-
1
-
-
55249093402
-
Prompts and recasts: Differential effects on second language morphosyntax
-
Ammar, A. (2008). Prompts and recasts: Differential effects on second language morphosyntax. Language Teaching Research 183—210.
-
(2008)
Language Teaching Research
, vol.12
, pp. 183-210
-
-
Ammar, A.1
-
2
-
-
33947114841
-
One size fits all? Recasts, prompts, and l2 learning
-
Ammar, A. and Spada, N. (2006). One size fits all? Recasts, prompts, and L2 learning. Studies in Second Language Acquisition, 28, 543—574.
-
(2006)
Studies in Second Language Acquisition
, vol.28
, pp. 543-574
-
-
Ammar, A.1
Spada, N.2
-
3
-
-
3042652622
-
-
The role of negative and positive feedback in the second language acquisition of the
-
Ayoun, D. (2001). The role of negative and positive feedback in the second language acquisition of the passé composé and imparfait. The Modern Language Journal, 85, 226—243.
-
(2001)
Passé composé
, vol.85
, pp. 226-243
-
-
Ayoun, D.1
-
4
-
-
33846196286
-
Literacy and the processing of oral recasts in sla
-
Bigelow, M., Delmas, R., Hansen, K., and Tarone, E. (2006). Literacy and the processing of oral recasts in SLA. TESOL Quarterly, 40, 665-689.
-
(2006)
TESOL Quarterly
, vol.40
, pp. 665-689
-
-
Bigelow, M.1
Delmas, R.2
Hansen, K.3
Tarone, E.4
-
6
-
-
85069284798
-
Effects of task repetition on the structure and control of language
-
M. Bygate, P. Skehan, and M. Swain Eds., London: Longman
-
Bygate, M. (2001). Effects of task repetition on the structure and control of language. In M. Bygate, P. Skehan, and M. Swain (Eds.), Task-based learning: Language teaching, learning and assessment(pp. 23-48). London: Longman.
-
(2001)
Task-Based Learning: Language Teaching, Learning and Assessment
, pp. 23-48
-
-
Bygate, M.1
-
7
-
-
0344843009
-
Effects of task repetition on the structure and control of oral language
-
K. Van den Branden, M. Bygate, and J. Norris Eds, Amsterdam: John Benjamins
-
Bygate, M. (2009). Effects of task repetition on the structure and control of oral language. In K. Van den Branden, M. Bygate, and J. Norris (Eds.), Task-based language teaching: A reader (pp. 249-274). Amsterdam: John Benjamins.
-
(2009)
Task-Based Language Teaching: A Reader
, pp. 249-274
-
-
Bygate, M.1
-
8
-
-
85064374623
-
Creating pressure in task pedagogy: The joint roles of field, purpose, and engagement within the interaction approach
-
A. Mackey and C. Polio Eds, Honor of Susan M. Gass, New York: Routledge
-
Bygate, M. and Samuda, V. (2009). Creating pressure in task pedagogy: The joint roles of field, purpose, and engagement within the interaction approach. In A. Mackey and C. Polio (Eds.), Multiple perspectives on interaction: Second language research in honor of Susan M. Gass (pp. 93-116). New York: Routledge.
-
(2009)
Multiple Perspectives on Interaction: Second Language Research
, pp. 93-116
-
-
Bygate, M.1
Samuda, V.2
-
9
-
-
0038591570
-
-
England: Longman
-
Bygate, M., Skehan, P., and Swain, M. (2001). Researching pedagogic tasks: Second language learning, teaching and testing. Harlow, England: Longman.
-
(2001)
Researching Pedagogic Tasks: Second Language Learning, Teaching and Testing
-
-
Bygate, M.1
Skehan, P.2
Swain, M.3
-
10
-
-
33646061974
-
Learners’ interpretations of recasts
-
Carpenter, H., Jeon, K.S., MacGregor, D., and Mackey, A. (2006). Learners’ interpretations of recasts. Studies in second language acquisition, 28, 209-236.
-
(2006)
Studies in Second Language Acquisition
, vol.28
, pp. 209-236
-
-
Carpenter, H.1
Jeon, K.S.2
MacGregor, D.3
Mackey, A.4
-
11
-
-
0000915670
-
Explicit and implicit negative feedback: An empirical study ofthe learning of linguistic generalizations
-
Carroll, S. and Swain, S. (1993). Explicit and implicit negative feedback: an empirical study ofthe learning of linguistic generalizations. Studies in second language acquisition, 15, 357-386.
-
(1993)
Studies in Second Language Acquisition
, vol.15
, pp. 357-386
-
-
Carroll, S.1
Swain, S.2
-
13
-
-
85137642606
-
Sla and language pedagogy: A socioeducational perspective
-
Crookes, G. (1997). SLA and language pedagogy: A socioeducational perspective. Studies in second language acquisition, 20, 93-116.
-
(1997)
Studies in Second Language Acquisition
, vol.20
, pp. 93-116
-
-
Crookes, G.1
-
14
-
-
85137107638
-
Negotiation and oral acquisition of l2 vocabulary: The roles of input and output in the receptive and productive acquisition of words
-
de la fuente, M. (2002). Negotiation and oral acquisition of L2 vocabulary: the roles of input and output in the receptive and productive acquisition of words. Studies in second language acquisition, 24, 81-112.
-
(2002)
Studies in Second Language Acquisition
, vol.24
, pp. 81-112
-
-
De La Fuente, M.1
-
16
-
-
0001952206
-
Communicative focus on form
-
C. J. Doughty and J. Williams Eds., New York: Cambridge University Press
-
Doughty, C. and Varela, E. (1998). Communicative focus on form. In C. J. Doughty and J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 114-138). New York: Cambridge University Press.
-
(1998)
Focus on Form in Classroom Second Language Acquisition
, pp. 114-138
-
-
Doughty, C.1
Varela, E.2
-
17
-
-
0007256906
-
Another look at interlanguage talk: Taking task to task
-
R. Day Ed, Rowley, MA: Newbury House
-
Duff, P. (1986). Another look at interlanguage talk: Taking task to task. In R. Day (Ed.), Talking to learn: Conversation in second language acquisition (pp. 147-181). Rowley, MA: Newbury House.
