Language acquisition in foreign language contexts and the differential benefits of interaction

IRAL - International Review of Applied Linguistics in Language Teaching

Volumn 47, Issue 3-4, 2009, Pages 245-266

  Philp, Jenefer ^a   Tognini, Rita ^a  

^a UNIVERSITY OF AUCKLAND   (New Zealand)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 70350604476     PISSN: 0019042X     EISSN: 16134141     Source Type: Journal    
DOI: 10.1515/iral.2009.011     Document Type: Article

References (108)

1. Adams, Rebecca (2004). Learner-learner interactions: Implications for second language acquisition. Unpublished doctoral dissertation, Georgetown University.
2. Alcón, Eva (2002). Relationship between teacher-led versus learners' interaction and the development of pragmatics in the EFL classroom. International Journal of Educational Research 37 (3-4): 359-377.
3. Alegría de la Colina, Ana, and María del Pilar García Mayo (2007). Attention to form across collaborative tasks by low-proficiency learners in an EFL setting. In Investigating Tasks in Formal Language Learning, María del Pilar García Mayo (ed.), 91-116. Clevedon: Multilingual Matters.
4. Alegría de la Colina, Ana, and María del Pilar García Mayo (this issue). Oral interaction in taskbased EFL learning: The use of the L1 as a cognitive tool. International Review of Applied Linguistics in Language Teaching.
5. Alley, David (2005). A study of Spanish II high school students' discourse during group work. Foreign Language Annals 38 (2): 250-258.
6. Antón, Marta (1999). The discourse of a learner-centred classroom: Sociocultural perspectives on teacher-learner interaction in the second-language classroom. The Modern Language Journal 83 (3): 303-318.
7. Block, David (2007). Second Language Identities. London: Continuum.
8. Brooks, Frank, Richard Donato, and Victor McGlone (1997). When are they going to say "it" right? Understanding learner talk during pair-work activity. Foreign Language Annals 30 (4): 524-541.
9. Bygate, Martin, Skehan, Peter, and Swain, Merrill (eds.) (2001). Researching Pedagogic Tasks: Second Language Learning, Teaching and Testing. New York: Longman.
10. Bygate, Martin, and Virginia Samuda (2009). Creating pressure in task pedagogy: The joint roles of field, purpose, and engagement within the interaction approach. In Multiple Perspectives on Interaction in SLA; Research in Honor of Susan M. Gass, Alison Mackey and Charlene Polio (eds.), 90-116. Mahwah, NJ: Lawrence Erlbaum Associates.
11. Calman, Ruth, and Ian Daniel (1998). A board's-eye view of core French: The North York Board of Education. In French Second Language Education in Canada: Empirical Studies, Sharon Lapkin (ed.), 281-323. Toronto: University of Toronto Press.
12. Carless, David (2007). The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong. System 35 (4): 595-608.
13. Cook, Vivian (2001). Using the first language in the classroom. The Canadian Modern Language Review 57 (3): 402-423.
14. Crawford, Jane (2002). Do languages have a place in the curriculum? A Queensland view. Babel 36 (1): 12-16.
15. de Bot, Kees (1996). The psycholinguistics of the output hypothesis. Language Learning 46 (3): 529-555.
16. Duff, Patricia, and Charlene Polio (1990). How much foreign language is there in the foreign language classroom? The Modern Language Journal 74 (2): 154-166.
17. Ellis, Nick (2007). The weak interface, consciousness, and form-focused instruction: Mind the doors. In Form Focused Instruction and Teacher Education, Sandra Fotos and Hossein Nassaji (eds.), 17-34. Oxford: Oxford University Press.
18. Ellis, Rod (1997). SLA and language pedagogy: An educational perspective. Studies in Second Language Acquisition 19 (1): 69-92.
19. Ellis, Rod (1999). Learning a Second Language through Interaction. Amsterdam: John Benjamins.
20. Ellis, Rod (2001). Investigating form-focused instruction. In Form-focused Instruction and Second Language Learning, Rod Ellis (ed.), 1-46. Malden, MA: Blackwell Publishers.
