2
Loewen, S.3
-
9
-
-
0002448398
-
Verbal reports on thinking
-
G. Kasper Ed, Avon, England: Multilingual Matters
-
Ericsson, K., & Simon, H. (1987). Verbal reports on thinking. In G. Kasper (Ed.), Introspection in second language research (pp. 24-53). Avon, England: Multilingual Matters.
-
(1987)
Introspection in second language research
, pp. 24-53
-
-
Ericsson, K.1
Simon, H.2
-
12
-
-
0040845634
-
Measuring the effects of revisions on text structure
-
L. Bridwell Ed, New York: Guildford Press
-
Faigley, L., & Witte, S. (1984). Measuring the effects of revisions on text structure. In L. Bridwell (Ed.), New directions in composition research (pp. 95-108). New York: Guildford Press.
-
(1984)
New directions in composition research
, pp. 95-108
-
-
Faigley, L.1
Witte, S.2
-
13
-
-
0011467020
-
Teacher response to student writing: Focus on form versus content
-
B. Kroll Ed, Cambridge: Cambridge University Press
-
Fathman, A. K., & Whalley, E. (1990). Teacher response to student writing: Focus on form versus content. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 178-190). Cambridge: Cambridge University Press.
-
(1990)
Second language writing: Research insights for the classroom
, pp. 178-190
-
-
Fathman, A.K.1
Whalley, E.2
-
14
-
-
84937277274
-
Can advanced ESL students be taught to correct their most serious and frequent errors?
-
Ferris, D. (1995). Can advanced ESL students be taught to correct their most serious and frequent errors? CATESOL Journal, 8, 41-62.
-
(1995)
CATESOL Journal
, vol.8
, pp. 41-62
-
-
Ferris, D.1
-
15
-
-
0013051155
-
The case for grammar correction in L2 writing classes: A response to Truscott (1996)
-
Ferris, D. (1999). The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing, 8, 1-11.
-
(1999)
Journal of Second Language Writing
, vol.8
, pp. 1-11
-
-
Ferris, D.1
-
18
-
-
0002690114
-
Plans that guide the composing process
-
J. F. Dominic Ed, Hillsdale, NJ: Lawrence Erlbaum
-
Flower, L., & Hayes, J. (1981b). Plans that guide the composing process. In J. F. Dominic (Ed.), Writing: The nature, development, and teaching of written communication (pp. 39-58). Hillsdale, NJ: Lawrence Erlbaum.
-
(1981)
Writing: The nature, development, and teaching of written communication
, pp. 39-58
-
-
Flower, L.1
Hayes, J.2
-
21
-
-
85036928523
-
-
Gass, S. M., & Varonis, E. M. (1985). Task variation and nonnative/nonnative negotiation of meaning. In C G. Madden (Ed.), Input in second language acquisition (pp. 149-161). Rowley, MA: Newbury House.
-
Gass, S. M., & Varonis, E. M. (1985). Task variation and nonnative/nonnative negotiation of meaning. In C G. Madden (Ed.), Input in second language acquisition (pp. 149-161). Rowley, MA: Newbury House.
-
-
-
-
22
-
-
0347450528
-
Using computer-tagged linguistic features to describe L2 writing differences
-
Grant, L., & Ginther, A. (2000). Using computer-tagged linguistic features to describe L2 writing differences. Journal of Second Language Writing, 9, 123-145.
-
(2000)
Journal of Second Language Writing
, vol.9
, pp. 123-145
-
-
Grant, L.1
Ginther, A.2
-
23
-
-
0002417681
-
Reconstructing academic writing proficiency
-
L. HampLyons Ed, Norwood, NJ: Ablex
-
Hamp-Lyons, L. (1991). Reconstructing "academic writing proficiency." In L. HampLyons (Ed.), Assessing second language writing in academic contexts (pp. 127-153). Norwood, NJ: Ablex.
-
(1991)
Assessing second language writing in academic contexts
, pp. 127-153
-
-
Hamp-Lyons, L.1
-
24
-
-
84979418752
-
-
Hamp-Lyons, L., & Henning, G. (1991). Communicative writing profiles: An investigation of the transferability of a multiple-trait scoring instrument across ESL writing assessment contexts. Language Learning, 41, 337-373.