-
(1986)
Talking to Learn: Conversation in Second Language Acquisition
, pp. 147-181
-
-
Duff, P.1
-
18
-
-
38549141880
-
Interpreting recasts as linguistic evidence: The roles of linguistic target, length, and degree of change
-
Egi, T. (2007). Interpreting recasts as linguistic evidence: The roles of linguistic target, length, and degree of change. Studies in Second Language Acquisition, 29, 511-537.
-
(2007)
Studies in Second Language Acquisition
, vol.29
, pp. 511-537
-
-
Egi, T.1
-
21
-
-
20344396084
-
Principles of instructed language learning
-
Ellis, R. (2005). Principles of instructed language learning. System, 33, 209-224.
-
(2005)
System
, vol.33
, pp. 209-224
-
-
Ellis, R.1
-
22
-
-
56649086392
-
The differential effects of corrective feedback on two grammatical structures
-
A. Mackey Ed., Oxford: Oxford University Press
-
Ellis, R. (2007). The differential effects of 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.
-
(2007)
Conversational Interaction in Second Language Acquisition: A Collection of Empirical Studies
, pp. 339-360
-
-
Ellis, R.1
-
23
-
-
72449146427
-
Task-based language teaching: Sorting out the misunderstandings
-
Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19, 221-246.
-
(2009)
International Journal of Applied Linguistics
, vol.19
, pp. 221-246
-
-
Ellis, R.1
-
24
-
-
33646064137
-
Implicit and explicit corrective feedback and the acquisition of l2 grammar
-
Ellis, R., Loewen, S., and Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28, 339-368.
-
(2006)
Studies in Second Language Acquisition
, vol.28
, pp. 339-368
-
-
Ellis, R.1
Loewen, S.2
Erlam, R.3
-
25
-
-
33947095476
-
Reexamining the role of recasts in second language acquisition
-
Ellis, R. and 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
-
26
-
-
0001994977
-
Absence of copula and the notion of simplicity: A study of normal speech, baby talk, foreigner talk and pidgins
-
D. Hymes Ed, Cambridge: Cambridge University Press
-
Ferguson, C. (1971). Absence of copula and the notion of simplicity: A study of normal speech, baby talk, foreigner talk and pidgins. In D. Hymes (Ed.), Pidginization and creolization of languages (pp. 117-140). Cambridge: Cambridge University Press.
-
(1971)
Pidginization and Creolization of Languages
, pp. 117-140
-
-
Ferguson, C.1
-
27
-
-
0039447804
-
A classroom perspective on the negotiation of meaning
-
Foster, P. (1998). A classroom perspective on the negotiation of meaning. Applied Linguistics, 19, 1-23.
-
(1998)
Applied Linguistics
, vol.19
, pp. 1-23
-
-
Foster, P.1
-
28
-
-
85069288710
-
Rules and routines: A consideration of their role in task-based language production of native and non-native speakers
-
M. Bygate, P. Skehan, and M. Swain Eds, Harlow: Longman
-
Foster, P. (2001). Rules and routines: A consideration of their role in task-based language production of native and non-native speakers. In M. Bygate, P. Skehan, and M. Swain (Eds.), Researching pedagogic tasks, second language learning, teaching and testing (pp. 75-97). Harlow: Longman.
-
(2001)
Researching Pedagogic Tasks, Second Language Learning, Teaching and Testing
, pp. 75-97
-
-
Foster, P.1
-
29
-
-
85041030243
-
The influence of planning and task type on second language performance
-
Foster, P. and Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 18, 299—323.
-
(1996)
Studies in Second Language Acquisition
, vol.18
, pp. 299-323
-
-
Foster, P.1
Skehan, P.2
-
30
-
-
0345705883
-
The influence of planning andfocus of planning on task-basedperformance
-
Foster, P. and Skehan, P. (1999). The influence of planning andfocus of planning on task-basedperformance. Language Teaching Research, 3, 215—247.
-
(1999)
Language Teaching Research
, vol.3
, pp. 215-247
-
-
Foster, P.1
Skehan, P.2
-
31
-
-
84939464500
-
The influence of planning and task type on second language performance
-
K. Van den Branden, M. Bygate, and J. Norris Eds, Amsterdam: John Benjamins
-
Foster, P. and Skehan, P. (2009). The influence of planning and task type on second language performance. In K. Van den Branden, M. Bygate, and J. Norris (Eds.), Task-based language teaching: A reader (pp. 275—300). Amsterdam: John Benjamins.
-
(2009)
Task-Based Language Teaching: A Reader
, pp. 275-300
-
-
Foster, P.1
Skehan, P.2
-
32
-
-
85050560289
-
Tasks, negotiation, and l2 learning in a foreign language context
-
M. Mayo Ed, Clevedon, UK: Multilingual Matters
-
Garcia, M.F. (2007). Tasks, negotiation, and L2 learning in a foreign language context. In M. Mayo (Ed.), Investigating tasks informal language learning (pp. 69—90). Clevedon, UK: Multilingual Matters.
-
(2007)
Investigating Tasks Informal Language Learning
, pp. 69-90
-
-
Garcia, M.F.1
-
34
-
-
38649112063
-
Input, interaction, and output in second language acquisition
-
B. VanPatten and J. Williams Eds, Mahwah, NJ: Lawrence Erlbaum
-
Gass, S. and Mackey, A. (2007a). Input, interaction, and output in second language acquisition. In B. VanPatten and J. Williams (Eds.), Theories in second language acquisition: An introduction (pp. 175—200). Mahwah, NJ: Lawrence Erlbaum.
-
(2007)
Theories in Second Language Acquisition: An Introduction
, pp. 175-200
-
-
Gass, S.1
Mackey, A.2
-
36
-
-
84873401911
-
Task-based interactions in classroom and laboratory settings
-
Gass, S., Mackey, A., and Ross-Feldman, L. (2005). Task-based interactions in classroom and laboratory settings. Language Learning (The best of Language Learning Series), 61, 189—220.