21. Ellis, Rod (2003). Task-based Language Learning and Teaching. Oxford: Oxford University Press.
22. Ellis, Rod (2005). Principles of instructed language learning. System 33 (2): 209-224.
23. Ellis, Rod (2006). Researching effects of form-focussed instruction on L2 acquisition. AILA Review 19 (1): 18-41.
24. Ellis, Rod, Helen Basturkmen, and Shawn Loewen (2002). Doing-focus-on-form. System 30 (4): 419-432.
25. Foster, Pauline (1998). A classroom perspective on negotiation of meaning. Applied Linguistics 19: 1-23.
26. Foster, Pauline, and Amy Ohta (2005). Negotiation for meaning and peer assistance in second language classrooms. Applied Linguistics 26 (3): 402-430.
27. Gánem Gutiérrez, Adela (2008). Microgenesis, method and object: A study of collaborative activity in a Spanish as foreign language classroom. Applied Linguistics 29 (1): 120-148.
28. García Mayo, María del Pilar (2002). Interaction in advanced EFL pedagogy: A comparison of form-focused activities. International Journal of Educational Research 37 (3-4): 323-341.
29. García Mayo, María del Pilar, and Teresa Pica (2000a). L2 learner interaction in a foreign language setting: Are learning needs addressed? IRAL: International Review of Applied Linguistics in Language Teaching 38 (1): 35-58.
30. García Mayo, María del Pilar, and Teresa Pica (2000b). Interaction among proficient learners: Are input, feedback and output needs addressed in a foreign language context? Studia Linguistica: A Journal of General Linguistics 54 (2): 272-279.
31. Gass, Susan (1997). Input, Interaction and the Second Language Learner. Mahwah, NJ: Lawrence Erlbaum Associates.
32. Gass, Susan (2003). Input and interaction. In The Handbook of Second Language Acquisition, Catherine Doughty and Michael Long (eds.), 224-255. Malden, MA: Blackwell Publishing.
33. Gass, Susan, Alison Mackey, and Lauren Ross-Feldman (2005). Task-based interaction in classroom and laboratory settings. Language Learning 55 (4): 575-611.
34. Gass, Susan, and Evangeline Marlos Varonis (1994). Input, interaction and second language production. Studies in Second Language Acquisition Research 16 (2): 283-302.
35. Hall, Joan Kelly (1998). Differential teacher attention to student utterances: The construction of different opportunities for learning in the IRF. Linguistics and Education 9 (3): 287-311.
36. Hall, Joan Kelly (2007). Redressing the roles of correction and repair in research on second and foreign language learning. The Modern Language Journal 91 (4): 511-526.
37. Hall, Joan Kelly, and Meghan Walsh (2002). Teacher-student interaction and language learning. Annual Review of Applied Linguistics 22: 186-203.
38. Hancock, Mark (1997). Behind classroom code switching: Layering and language choice in L2 learner interaction. TESOL Quarterly 31 (2): 217-235.
39. Havranek, Gertrude (2002). When is corrective feedback likely to succeed? International Journal of Educational Research 37 (3-4): 255-270.
40. Iwashita, Noriko (1999). The role of task-based conversation in the acquisition of Japanese grammar and vocabulary. Unpublished doctoral dissertation, University of Melbourne.
41. Iwashita, Noriko (2001). The effect of learner proficiency on corrective feedback and modified output in nonnative-nonnative interaction. System 29 (2): 267-287.
42. Iwashita, Noriko (2003). Negative feedback and positive evidence in task-based interaction. Studies in Second Language Acquisition 25 (1): 1-35.
43. Iwashita, Noriko (2006). Syntactic complexity measures and their relation to oral proficiency in Japanese as a foreign language. Language Assessment Quarterly 3 (2): 151-169.