-
Hamp-Lyons, L., & Henning, G. (1991). Communicative writing profiles: An investigation of the transferability of a multiple-trait scoring instrument across ESL writing assessment contexts. Language Learning, 41, 337-373.
-
-
-
-
25
-
-
0037878880
-
The role of writing in classroom second language acquisition
-
Harklau, L. (2002). The role of writing in classroom second language acquisition. Journal of Second Language Writing, 11, 329-350.
-
(2002)
Journal of Second Language Writing
, vol.11
, pp. 329-350
-
-
Harklau, L.1
-
26
-
-
0000024402
-
A new framework for understanding cognition and affect in writing
-
C. M. L. S. Ransdell Ed, Mahwah, NJ: Erlbaum
-
Hayes, J. (1996). A new framework for understanding cognition and affect in writing. In C. M. L. S. Ransdell (Ed.), The science of writing. Mahwah, NJ: Erlbaum.
-
(1996)
The science of writing
-
-
Hayes, J.1
-
27
-
-
0001794592
-
Cognitive processes in revision
-
S. Rosenberg Ed, New York: Cambridge University Press
-
Hayes, J., Flower, L., Schriver, K., Stratman, J., & Carey, L. (1987). Cognitive processes in revision. In S. Rosenberg (Ed.), Advances in applied psycholinguistics: Reading writing and language learning (Vol. 2, pp. 176-240). New York: Cambridge University Press.
-
(1987)
Advances in applied psycholinguistics: Reading writing and language learning
, vol.2
, pp. 176-240
-
-
Hayes, J.1
Flower, L.2
Schriver, K.3
Stratman, J.4
Carey, L.5
-
28
-
-
0038216327
-
Collaborative oral/aural revision in foreign language writing instruction
-
Hedgcock, J., & Lefkowitz, N. (1992). Collaborative oral/aural revision in foreign language writing instruction. Journal of Second Language Writing, 1, 255-276.
-
(1992)
Journal of Second Language Writing
, vol.1
, pp. 255-276
-
-
Hedgcock, J.1
Lefkowitz, N.2
-
31
-
-
21644470183
-
Reformulation and the learning of French pronominal verbs in a Canadian French immersion context
-
Lapkin, S., Swain, M., & Smith, M. (2002). Reformulation and the learning of French pronominal verbs in a Canadian French immersion context. The Modern Language Journal, 86, 485-507.
-
(2002)
The Modern Language Journal
, vol.86
, pp. 485-507
-
-
Lapkin, S.1
Swain, M.2
Smith, M.3
-
32
-
-
84994929776
-
Analyzing talk in ESL peer response groups: Stances, functions, and content
-
Lockhart, C., & Ng, P. (1995). Analyzing talk in ESL peer response groups: Stances, functions, and content. Language Learning, 45, 605-655.
-
(1995)
Language Learning
, vol.45
, pp. 605-655
-
-
Lockhart, C.1
Ng, P.2
-
33
-
-
0001477586
-
Native speaker/non-native speaker conversation and the negotiation of comprehensible input
-
Long, M. (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.1
-
34
-
-
47749141008
-
Negotiation of form, recasts, and explicit correction in relation to error types and learner repair immersion classrooms
-
Lyster, R. (1998). Negotiation of form, recasts, and explicit correction in relation to error types and learner repair immersion classrooms. Language Learning, 20, 55-85.
-
(1998)
Language Learning
, vol.20
, pp. 55-85
-
-
Lyster, R.1
-
35
-
-
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
-
36
-
-
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
-
37
-
-
84982747221
-
Peer review negotiations: Revision activities in ESL writing instruction
-
Mendonca, C. O., & Johnson, K. E. (1994). Peer review negotiations: Revision activities in ESL writing instruction. TESOL Quarterly, 28, 745-769.
-
(1994)
TESOL Quarterly
, vol.28
, pp. 745-769
-
-
Mendonca, C.O.1
Johnson, K.E.2
-
39
-
-
0011336419
-
Peer response groups: Do L2 writers use peer comments in revising their drafts?
-
Nelson, G. L., & Murphy, J. M. (1993). Peer response groups: Do L2 writers use peer comments in revising their drafts? TESOL Quarterly, 27, 135-141.