-
(2005)
Language Learning (The Best of Language Learning Series)
, vol.61
, pp. 189-220
-
-
Gass, S.1
Mackey, A.2
Ross-Feldman, L.3
-
37
-
-
33644508634
-
Attention when? An investigation of the ordering effect of input and interaction
-
Gass, S. and Alvarez Torres, M. (2005). Attention when? An investigation ofthe ordering effect of input and interaction. Studies in Second Language Acquisition, 27, 1—31.
-
(2005)
Studies in Second Language Acquisition
, vol.27
, pp. 1-31
-
-
Gass, S.1
Alvarez Torres, M.2
-
38
-
-
84928224740
-
-
E, Variation in native speaker speech modification to non-native speakers
-
Gass, S. and Varonis, E. (1985). Variation in native speaker speech modification to non-native speakers. Studies in Second Language Acquisition, 7, 37—58.
-
(1985)
Studies in Second Language Acquisition
, vol.7
, pp. 37-58
-
-
Gass, S.1
Varonis, E.2
-
39
-
-
0002197494
-
Sex differences in nonnative speaker—nonnative speaker interaction
-
R. Day Ed, Rowley, MA: Newbury House
-
Gass, S. and Varonis, E. (1986). Sex differences in nonnative speaker—nonnative speaker interaction. In R. Day (Ed.), Talking to learn: Conversation in second language acquisition (pp. 327—351). Rowley, MA: Newbury House.
-
(1986)
Talking to Learn: Conversation in Second Language Acquisition
, pp. 327-351
-
-
Gass, S.1
Varonis, E.2
-
40
-
-
0002188173
-
Discourse analysis and second language acquisition
-
E. Hatch Ed, Rowley, MA: Newbury House
-
Hatch, E. (1978b). Discourse analysis and second language acquisition. In E. Hatch (Ed.), Second language acquisition: A book of readings (pp. 401—435). Rowley, MA: Newbury House.
-
(1978)
Second Language Acquisition: A Book of Readings
, pp. 401-435
-
-
Hatch, E.1
-
43
-
-
33646024202
-
Factors affecting the success of corrective feedback
-
Havranek, G. and Cesnik, H. (2001). Factors affecting the success of corrective feedback. EUROSLA Yearbook, 1, 99—122.
-
(2001)
EUROSLA Yearbook
, vol.1
, pp. 99-122
-
-
Havranek, G.1
Cesnik, H.2
-
44
-
-
3042584209
-
Effects of recasts on the acquisition ofthe aspectual form of—te i (Ru) by learners of japanese as a foreign language
-
Ishida, M. (2004). Effects of recasts on the acquisition ofthe aspectual form of—te i (ru) by learners of japanese as a foreign language. Language Learning, 54, 311—394.
-
(2004)
Language Learning
, vol.54
, pp. 311-394
-
-
Ishida, M.1
-
45
-
-
85050421950
-
Negative feedback and positive feedback in task-based interaction: Differential effects of l2 development
-
Iwashita, N. (2003). Negative feedback and positive feedback in task-based interaction: Differential effects of L2 development. Studies in Second Language Acquisition, 25, 1—36.
-
(2003)
Studies in Second Language Acquisition
, vol.25
, pp. 1-36
-
-
Iwashita, N.1
-
46
-
-
55249105026
-
Interaction-driven l2 learning: Characterizing linguistic development
-
A. Mackey Ed, Oxford: Oxford University Press
-
Jeon, K. (2007). Interaction-driven L2 learning: Characterizing linguistic development. In A. Mackey (Ed.), Conversation interaction in second language acquisition: A collection of empirical studies (pp. 379—403). Oxford: Oxford University Press.
-
(2007)
Conversation Interaction in Second Language Acquisition: A Collection of Empirical Studies
, pp. 379-403
-
-
Jeon, K.1
-
47
-
-
78649980745
-
Investigating the empirical link between task-based interaction and acquisition: A quantitative meta-analysis
-
J. Norris and L. Ortega Eds, Amsterdam: John Benjamins
-
Keck, C., Iberri-Shea, G., Tracy-Ventura, N., and Wa-Mbaleka, S. (2006). Investigating the empirical link between task-based interaction and acquisition: A quantitative meta-analysis. In J. Norris and L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp. 91—131). Amsterdam: John Benjamins.
-
(2006)
Synthesizing Research on Language Learning and Teaching
, pp. 91-131
-
-
Keck, C.1
Iberri-Shea, G.2
Tracy-Ventura, N.3
Wa-Mbaleka, S.4
-
48
-
-
46649114712
-
Recasts in communicative efl classes: Do teacher intent and learner interpretation overlap?
-
A. Mackey Ed, Oxford: Oxford University Press
-
Kim, J.-H. and Han, Z. (2007). Recasts in communicative EFL classes: Do teacher intent and learner interpretation overlap?. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 269—297). Oxford: Oxford University Press.
-
(2007)
Conversational Interaction in Second Language Acquisition: A Collection of Empirical Studies
, pp. 269-297
-
-
Kim, J.-H.1
Han, Z.2
-
49
-
-
0002290427
-
Some issues relating to the monitor model
-
H. Brown, C. Yorio, and R. Crymes Eds, Washington, D.C.: TESOL
-
Krashen, S. (1977). Some issues relating to the monitor model. In H. Brown, C. Yorio, and R. Crymes (Eds.), On TESOL ’77 (pp. 144-158). Washington, D.C.: TESOL.
-
(1977)
On TESOL ’77
, pp. 144-158
-
-
Krashen, S.1
-
50
-
-
0009239163
-
The input hypothesis
-
J. Alatis Ed, Washington, D.C.: Georgetown University Press
-
Krashen, S. (1980). The input hypothesis. In J. Alatis (Ed.), Current issues in bilingual education (pp. 168-180). Washington, D.C.: Georgetown University Press.
-
(1980)
Current Issues in Bilingual Education
, pp. 168-180
-
-
Krashen, S.1
-
51
-
-
85011486690
-
Replication studies in language learning and teaching: Questions and answers
-
Language Teaching Review Panel. (2008). Replication studies in language learning and teaching: Questions and answers. Language Teaching, 41, 1-14.
-
(2008)
Language Teaching
, vol.41
, pp. 1-14
-
-
Panel, L.T.R.1
-
52
-
-
33748578983
-
Noticing in text-based online chat
-
Lai, C. and Zhao, Y. (2006). Noticing in text-based online chat. Language Learning and Technology, 10(3), 102-120.