44. Kim, Sun Hee, and Catherine, Elder (2005). Language choices and pedagogic functions in the foreign language classroom: A cross-linguistic functional analysis of teacher talk. Language Teaching Research 9 (4): 355-380.
45. Krashen Stephen (1982). Principles and Practice in Second Language Acquisition. New York: Pergamon Institute of English.
46. Kraemer, Angelika (2006). Teachers' use of English in communicative German language classrooms. Foreign Language Annals 39 (3): 435-450.
47. Kuiken, Folkert, and Ineke Vedder (2002). The effect of interaction in acquiring the grammar of a second language. International Journal of Educational Research 37 (3-4): 343-358.
48. Lesser, Michael (2004). Learner proficiency and focus on form during collaborative dialogue. Language Teaching Research 8 (1): 55-81.
49. Liebscher, Grit, and Jennifer Dailey-O'Cain (2005). Learner code-switching in the content-based foreign language classroom. The Modern Language Journal 89 (2): 234-247.
50. Lightbown, Patsy (2000). Classroom SLA research and second language teaching. Applied Linguistics 21 (4): 431-462.
51. Liu, Diling, Gil-Soon Ahn, Kyung-Suk Baek, and Nan-Ok Han (2004). South Korean high school English teachers' code switching: questions and challenges in the drive for maximal use of English in teaching. TESOL Quarterly 38 (4): 605-638.
52. Loewen, Shawn, and Jenefer Philp (2006). Recasts in the adult L2 classroom: Characteristics, explicitness and effectiveness. The Modern Language Journal 90 (4): 536-556.
53. Lochtman, Katja (2002). Oral corrective feedback in the foreign language classroom: How it affects interaction in analytic foreign language teaching. International Journal of Educational Research 37 (3-4): 271-283.
54. Long, Michael (1983a). Linguistic and conversational adjustments to non-native speakers. Studies in Second Language Acquisition 5 (2): 177-193.
55. Long, Michael (1983b). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics 4 (2): 126-141.
56. Long, Michael (1996). The role of the linguistic environment in second language acquisition. In Handbook of Second Language Acquisition, William Ritchie and Tej Bhatia (eds.), 413-468. San Diego: Academic Press.
57. Long, Michael (2007). Problems in SLA. Mahwah, NJ: Lawrence Erlbaum Associates.
58. Lyster, Roy (1998). Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms. Language Learning 48 (2): 183-218.
59. Lyster, Roy, and Mori Hirohide (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition 28 (2): 269-300.
60. Lyster, Roy, and Leila Ranta (1997). Negotiation of form in communicative classrooms. Studies in Second Language Acquisition 19: 37-66.
61. Macaro, Ernesto (1997). Target language, Collaborative Learning and Autonomy. Clevedon, UK: Multilingual Matters.
62. Macaro, Ernesto (2001). Analysing student teachers' code switching in foreign language classrooms: theories and decision making. The Modern Language Journal 85 (4): 531-548.
63. Mackey, Alison (1999). Input, interaction, and second language development: An empirical study of question formation in ESL. Studies in Second Language Acquisition 21 (4): 557-587.
64. Mackey, Alison (2006). Epilogue: From introspection, brain scans, and memory tests to the role of social contexts: advancing research on interaction and learning. Studies in Second Language Acquisition 28 (2): 369-379.
65. Mackey, Alison (ed.) (2007). Conversational Interaction and Second Language Acquisition. Oxford: Oxford University Press.
66. Mackey, Alison, and Susan Gass (2006). Pushing the methodological boundaries in interaction research: introduction. Studies in Second Language Acquisition 22 (4): 169-178.
67. Mackey, Alison, and Jaemyung Goo (2007). Interaction in SLA: A research synthesis and metaanalysis. In Conversational Interaction in Second Language Acquisition, Alison Mackey (ed.), 407-452. Oxford: Oxford University Press.
68. Mackey, Alison, M. Al-Khalil, G. Atanassova, M. Hama, A. Logan-Terry, and K. Nakatsukasa (2007). Teachers' intentions and learners' perceptions about corrective feedback in the L2 classroom. Innovations in Language Learning and Teaching 1 (1): 129-152.
