Effects of recasts and elicitations in dyadic interaction and the role of feedback explicitness

Language Learning

Volumn 59, Issue 2, 2009, Pages 411-452

  Nassaji, Hossein ^a  

^a UNIVERSITY OF VICTORIA   (Canada)

Author keywords

Corrective feedback; Dyadic interaction; Elicitations; Focus on form; Interactional feedback; Recasts

Indexed keywords

EID: 65649090960     PISSN: 00238333     EISSN: 14679922     Source Type: Journal    
DOI: 10.1111/j.1467-9922.2009.00511.x     Document Type: Article

References (89)

1. Adams, R. (2007). Do second language learners benefit from interacting with each other? In A. Mackey (Ed Conversational interaction in second language acquisition: A collection of empirical studies (pp. 29 51). Oxford : Oxford University Press.
2. Ammar, A., Spada, N. (2006). One size fits all? Recasts, prompts, and L2 learning. Studies in Second Language Acquisition, 28, 543 574.
3. Braidi, S. M. (2002). Reexamining the role of recasts in native-speaker/nonnative-speaker interactions. Language Learning, 52, 1 42.
4. Carpenter, H., Jeon, K., MacGregor, D., Mackey, A. (2006). Learners' interpretations of recasts. Studies in Second Language Acquisition, 28, 209 236.
5. Chaudron, C. (1977). A descriptive model of discourse in the corrective treatment of learners' errors. Language Learning, 27, 29 46.
6. de Bot, K 1996). The psycholinguistics of the output hypothesis. Language Learning, 46, 529 555.
7. DeKeyser, R. (1996). Exploring automatization processes. TESOL Quarterly, 30, 349 357.
8. DeKeyser, R. (1998). Beyond focus on form. In C. Doughty & J. Williams (Eds Focus on form in classroom language acquisition (pp. 42 63). Cambridge : Cambridge University Press.
9. DeKeyser, R. (2001). Automaticity and automatization. In R. P. (Ed Cognition and second language instruction (pp. 125 151). New York : Cambridge University Press.
10. Doughty, C. (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.
11. Doughty, C. (2001). Cognitive underpinning of focus on form. In P. Robinson (Ed Cognition and second language instruction (pp. 206 257). New York : Cambridge University Press.
12. 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). Cambridge : Cambridge University Press.
13. Egi, T. (2007). Interpreting recasts as linguistic evidence: The role of linguistic target, length, and degree of change. Studies of Second Language Acquisition, 29, 511 537.
14. Ellis, N. (2002). Frequency effects in language processing: A review with implications for theories of implicit and explicit language acquisition. Studies in Second Language Acquisition, 24, 143 188.
15. Ellis, R. (2001). Introduction: Investigating form-focused instruction. Language Learning, 51, 1 46.
16. Ellis, R. (2007). The differential effects of oral corrective feedback on two grammatical structures. In A. Mackey (Ed Conversational interaction in second language acquisition: A collection of empirical studies (pp. 339 360). Oxford : Oxford University Press.
17. Ellis, R., Basturkmen, H., Loewen, S. (2001a). Learner uptake in communicative ESL lessons. Language Learning, 51, 281 318.
18. Ellis, R., Basturkmen, H., Loewen, S. (2001b). Preemptive focus on form in the ESL classroom. TESOL Quarterly, 35, 407 432.
19. Ellis, R., Loewen, S., Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28, 339 369.
20. Ellis, R., Sheen, Y. (2006). Reexamining the role of recasts in second language acquisition. Studies in Second Language Acquisition, 28, 575 600.
21. Foster, P. (1998). A classroom perspective on the negotiation of meaning. Applied Linguistics, 19, 1 23.
22. Gass, S. (2003). Input and interaction. In C. Doughty & M. Long (Eds The handbook of second language acquisition (pp. 224 255). Oxford : Blackwell.
23. Gass, S., Mackey, A., Pica, T. (1998). The role of input and interaction in second language acquisition: Introduction to the special issue. Modern Language Journal, 82, 299 307.
24. Gass, S., Mackey, A., Ross-Feldman, L. (2005). Task-based interactions in classroom and laboratory settings. Language Learning, 55, 575 611.
25. Gass, S., Varonis, E. (1994). Input, interaction, and second language production. Studies in Second Language Acquisition, 16, 283 302.
26. Gass, S. M. (1997). Input, interaction, and the second language learner. Mahwah, NJ : Lawrence Erlbaum.
27. Han, Z. (2002). A study of the impact of recasts on tense consistency in L2 output. TESOL Quarterly, 36, 543 572.
28. Hatch, E., Lazaraton, A. (1991). The research manual: Design and statistics for applied linguistics. New York : Newbury House.