-
(2006)
Language Learning and Technology
, vol.10
, Issue.3
, pp. 102-120
-
-
Lai, C.1
Zhao, Y.2
-
53
-
-
85137109383
-
Recasts and l2 development: Beyond negative evidence
-
Leeman, J. (2003). Recasts and L2 development: Beyond negative evidence. Studies in Second Language Acquisition, 25, 37-63.
-
(2003)
Studies in Second Language Acquisition
, vol.25
, pp. 37-63
-
-
Leeman, J.1
-
54
-
-
77954013357
-
The effectiveness of corrective feedback in sla: A meta-analysis
-
Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning, 60(2), 309-365.
-
(2010)
Language Learning
, vol.60
, Issue.2
, pp. 309-365
-
-
Li, S.1
-
55
-
-
84919554517
-
Recasts in multiple response focus on form episodes
-
A. Mackey and C. Polio Eds, Honor of Susan M. Gass, New York: Routledge
-
Loewen, S. (2009). Recasts in multiple response focus on form episodes. In A. Mackey and C. Polio (Eds.), Multiple perspectives on interaction: Second language research in honor of Susan M. Gass (pp. 176-196). New York: Routledge.
-
(2009)
Multiple Perspectives on Interaction: Second Language Research
, pp. 176-196
-
-
Loewen, S.1
-
56
-
-
33746222022
-
Corrective feedback in the chatroom: An experimental study
-
Loewen, S. and Erlam, R. (2006). Corrective feedback in the chatroom: An experimental study. Computer Assisted Language Learning, 19, 1-14.
-
(2006)
Computer Assisted Language Learning
, vol.19
, pp. 1-14
-
-
Loewen, S.1
Erlam, R.2
-
57
-
-
60149098857
-
Second language learners’ beliefs about grammar instruction and error correction
-
Loewen, S., Li, S., Fei, F., Thompson, A., Nakatsukasa, K., and Ahn, S. (2009). Second language learners’ beliefs about grammar instruction and error correction. The Modern Language Journal, 93, 91-104.
-
(2009)
The Modern Language Journal
, vol.93
, pp. 91-104
-
-
Loewen, S.1
Li, S.2
Fei, F.3
Thompson, A.4
Nakatsukasa, K.5
Ahn, S.6
-
60
-
-
84985438207
-
Input, interaction, and second language acquisition
-
H. Winitz Ed
-
Long, M. (1981). Input, interaction, and second language acquisition. In H. Winitz (Ed.), Native language and Foreign language acquisition: Annals of the New York Academy of Science (Vol. 379, 259-278).
-
(1981)
Native Language and Foreign Language Acquisition: Annals of the New York Academy of Science
, vol.379
, pp. 259-278
-
-
Long, M.1
-
61
-
-
84972482849
-
Linguistic and conversational adjustments to non-native speakers
-
Long, M. (1983a). Linguistic and conversational adjustments to non-native speakers. Studies in Second Language Acquisition, 5, 177-193.
-
(1983)
Studies in Second Language Acquisition
, vol.5
, pp. 177-193
-
-
Long, M.1
-
62
-
-
0002401920
-
Native speaker/non-native speaker conversation in the second language classroom
-
M. Clarke and J. Handscombe Eds, Washington, D.C.: TESOL
-
Long, M. (1983b). Native speaker/non-native speaker conversation in the second language classroom. In M. Clarke and J. Handscombe (Eds.), Pacific perspective on language learning and teaching (pp. 207-225). Washington, D.C.: TESOL.
-
(1983)
Pacific Perspective on Language Learning and Teaching
, pp. 207-225
-
-
Long, M.1
-
63
-
-
0001932616
-
Task, group, and task-group interaction
-
Long, M. (1989). Task, group, and task-group interaction. University of Hawaii Working Papers in English as a Second Language, 8, 1-26.
-
(1989)
University of Hawaii Working Papers in English as a Second Language
, vol.8
, pp. 1-26
-
-
Long, M.1
-
64
-
-
0002289086
-
Focus on form: A design feature in language teaching methodology
-
K. De Bot, R. Ginsberg, and C. Kramsch Eds, Amsterdam: John Benjamins
-
Long, M. (1991). Focus on form: A design feature in language teaching methodology. In K. de Bot, R. Ginsberg, and C. Kramsch (Eds.), Foreign language research in cross-cultural perspective (pp. 39-52). Amsterdam: John Benjamins.
-
(1991)
Foreign Language Research in Cross-Cultural Perspective
, pp. 39-52
-
-
Long, M.1
-
65
-
-
0001701735
-
The role ofthe linguistic environment in second language acquisition
-
W.C. Ritchie and T.K. Bhatia Eds, San Diego, CA: Academic Press
-
Long, M. (1996). The role ofthe linguistic environment in second language acquisition. In W.C. Ritchie and T.K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413-468). San Diego, CA: Academic Press.
-
(1996)
Handbook of Second Language Acquisition
, pp. 413-468
-
-
Long, M.1
-
67
-
-
3042613283
-
Focus on form in task-based language teaching
-
R. Lambert and E. Shohamy Eds, Amsterdam: John Benjamins
-
Long, M. (2000). Focus on form in task-based language teaching. In R. Lambert and E. Shohamy (Eds.), Language policy and pedagogy: Essays in honor of A. Ronald Walton (pp. 179-192). Amsterdam: John Benjamins.
-
(2000)
Language Policy and Pedagogy: Essays in Honor of A. Ronald Walton
, pp. 179-192
-
-
Long, M.1
-
68
-
-
33646045514
-
-
Mahwah, NJ: Lawrence Erlbaum
-
Long, M. (2007). Problems in SLA. Mahwah, NJ: Lawrence Erlbaum.
-
(2007)
Problems in SLA
-
-
Long, M.1
-
69
-
-
0000303237
-
The role of implicit negative feedback in sla: Models and recasts in japanese and spanish
-
Long, M., Inagaki, S., and Ortega, L. (1998). The role of implicit negative feedback in SLA: Models and recasts in japanese and spanish. The Modern Language Journal, 82, 357-371.