69. Mackey, Alison, and Jenefer Philp (1998). Conversational interaction and second language development: Recasts, responses, and red herrings? The Modern Language Journal 82 (3): 338-356.
70. McDonough, Kim (2004). Learner-learner interaction during pair and small group activities in a Thai EFL context. System 32 (2): 207-224.
71. McDonough, Kim (2005). Identifying the impact of negative feedback and learners' responses on ESL question development. Studies in Second Language Acquisition 27 (1): 79-103.
72. Mitchell, Rosamond, and Cynthia Martin (1997). Rote learning, creativity and 'understanding' in classroom foreign language teaching. Language Teaching Research 1 (1): 1-27.
73. Mondada, Lorenza, and Simona Pekarek-Doehler (2004). Second language acquisition as situated practice: Task accomplishment in the French second language classroom. The Modern Language Journal 88 (4): 501-518.
74. Mori, Junko (2004). Negotiating sequential boundaries and learning opportunities: A case from a Japanese language classroom. The Modern Language Journal 88 (5): 536-550.
75. Muranoi Hitoshi (2000). Focus on form through interaction enhancement: Integrating formal instruction into a communicative task in EFL classrooms. Language Learning 50 (4): 617-673.
76. Musumeci, Diane (1996). Teacher-learner negotiation in content-based instruction: Communication at cross-purposes? Applied Linguistics 17 (2): 236-325.
77. Myles, Florence, Janet Hooper, and Rosamond Mitchell (1998). Rote or rule? exploring the role of formulaic language in classroom foreign language learning. Language Learning 48: 323-363. (Pubitemid 128127574)
78. Myles, Florence, Rosamond Mitchell, and Janet Hooper (1999). Interrogative chunks in French L2: A basis for creative construction. Studies in Second Language Acquisition 21: 49-80.
79. Nassaji, Housain, and Gordon Wells (2000). What's the use of 'triadic dialogue': An investigation of teacher-student interaction. Applied Linguistics 21 (3): 376-406.
80. Nicholas, Howard, Patsy Lightbown, and Nina Spada (2001). Recasts as feedback to language learners. Language Learning 51: 719-758.
81. Nobuyoshi, Junko, and Rod Ellis (1993). Focused communication tasks and second language acquisition. ELT Journal 47 (3): 203-210.
82. Norris, John, and Lourdes Ortega (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning 50: 417-528.
83. Ohta, Amy (2000). Rethinking interaction in SLA: Developmentally appropriate assistance in the zone of proximal development and the acquisition of L2 grammar. In Sociocultural Theory and Second Language Learning, James Lantolf (ed.), 51-78. Oxford: Oxford University Press.
84. Ohta, Amy (2001). Second Language Acquisition Processes in the Classroom: Learning Japanese. Mahwah, NJ: Lawrence Erlbaum Associates.
85. Ortega, Lourdes (2007). Meaningful L2 practice in foreign language classrooms: A cognitiveinteractionist SLA perspective. In Practicing in a Second Language: Perspectives from Applied Linguistics and Cognitive Psychology, R. Dekeyser (ed.), 180-207. New York: Cambridge University Press.
86. Philp, Jenefer (2003). Constraints on "noticing the gap": Nonnative speakers' noticing of recasts in NS-NNS interaction. Studies in Second Language Acquisition 25 (1): 99-126.
87. Philp, Jenefer, and Susan Duchesne (2008). When the gate opens: The interaction between social and linguistic goals in child second language development. In Child's Play? Second Language Acquisition and the Young Learner, Jenefer Philp, Rhonda Oliver, and Alison Mackey (eds.), 83-104. Amsterdam: John Benjamins.
88. Philp, Jenefer, Alison Mackey, and Rhonda Oliver (2008). Introduction. In Child's Play? Second Language Acquisition and the Young Learner, Jenefer Philp, Rhonda Oliver, and Alison Mackey (eds.), 3-26. Amsterdam: John Benjamins.