-
(1993)
TESOL Quarterly
, vol.27
, pp. 135-141
-
-
Nelson, G.L.1
Murphy, J.M.2
-
40
-
-
84928839690
-
Interlanguage adjustments as an outcome of NNS-NNS negotiated interaction
-
Pica, T. (1988). Interlanguage adjustments as an outcome of NNS-NNS negotiated interaction. Language Learning, 38, 45-73.
-
(1988)
Language Learning
, vol.38
, pp. 45-73
-
-
Pica, T.1
-
41
-
-
84994964572
-
Research on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes?
-
Pica, T. (1994). Research on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes? Language Learning, 44, 493-527.
-
(1994)
Language Learning
, vol.44
, pp. 493-527
-
-
Pica, T.1
-
42
-
-
0013096531
-
If I only had more time: ESL learners' changes in linguistic accuracy on essay revisions
-
Polio, C., Fleck, C., & Leder, N. (1998). "If I only had more time": ESL learners' changes in linguistic accuracy on essay revisions. Journal of Second Language Writing, 7, 43-68.
-
(1998)
Journal of Second Language Writing
, vol.7
, pp. 43-68
-
-
Polio, C.1
Fleck, C.2
Leder, N.3
-
43
-
-
85036918632
-
-
Raimes, A. (2001). What unskilled ESL students do as they write: A classroom study of composing. In P. K., Matsuda & T. Silva (Eds.), Landmark essays on ESL writing (pp. 37-61). Mahwah, NJ: Lawrence Erlbaum.
-
Raimes, A. (2001). What unskilled ESL students do as they write: A classroom study of composing. In P. K., Matsuda & T. Silva (Eds.), Landmark essays on ESL writing (pp. 37-61). Mahwah, NJ: Lawrence Erlbaum.
-
-
-
-
44
-
-
0042204126
-
An investigation into the effects of revision strategy instruction on L2 secondary school learners
-
Sengupta, S. (2000). An investigation into the effects of revision strategy instruction on L2 secondary school learners. System, 28, 97-113.
-
(2000)
System
, vol.28
, pp. 97-113
-
-
Sengupta, S.1
-
45
-
-
0036024650
-
Comprehensible output, from occurrence to acquisition: An agenda for acquisitional research
-
Shehadeh, A. (2002). Comprehensible output, from occurrence to acquisition: An agenda for acquisitional research. Language Learning, 52, 597-647.
-
(2002)
Language Learning
, vol.52
, pp. 597-647
-
-
Shehadeh, A.1
-
46
-
-
47749100716
-
Repetition and second language writers' revision: A case study of two adult second language learners' self revision and peer revision
-
E. Churchill, M. Kawate-Mierzejewska, J. Pielech, & T. Matikainen Eds, Tokyo: Temple University, Japan
-
Suzuki, M. (2004). Repetition and second language writers' revision: A case study of two adult second language learners' self revision and peer revision. In E. Churchill, M. Kawate-Mierzejewska, J. Pielech, & T. Matikainen (Eds.), Temple University Japan Applied Linguistics Colloquium 2004 (pp. 231-240). Tokyo: Temple University, Japan.
-
(2004)
Temple University Japan Applied Linguistics Colloquium 2004
, pp. 231-240
-
-
Suzuki, M.1
-
48
-
-
0001780769
-
Focus on form through conscious reflection
-
C. Doughty & J. Williams Eds, Cambridge: 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. 64-81). Cambridge: Cambridge University Press.
-
(1998)
Focus on form in classroom second language acquisition
, pp. 64-81
-
-
Swain, M.1
-
49
-
-
85084864349
-
The output hypothesis: Theory and research
-
E. Hinkel Ed, Mahwah, NJ: Lawrence 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: Lawrence Erlbaum.
-
(2005)
Handbook of research in second language teaching and learning
, pp. 471-483
-
-
Swain, M.1
-
50
-
-
85127285057
-
Verbal protocols: What does it mean for research to use speaking as a data collection tool?
-
P. Duff Ed, Amsterdam: John Benjamins
-
Swain, M. (2006). Verbal protocols: What does it mean for research to use speaking as a data collection tool? In P. Duff (Ed.), Inference and generalizability in applied linguistics: Multiple research perspectives (pp. 97-113). Amsterdam: John Benjamins.