-
(1998)
The Modern Language Journal
, vol.82
, pp. 357-371
-
-
Long, M.1
Inagaki, S.2
Ortega, L.3
-
70
-
-
84974291867
-
Comprehensible input and secondlanguage acquisition: What is the relationship?
-
Loschky, L. (1994). Comprehensible input and secondlanguage acquisition: What is the relationship?. Studies in Second Language Acquisition, 16, 303-323.
-
(1994)
Studies in Second Language Acquisition
, vol.16
, pp. 303-323
-
-
Loschky, L.1
-
71
-
-
0032397272
-
Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms
-
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.
-
(1998)
Language Learning
, vol.48
, pp. 183-218
-
-
Lyster, R.1
-
72
-
-
84883492186
-
Recasts, repetition, and ambiguity in l2 classroom discourse
-
Lyster, R. (1998b). Recasts, repetition, and ambiguity in L2 classroom discourse. Studies in Second Language Acquisition, 20, 51-92.
-
(1998)
Studies in Second Language Acquisition
, vol.20
, pp. 51-92
-
-
Lyster, R.1
-
73
-
-
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
-
74
-
-
65649094088
-
Prompts versus recasts in dyadic interaction
-
Lyster, R. and Izquierdo, J. (2009). Prompts versus recasts in dyadic interaction. Language Learning, 59, 453-498.
-
(2009)
Language Learning
, vol.59
, pp. 453-498
-
-
Lyster, R.1
Izquierdo, J.2
-
75
-
-
84934178695
-
Corrective feedback and learner uptake: Negotiation of form in communicative classrooms
-
Lyster, R. and Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 27-66.
-
(1997)
Studies in Second Language Acquisition
, vol.19
, pp. 27-66
-
-
Lyster, R.1
Ranta, L.2
-
77
-
-
85137615081
-
Input, interaction, and second language development: An empirical study of question formation in esl
-
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.
-
(1999)
Studies in Second Language Acquisition
, vol.21
, pp. 557-587
-
-
Mackey, A.1
-
78
-
-
33747875798
-
Feedback, noticing and instructed second language learning
-
Mackey, A. (2006a). Feedback, noticing and instructed second language learning. Applied Linguistics,27, 405-430.
-
(2006)
Applied Linguistics
, vol.27
, pp. 405-430
-
-
Mackey, A.1
-
79
-
-
33646036733
-
From introspections, brain scans, and memory tests to the role of social context: Advancing research on interaction and learning
-
Mackey, A. (2006b). From introspections, brain scans, and memory tests to the role of social context: Advancing research on interaction and learning. Studies in Second Language Acquisition, 28, 369-379.
-
(2006)
Studies in Second Language Acquisition
, vol.28
, pp. 369-379
-
-
Mackey, A.1
-
80
-
-
70349953650
-
Introduction: The role of conversational interaction in second language acquisition
-
A. Mackey Ed, Oxford: Oxford University Press
-
Mackey, A. (2007). Introduction: 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.
-
(2007)
Conversational Interaction in Second Language Acquisition: A Collection of Empirical Studies
, pp. 1-26
-
-
Mackey, A.1
-
81
-
-
84904376216
-
Input and interaction
-
C. Sanz Ed, Washington, D.C.: Georgetown University Press
-
Mackey, A. and Abbuhl, R. (2006). Input and interaction. In C. Sanz (Ed.), Mind and context in adult second language acquisition: Methods, theory, andpractice (pp. 207—233). Washington, D.C.: Georgetown University Press.
-
(2006)
Mind and Context in Adult Second Language Acquisition: Methods, Theory, Andpractice
, pp. 207-233
-
-
Mackey, A.1
Abbuhl, R.2
-
82
-
-
85044807649
-
Teachers’ intentions and learners’ perceptions about corrective feedback in the l2 classroom
-
Mackey, A., Al-Khalil, M., Atanassova, G., Hama, M., Logan-Terry, A., and Nakatsukasa, K. (2007). Teachers’ intentions and learners’ perceptions about corrective feedback in the L2 classroom. Innovation in Language Learning and Teaching, 1, 129—152.
-
(2007)
Innovation in Language Learning and Teaching
, vol.1
, pp. 129-152
-
-
Mackey, A.1
Al-Khalil, M.2
Atanassova, G.3
Hama, M.4
Logan-Terry, A.5
Nakatsukasa, K.6
-
84
-
-
85137628535
-
How do learners perceive interactional feedback?
-
Mackey, A., Gass, S., and McDonough, K. (2000). How do learners perceive interactional feedback?. Studies in Second Language Acquisition, 22, 471—497.
-
(2000)
Studies in Second Language Acquisition
, vol.22
, pp. 471-497
-
-
Mackey, A.1
Gass, S.2
McDonough, K.3
-
86
-
-
0036887857
-
Interactional feedback and children’s l2 development
-
Mackey, A. and Oliver, R. (2002). Interactional feedback and children’s L2 development. System, 30, 459-477.
-
(2002)
System
, vol.30
, pp. 459-477
-
-
Mackey, A.1
Oliver, R.2
-
87
-
-
0037972739
-
Interactional input and the incorporation offeedback: An exploration of ns-nns and nns-nns adult and child dyads
-
Mackey, A., Oliver, R., and Leeman, J. (2003). Interactional input and the incorporation offeedback: An exploration of NS-NNS and NNS-NNS adult and child dyads. Language Learning, 53, 35-66.
-
(2003)
Language Learning
, vol.53
, pp. 35-66
-
-
Mackey, A.1
Oliver, R.2
Leeman, J.3
-
88
-
-
0000350374
-
Conversational interaction and second language development: Recasts, responses, and red herrings?
-
Mackey, A. and Philp, J. (1998). Conversational interaction and second language development: Recasts, responses, and red herrings? The Modern Language Journal, 82, 338-356.
-
(1998)
The Modern Language Journal
, vol.82
, pp. 338-356
-
-
Mackey, A.1
Philp, J.2
-
89
-
-
85127377644
-
Individual differences in working memory, noticing of interactional feedback, and l2 development
-
P. Robinson Ed, Amsterdam: John Benjamins
-
Mackey, A., Philp, J., Egi, T., Fujii, A., and 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. 181-210). Amsterdam: John Benjamins.