89. Pica Teresa (1987). Second language acquisition, social interaction, and the classroom. Applied Linguistics 8 (1): 3-21.
90. Pica Teresa (1994). Research on negotiation: What does it reveal about second language learning conditions, processes and outcomes? Language Learning 44: 493-527.
91. Pica, Teresa, and Catherine Doughty (1985). Input and interaction in the communicative language classroom: A comparison of teacher-fronted and group activities. In Input in Second Language Acquisition, Susan Gass and Catherine Madden (eds.), 115-132. Cambridge, MA: Newberry House Publishers.
92. Platt, Elizabeth, and Frank Brooks (1994). The "acquisition-rich environment" revisited. TheModern Language Journal 78 (4): 497-511.
93. Polio, Charlene, and Patricia Duff (1994). Teachers' language use in university foreign language classrooms: A qualitative analysis of English and target language alternation. The Modern Language Journal 78 (3): 313-326.
94. Rolin-Ianziti, Jeanne, and Siobhan Brownlie (2002). Teacher use of learners' native language in the foreign language classroom. The Canadian Modern Language Review 58 (3): 402-426.
95. Sheen, Young Hee (2004). Corrective feedback and learner uptake in communicative classrooms across instructional settings. Language Teaching Research 8 (3): 263-300.
96. Shi, Guang (2004). Teacher's corrective feedback and learner repair in secondary EFL classrooms. Foreign Language and Literature 86 (4): 242-248.
97. Spada Nina, and Patsy Lightbown (2009). Interaction research in second/foreign language classrooms. In Multiple Perspectives on Interaction in SLA; Research in Honor of Susan M. Gass, Alison Mackey and Charlene Polio (eds.), 157-175. Mahwah, NJ: Lawrence Erlbaum Associates.
98. Storch, Neomy (2002). Patterns of interaction in ESL pair work. Language Learning 52: 119-158.
99. Swain, Merrill (1995). Three functions of output in second language learning. In Principle and Practice in Applied Linguistics: Studies in Honour of H. G. Widdowson, Guy Cook and Barbara Seidlhofer (eds.), 125-144. Oxford: Oxford University Press.
100. Swain, Merrill (2005). The output hypothesis: Theory and research. In Handbook on Research in Second Language Teaching and Learning, Eli Hinkel (ed.), 471-484. Mahwah, NJ: Lawrence Erlbaum.
101. Tognini, Rita (2008). Interaction in languages other than English classes in Western Australian primary and secondary schools: Theory, practice and perceptions. Doctoral dissertation, Edith Cowan University.
102. Turnbull, Miles, and Katy Arnett (2002). Teachers' uses of the target and first languages in second and foreign language classrooms. Annual Review of Applied Linguistics 22 (1): 204-218.
103. VanPatten, Bill, Williams, Jessica, and Susanne Rott (2004). Form-meaning connections in second language acquisition. In Form-meaning Connections in Second Language Acquisition, Bill VanPatten, Jessica Williams, Susanne Rott, and Mark Overstreet (eds.), 1-28. Mahwah, NJ: Lawrence Erlbaum Associates.
104. van den Branden, Kris (ed.) (2006). Task-based Language Education: From Theory to Practice. Cambridge: Cambridge University Press.
105. van Lier, Leo (1996). Interaction in the Language Curriculum: Awareness, Autonomy and Authenticity. Harlow: Addison Wesley Longman.
106. Walsh, Steve (2002). Construction or obstruction: Teacher talk and learner involvement in the EFL classroom. Language Teaching Research 6: 3-23.
107. Wells, Gordon (1999). Using L1 to master L2: A response to Anton and DiCamilla's "Sociocognitive functions of L1 collaborative interaction in the L2 classroom". The Modern Language Journal 83 (2): 248-254.
108. Wray, Alison (2002). Formulaic Language and the Lexicon. Cambridge: Cambridge University Press.