-
(2006)
Inference and generalizability in applied linguistics: Multiple research perspectives
, pp. 97-113
-
-
Swain, M.1
-
51
-
-
84937378586
-
Peer-peer dialogue as a means of second language learning
-
Swain, M., Brooks, L., & Tocalli-Beller, A. (2002). Peer-peer dialogue as a means of second language learning. Annual Review of Applied Linguistics, 22, 171-185.
-
(2002)
Annual Review of Applied Linguistics
, vol.22
, pp. 171-185
-
-
Swain, M.1
Brooks, L.2
Tocalli-Beller, A.3
-
52
-
-
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
-
53
-
-
0001246506
-
Interaction and second language learning: Two adolescent French immersion students working together
-
Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal, 83, 320-338.
-
(1998)
The Modern Language Journal
, vol.83
, pp. 320-338
-
-
Swain, M.1
Lapkin, S.2
-
54
-
-
85069287019
-
Focus on form through collaborative dialogue: Exploring task effects
-
P. Skehan, M. Swain, & M. Bygate Eds, Harlow, England: Pearson Education
-
Swain, M., & Lapkin, S. (2001). Focus on form through collaborative dialogue: Exploring task effects. In P. Skehan, M. Swain, & M. Bygate (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 99-118). Harlow, England: Pearson Education.
-
(2001)
Researching pedagogic tasks: Second language learning, teaching and testing
, pp. 99-118
-
-
Swain, M.1
Lapkin, S.2
-
55
-
-
23844543797
-
Talking it through: Two French immersion learners' response to reformulation
-
Swain, M., & Lapkin, S. (2002). Talking it through: Two French immersion learners' response to reformulation. International Journal of Educational Research, 37, 285-304.
-
(2002)
International Journal of Educational Research
, vol.37
, pp. 285-304
-
-
Swain, M.1
Lapkin, S.2
-
57
-
-
0030507912
-
The case against grammar correction in L2 writing classes
-
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46, 327-369.
-
(1996)
Language Learning
, vol.46
, pp. 327-369
-
-
Truscott, J.1
-
58
-
-
0031320427
-
Effects of negotiation on language learners' output
-
Van den Branden, K (1997). Effects of negotiation on language learners' output. Language Learning, 47, 589-636.
-
(1997)
Language Learning
, vol.47
, pp. 589-636
-
-
Van den Branden, K.1
-
59
-
-
0039530572
-
Assessing the impact of peer revision on L2 writing
-
Villamil, O. S., & de Guerrero, M. C. M. (1998). Assessing the impact of peer revision on L2 writing. Applied Linguistics, 19, 491-514.
-
(1998)
Applied Linguistics
, vol.19
, pp. 491-514
-
-
Villamil, O.S.1
de Guerrero, M.C.M.2
-
60
-
-
84994995604
-
L1 and L2 writers' strategic and linguistic knowledge: A model of multiple-level discourse processing
-
Whalen, K., & Menard, N. (1995). L1 and L2 writers' strategic and linguistic knowledge: A model of multiple-level discourse processing. Language Learning, 45, 381-418.
-
(1995)
Language Learning
, vol.45
, pp. 381-418
-
-
Whalen, K.1
Menard, N.2
-
61
-
-
0033262769
-
Learner-generated attention to form
-
Williams, J. (1999). Learner-generated attention to form. Language Learning, 49, 583-625.
-
(1999)
Language Learning
, vol.49
, pp. 583-625
-
-
Williams, J.1
-
62
-
-
0041917679
-
The effectiveness of spontaneous attention to form
-
Williams, J. (2001a). The effectiveness of spontaneous attention to form. System, 29, 325-340.
-
(2001)
System
, vol.29
, pp. 325-340
-
-
Williams, J.1
-
63
-
-
0035635041
-
Learner-generated attention to form
-
Williams, J. (2001b). Learner-generated attention to form. Language Learning 51, 303-346.
-
(2001)
Language Learning
, vol.51
, pp. 303-346
-
-
Williams, J.1
-
64
-
-
84937283311
-
The role of classroom context in the revision strategies of student writers
-
Yagelski, R. (1995). The role of classroom context in the revision strategies of student writers. Research in the Teaching of English, 29, 216-238.
-
(1995)
Research in the Teaching of English
, vol.29
, pp. 216-238
-
-
Yagelski, R.1
|