-
(2002)
Individual Differences and Instructed Language Learning
, pp. 181-210
-
-
Mackey, A.1
Philp, J.2
Egi, T.3
Fujii, A.4
Tatsumi, T.5
-
91
-
-
20344383963
-
Interactional tasks and english l2 learning by immigrant children in singapore
-
Mackey, A. and Silver, R. (2005). Interactional tasks and english L2 learning by immigrant children in singapore. System, 33, 239-260.
-
(2005)
System
, vol.33
, pp. 239-260
-
-
Mackey, A.1
Silver, R.2
-
92
-
-
20344406079
-
Identifying the impact of negative feedback and learners’ responses on esl question development
-
McDonough, K. (2005). Identifying the impact of negative feedback and learners’ responses on ESL question development. Studies in Second Language Acquisition, 27, 79-103.
-
(2005)
Studies in Second Language Acquisition
, vol.27
, pp. 79-103
-
-
McDonough, K.1
-
93
-
-
65649123974
-
Interactional feedback and the emergence of simplepast activityverbs in l2 english
-
A. Mackey Ed, Oxford: Oxford University Press
-
McDonough, K. (2007). Interactional feedback and the emergence of simplepast activityverbs in L2 English. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies(pp. 323-338). Oxford: Oxford University Press.
-
(2007)
Conversational Interaction in Second Language Acquisition: A Collection of Empirical Studies
, pp. 323-338
-
-
McDonough, K.1
-
94
-
-
0034365340
-
Focus on form through interaction enhancement: Integrating formal instruction into a communicative task in efl classrooms
-
Muranoi, H. (2000). Focus on form through interaction enhancement: Integrating formal instruction into a communicative task in EFL classrooms. Language Learning, 50, 617-673.
-
(2000)
Language Learning
, vol.50
, pp. 617-673
-
-
Muranoi, H.1
-
95
-
-
85009597167
-
Learner awareness of recasts in classroom interaction: A case study of an adult efl student’s second language learning
-
Nabei, I. and 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.
-
(2002)
Language Awareness
, vol.11
, pp. 43-63
-
-
Nabei, I.1
Swain, M.2
-
96
-
-
65649090960
-
Effects of recasts and elicitations in dyadic interaction and the role offeedback explicitness
-
Nassaji, H. (2009).Effects of recasts and elicitations in dyadic interaction and the role offeedback explicitness. Language Learning, 59, 411-452.
-
(2009)
Language Learning
, vol.59
, pp. 411-452
-
-
Nassaji, H.1
-
97
-
-
85122842208
-
The value and practice of research synthesis for language learning and teaching
-
J.M. Norris and L. Ortega Eds, Amsterdam: John Benjamins
-
Norris, J. M. and Ortega, L. (2006). The value and practice of research synthesis for language learning and teaching. In J.M. Norris and L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp. 3-50). Amsterdam: John Benjamins.
-
(2006)
Synthesizing Research on Language Learning and Teaching
, pp. 3-50
-
-
Norris, J.M.1
Ortega, L.2
-
98
-
-
0034401901
-
Age differences in negotiation and feedback in classroom and pairwork
-
Oliver, R. (2000). Age differences in negotiation and feedback in classroom and pairwork. Language Learning, 50, 119-151.
-
(2000)
Language Learning
, vol.50
, pp. 119-151
-
-
Oliver, R.1
-
99
-
-
84937384228
-
The patterns of negotiation for meaning in child interactions
-
Oliver, R. (2002). The patterns of negotiation for meaning in child interactions. The Modern Language Journal, 86, 97-111.
-
(2002)
The Modern Language Journal
, vol.86
, pp. 97-111
-
-
Oliver, R.1
-
100
-
-
84919525324
-
How young is too young? Investigating negotiation of meaning and feedback in children aged five to seven years
-
A. Mackey and C. Polio Eds, honor of Susan M. Gass, New York: Routledge
-
Oliver, R. (2009). How young is too young? Investigating negotiation of meaning and feedback in children aged five to seven years. In A. Mackey and C. Polio (Eds.), Multipleperspectives on interaction: Second language research in honor of Susan M. Gass (pp. 135-156). New York: Routledge.
-
(2009)
Multipleperspectives on interaction: Second language research
, pp. 135-156
-
-
Oliver, R.1
-
101
-
-
84919542208
-
Interaction and attention to form in l2 text-based computer-mediated communication
-
A. Mackey and C. Polio Eds, Honor of Susan M. Gass, New York: Routledge
-
Ortega, L. (2009). Interaction and attention to form in L2 text-based computer-mediated communication. In A. Mackey and C. Polio (Eds.), Multiple perspectives on interaction: second language research in honor of Susan M. Gass (pp. 226-253). New York: Routledge.
-
(2009)
Multiple Perspectives on Interaction: Second Language Research
, pp. 226-253
-
-
Ortega, L.1
-
102
-
-
14744286776
-
Patterns of corrective feedback and uptake in an adult esl classroom
-
Panova, L. and 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, L.1
Lyster, R.2
-
103
-
-
62949163635
-
How do emotion and motivation direct executive control?
-
Pessoa, L. (2009). How do emotion and motivation direct executive control? Trends in Cognitive Sciences, 13, 160-166.
-
(2009)
Trends in Cognitive Sciences
, vol.13
, pp. 160-166
-
-
Pessoa, L.1
-
104
-
-
85064362005
-
Interaction, modality and learning: Comparing the effectiveness of computer-generated and face to face recasts
-
October, Michigan State University
-
Petersen, K. and Mackey, A. (2009). Interaction, Modality and Learning: Comparing the Effectiveness of Computer-Generated and Face to Face Recasts. Paper presented at SLRF, October, Michigan State University.
-
(2009)
Paper Presented at SLRF
-
-
Petersen, K.1
Mackey, A.2
-
105
-
-
79551649515
-
Constraints on “noticing the gap”: Non-native speakers’ noticing of recasts in ns-nns interaction
-
Philp, J. (2003). Constraints on “noticing the gap”: Non-native 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
-
106
-
-
85064360576
-
Interaction research: What can socially informed approaches offer to cognitivists (and vice versa)?