29. Hauser, E. (2005). Coding "corrective recasts": The maintenance of meaning and more fundamental problems. Applied Linguistics, 26, 293 316.
30. Ishida, M. (2004). Effects of recasts on the acquisition of the aspectual form of -te i (ru) by learners of Japanese as a foreign language. Language Learning, 54, 311 394.
31. Jeon, K. (2007). Interaction-driven L2 learning: Characterizing linguistic development. In A. Mackey (Ed Conversational interaction in second language acquisition: A collection of empirical studies (pp. 378 403). Oxford : Oxford University Press.
32. Kim, J., Han, Z. (2007). Recasts in communicative ESL classes: Do teacher intent and teacher interpretation overlap? In A. Mackey (Ed Conversational interaction in second language acquisition: A collection of empirical studies (pp. 269 297). Oxford : Oxford University Press.
33. Leeman, J. (2003). Recasts and second language development: Beyond negative evidence. Studies in Second Language Acquisition, 25, 37 63.
34. Loewen, S. (2004). Uptake in incidental focus on form in meaning-focused ESL lessons. Language Learning, 54, 153 188.
35. Loewen, S. (2005). Incidental focus on form and second language learning. Studies in Second Language Acquisition, 27, 361 386.
36. Loewen, S., Nabei, T. (2007). Measuring the effects of oral corrective feedback on L2 knowledge. In A. Mackey (Ed Conversational interaction in second language acquisition: A collection of empirical studies (pp. 379 377). Oxford : Oxford University Press.
37. Loewen, S., Philp, J. (2006). Recasts in adults English L2 classrooms: Characteristics, explicitness, and effectiveness. Modern Language Journal, 90, 536 556.
38. Long, M. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4, 126 141.
39. Long, M. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie & T. Bhatia (Eds Handbook of second language acquisition (pp. 413 468). San Diego : Academic Press.
40. Long, M. (2007). Problems in SLA. Mahwah, NJ : Lawrence Erlbaum.
41. Long, M., Robinson, P. (1998). Focus on form: Theory, research and practice. In C. Doughty & J. Williams (Eds Focus on form in classroom language acquisition (pp. 15 41). Cambridge : Cambridge University Press.
42. 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.
43. Lyster, R. (1998b). Recasts, repetition, and ambiguity in L2 classroom discourse. Studies in Second Language Acquisition, 20, 51 81.
44. Lyster, R. (2002). Negotiation in immersion teacher-student interaction. International Journal of Educational Research, 37, 237 253.
45. Lyster, R. (2004). Differential effects of prompts and recasts in form-focused instruction. Studies in Second Language Acquisition, 26, 399 432.
46. Lyster, R., Mori, H. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition, 28, 269 300.
47. Lyster, R., Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 37 66.
48. 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.
49. Mackey, A. (2007). The role of conversational interaction in second language acquisition. In A. Mackey (Ed Conversational interaction in second language acquisition: A collection of empirical studies (pp. 1 26). Oxford : Oxford University Press.
50. Mackey, A., Gass, S. (2006). Introduction. Studies in Second Language Acquisition, 28, 169 178.
51. Mackey, A., Gass, S., McDonough, K. (2000). How do learners perceive interactional feedback? Studies in Second Language Acquisition, 22, 471 497.
52. Mackey, A., Goo, J. (2007). Interaction research in SLA: A meta-analysis and research synthesis. In A. Mackey (Ed Conversational interaction in second language acquisition: A collection of empirical studies (pp. 407 452). Oxford : Oxford University Press.
53. 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.
54. Mackey, A., Philp, J. (1998). Conversational interaction and second language development: Recasts, responses, and red herrings? Modern Language Journal, 82, 338 356.
55. McDonough, K. (2005). Identifying the impact of negative feedback and learners' responses on ESL question development. Studies in Second Language Acquisition, 27, 79 103.
56. McDonough, K., Mackey, A. (2000). Communicative tasks, conversational interaction and linguistic form: An empirical study of Thai. Foreign Language Annals, 33, 82 92.
57. McDonough, K., Mackey, A. (2006). Responses to recasts: Repetitions, primed production and linguistic development. Language Learning, 56, 693 720.