-
press, In R. Batstone Ed, Oxford: Oxford University Press
-
Philp, J. and Mackey, A. (in press). Interaction research: What can socially informed approaches offer to cognitivists (and vice versa)? In R. Batstone (Ed.), Sociocognitive aspects of second language learning and teaching. Oxford: Oxford University Press.
-
Sociocognitive Aspects of Second Language Learning and Teaching
-
-
Philp, J.1
Mackey, A.2
-
107
-
-
84959708957
-
The role of group work in classroom second language acquisition
-
Pica, T. and Doughty, C. (1985). The role of group work in classroom 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
-
108
-
-
0003145373
-
Choosing and using communication tasks for second language instruction and research
-
G. Crookes and S. Gass Eds, Clevedon, UK: Multilingual Matters
-
Pica, T., Kanagy, R., and Falodun, J. (1993). Choosing and using communication tasks for second language instruction and research. In G. Crookes and S. Gass (Eds.), Tasks and language learning: Integrating theory and practice (pp. 9-34). Clevedon, UK: Multilingual Matters.
-
(1993)
Tasks and Language Learning: Integrating Theory and Practice
, pp. 9-34
-
-
Pica, T.1
Kanagy, R.2
Falodun, J.3
-
109
-
-
84981644351
-
The impact of interaction on comprehension
-
Pica, T., Young, R., and Doughty, C. (1987). The impact of interaction on comprehension. TESOL Quarterly, 21, 737-758.
-
(1987)
TESOL Quarterly
, vol.21
, pp. 737-758
-
-
Pica, T.1
Young, R.2
Doughty, C.3
-
110
-
-
0003156570
-
Interlocutor and task familiarity: Effects on interactional structure
-
G. Crookes and S. Gass Eds, Clevedon, UK: Multilingual Matters
-
Plough, I. and Gass, S. (1993). Interlocutor and task familiarity: Effects on interactional structure. In G. Crookes and S. Gass (Eds.), Tasks and language learning: Integrating theory and practice (pp. 35-55). Clevedon, UK: Multilingual Matters.
-
(1993)
Tasks and Language Learning: Integrating Theory and Practice
, pp. 35-55
-
-
Plough, I.1
Gass, S.2
-
111
-
-
0010138521
-
How learners talk to each other: Input and interaction in task-centered discussions
-
R. Day Ed, Rowley, MA: Newbury House
-
Porter, P. (1986). How learners talk to each other: Input and interaction in task-centered discussions. In R. Day (Ed.), Talking to learn: Conversation in second language acquisition (pp. 200-222). Rowley, MA: Newbury House.
-
(1986)
Talking to Learn: Conversation in Second Language Acquisition
, pp. 200-222
-
-
Porter, P.1
-
112
-
-
82555205115
-
The effectiveness of corrective feedback for the acquisition of l2 grammar: A meta-analysis of the research
-
J. Norris and L. Ortega Eds, Amsterdam: John Benjamins
-
Russell, J. and Spada, N. (2006). The effectiveness of corrective feedback for the acquisition of L2 grammar: A meta-analysis of the research. In J. Norris and L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp. 133-164). Amsterdam: John Benjamins.
-
(2006)
Synthesizing Research on Language Learning and Teaching
, pp. 133-164
-
-
Russell, J.1
Spada, N.2
-
113
-
-
33947597335
-
Learners’ uses oftwo types of written feedback on a l2 revision task
-
Sachs, R. and Polio, C. (2007). Learners’ uses oftwo types of written feedback on a L2 revision task. Studies in Second Language Acquisition, 29, 67-100.
-
(2007)
Studies in Second Language Acquisition
, vol.29
, pp. 67-100
-
-
Sachs, R.1
Polio, C.2
-
114
-
-
53349102502
-
Textually enhanced recasts, learner awareness, and l2 outcomes in synchronous computer-mediated interaction
-
A. Mackey Ed, Oxford: Oxford University Press
-
Sachs, R. and Suh, B.-R. (2007). Textually enhanced recasts, learner awareness, and L2 outcomes in synchronous computer-mediated interaction. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 199-227). Oxford: Oxford University Press.
-
(2007)
Conversational Interaction in Second Language Acquisition: A Collection of Empirical Studies
, pp. 199-227
-
-
Sachs, R.1
Suh, B.-R.2
-
115
-
-
77954019048
-
From call to face-to-face interaction: The effect of computer-delivered recasts and working memory on l2 development
-
A. Mackey Ed, Oxford: Oxford University Press
-
Sagarra, N. (2007). From CALL to face-to-face interaction: The effect of computer-delivered recasts and working memory on L2 development. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 229-248). Oxford: Oxford University Press.
-
(2007)
Conversational Interaction in Second Language Acquisition: A Collection of Empirical Studies
, pp. 229-248
-
-
Sagarra, N.1
-
117
-
-
70350116703
-
Modified output of japanese efl learners: Variable effects of interlocutor vs. Feedback types
-
A. Mackey Ed, Oxford: Oxford University Press
-
Sato, M. and Lyster, R. (2007). Modified output of japanese EFL learners: Variable effects of interlocutor vs. Feedback types. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A series of empirical studies (pp. 123-142). Oxford: Oxford University Press.
-
(2007)
Conversational Interaction in Second Language Acquisition: A Series of Empirical Studies
, pp. 123-142
-
-
Sato, M.1
Lyster, R.2
-
118
-
-
59449093787
-
Computer-mediated corrective feedback and the development of l2 grammar
-
Sauro, S. (2009). Computer-mediated corrective feedback and the development of L2 grammar. Language Learning and Technology, 13, 96-120.
-
(2009)
Language Learning and Technology
, vol.13
, pp. 96-120
-
-
Sauro, S.1
-
119
-
-
21644460840
-
The role of consciousness is second language learning
-
Schmidt, R. (1990). The role of consciousness is second language learning. Applied Linguistics, 11, 129-158.
-
(1990)
Applied Linguistics
, vol.11
, pp. 129-158
-
-
Schmidt, R.1
-
120
-
-
84948851219
-
Awareness and second language acquisition
-
Schmidt, R. (1993). Awareness and second language acquisition. Annual Review of Applied Linguistics, 13, 206-226.