58. Morris, F. (2002). Negotiation moves and recasts in relation to error types and learner repair in the foreign language classroom. Foreign Language Annals, 35, 395 404.
59. Nabei, T., Swain, M. (2002). Learner awareness of recasts in classroom interaction: A case study of an adult EFL student's second language learning. Language Awareness, 11, 43 63.
60. Nassaji, H. (2007). Elicitation and reformulation and their relationship with learner repair in dyadic interaction. Language Learning, 57, 511 548.
61. Nicholas, H., Lightbown, P., Spada, N. (2001). Recasts as feedback to language learners. Language Learning, 51, 719 758.
62. Nobuyoshi, J., Ellis, R. (1993). Focused communication tasks and second language acquisition. ELT Journal, 47, 113 128.
63. Norris, J., Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50, 417 528.
64. Ohta, A. S. (2000). Rethinking recasts: A learner-centered examination of corrective feedback in the Japanese classroom. In J. K. Hall & L. Verplaeste (Eds The construction of second and foreign language through classroom interaction (pp. 47 71). Mahwah, NJ : Lawrence Erlbaum.
65. Oliver, R. (1995). Negative feedback in child NS-NNS conversation. Studies in Second Language Acquisition, 17, 459 481.
66. Oliver, R. (2000). Age differences in negotiation and feedback in classroom and pairwork. Language Learning, 50, 119 151.
67. Oliver, R., Mackey, A. (2003). Interactional context and feedback in child ESL classrooms. Modern Language Journal, 87, 519 533.
68. Ortega, L., Long, M 1997). The effects of models and recasts on object topicalization and adverb placement in L2 Spanish. Spanish Applied Linguistics, 1, 65 86.
69. Panova, I., Lyster, R. (2002). Patterns of corrective feedback and uptake in an adult ESL classroom. TESOL Quarterly, 36, 573 595.
70. 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.
71. Pica, T. (1987). Second language acquisition, social interaction, and the classroom. Applied Linguistics, 8, 3 21.
72. Pica, T. (1994). Research on negotiation:What does it reveal about second-language learning conditions, processes, and outcomes? Language Learning, 44, 493 527.
73. Pica, T. (1996). Do second language learners need negotiation? International Review of Applied Linguistics in Language Teaching, 34, 1 21.
74. Pica, T., Young, R., Doughty, C. J. (1987). The impact of interaction on comprehension. TESOL Quarterly, 21, 737 758.
75. Polio, C., Gass, S., Chapin, L. (2006). Using stimulated recall to investigate speaker perceptions in native-nonnative speaker interaction. Studies in Second Language Acquisition, 28, 237 267.
76. Russell, J., Spada, N. (2006). The effectiveness of corrective feedback for second language acquisition: A meta-analysis of the research. In J. Norris & L. Ortega (Eds Synthesizing research on language learning and teaching (pp. 131 164). Amsterdam : Benjamins.
77. Saxton, M. (1997). The contrast theory of negative input. Journal of Child Language, 24, 139 169.
78. Schmidt, R. (2001). Attention. In P. Robinson (Ed Cognition and second language instruction (pp. 3 32). Cambridge : Cambridge University Press.
79. Sheen, Y. (2004). Corrective feedback and learner uptake in communicative classrooms across instructional settings. Language Teaching Research, 8, 263 300.
80. Sheen, Y. (2006). Exploring the relationship between characteristics of recasts and learner uptake. Language Teaching Research, 10, 361 392.
81. 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.
82. Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds Principle and practice in applied linguistics (pp. 125 144). Oxford : Oxford University Press.
83. 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.
84. Swain, M. (2001). Examining dialogue: Another approach to content specification and to validating inferences drawn from test scores. Language Testing, 18, 275 302.
85. Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed. Handbook on research in second language teaching and learning (pp. 471 483). Mahwah, NJ : Lawrence Erlbaum.
86. Varonis, E., Gass, S. M. (1985). Non-native/non-native conversations: A model for negotiation of meaning. Applied Linguistics, 6, 71 90.
87. Williams, J. (1999). Learner-generated attention to form. Language Learning, 49, 583 625.
88. Williams, J. (2001). The effectiveness of spontaneous attention to form. System, 29, 325 340.
89. Williams, J. (2005). Form-focused instruction. In E. Hinkel (Ed Handbook on research in second language teaching and learning (pp. 673 691). Mahwah, NJ : Lawrence Erlbaum.