-
(1993)
Annual Review of Applied Linguistics
, vol.13
, pp. 206-226
-
-
Schmidt, R.1
-
121
-
-
33845747360
-
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
-
122
-
-
56049098235
-
The effects of corrective feedback, language aptitude and learner attitudes on the acquisition of english articles
-
A. Mackey (Ed.), Oxford: Oxford University Press
-
Sheen, Y. (2007). The effects of corrective feedback, language aptitude and learner attitudes on the acquisition of english articles. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A series of empirical studies (pp. 301-322). Oxford: Oxford University Press.
-
(2007)
Conversational Interaction in Second Language Acquisition: A Series of Empirical Studies
, pp. 301-322
-
-
Sheen, Y.1
-
123
-
-
56649094171
-
Recasts, language anxiety, modified output and l2 learning
-
Sheen, Y. (2008). Recasts, language anxiety, modified output and L2 learning. Language Learning, 58, 835-874.
-
(2008)
Language Learning
, vol.58
, pp. 835-874
-
-
Sheen, Y.1
-
124
-
-
0344842998
-
Task type and task processing conditions as influences on foreign language performance
-
Skehan, P. and Foster, P. (1997). Task type and task processing conditions as influences on foreign language performance. Language Teaching Research, 1, 185-211.
-
(1997)
Language Teaching Research
, vol.1
, pp. 185-211
-
-
Skehan, P.1
Foster, P.2
-
125
-
-
0033463358
-
The influence of task structure and processing conditions on narrative retellings
-
Skehan, P. and Foster, P. (1999). The influence of task structure and processing conditions on narrative retellings. Language Learning, 49, 93-120.
-
(1999)
Language Learning
, vol.49
, pp. 93-120
-
-
Skehan, P.1
Foster, P.2
-
126
-
-
85055300341
-
Computer-mediated negotiated interaction: An expanded model
-
Smith, B. (2003). Computer-mediated negotiated interaction: An expanded model. The Modern Language Journal, 87, 38-57.
-
(2003)
The Modern Language Journal
, vol.87
, pp. 38-57
-
-
Smith, B.1
-
127
-
-
33645408996
-
The relationship between negotiated interaction, learner uptake, and lexical acquisition in task-based computer-mediated communication
-
Smith, B. (2005). The relationship between negotiated interaction, learner uptake, and lexical acquisition in task-based computer-mediated communication. TESOL Quarterly, 39, 33-58.
-
(2005)
TESOL Quarterly
, vol.39
, pp. 33-58
-
-
Smith, B.1
-
128
-
-
84919543436
-
Interaction research in second/foreign language classrooms
-
A. Mackey and C. Polio Eds, Honor of Susan M. Gass, New York: Routledge
-
Spada, N. and Lightbown, P. (2009). Interaction research in second/foreign language classrooms. In A. Mackey and C. Polio (Eds.), Multiple perspectives on interaction: Second language research in honor of Susan M. Gass (pp. 157-175). New York: Routledge.
-
(2009)
Multiple Perspectives on Interaction: Second Language Research
, pp. 157-175
-
-
Spada, N.1
Lightbown, P.2
-
129
-
-
0002271937
-
Communicative competence: Some roles of comprehensible input and comprehensible output in its development
-
S. Gass and C. Madden Eds, Rowley, MA: Newbury House
-
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass and C. Madden (Eds.), Inputinsecond language acquisition (pp. 235-253). Rowley, MA: Newbury House.
-
(1985)
Inputinsecond Language Acquisition
, pp. 235-253
-
-
Swain, M.1
-
130
-
-
0002953818
-
Three functions of output in second language learning
-
G. Cook and B. Seidlhofer Eds, Oxford: Oxford University Press
-
Swain, M. (1995). Three functions of output in second language learning. In G. Cook and B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honour of henry G. Widdowson (pp. 125-144). Oxford: Oxford University Press.
-
(1995)
Principle and Practice in Applied Linguistics: Studies in Honour of Henry G. Widdowson
, pp. 125-144
-
-
Swain, M.1
-
131
-
-
85084864349
-
The output hypothesis: Theory and research
-
E. Hinkel Ed, Mahwah, NJ: Lawrence Erlbaum Associates
-
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 Associates.
-
(2005)
Handbook of Research in Second Language Teaching and Learning
, pp. 471-483
-
-
Swain, M.1
-
132
-
-
0001246506
-
Interaction and second language learning: Two adolescent french immersion students working together
-
Swain, M. and Lapkin, S. (1998). Interaction and second language learning: Two adolescent french immersion students working together. The Modern Language Journal, 82, 320-337.
-
(1998)
The Modern Language Journal
, vol.82
, pp. 320-337
-
-
Swain, M.1
Lapkin, S.2
-
133
-
-
23844543797
-
Talking it through: Two french immersion learners’ response to reformulation
-
Swain, M. and Lapkin, S. (2002). Talking it through: Two french immersion learners’ response to reformulation. International Journal of Education Research, 37, 285-304.
-
(2002)
International Journal of Education Research
, vol.37
, pp. 285-304
-
-
Swain, M.1
Lapkin, S.2
-
135
-
-
55249117314
-
How effective are recasts? The role of attention, memory, and analytical ability
-
A. Mackey Ed, Oxford: Oxford University Press
-
Trofimovich, P., Ammar, A., and Gatbonton, E. (2007). How effective are recasts? The role of attention, memory, and analytical ability. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 171-195). Oxford: Oxford University Press.
-
(2007)
Conversational Interaction in Second Language Acquisition: A Collection of Empirical Studies
, pp. 171-195
-
-
Trofimovich, P.1
Ammar, A.2
Gatbonton, E.3
-
136
-
-
0031320427
-
Effects of negotiation of language learners’ output
-
Van den Branden, K. (1997). Effects of negotiation of language learners’ output. Language Learning, 47, 589-636.
-
(1997)
Language Learning
, vol.47
, pp. 589-636
-
-
Van Den Branden, K.1
-
137
-
-
84929062900
-
Can learners attend to form and content while processing input?
-
VanPatten, B. (1989). Can learners attend to form and content while processing input?. Hispania, 72, 409-417.
-
(1989)
Hispania
, vol.72
, pp. 409-417
-
-
VanPatten, B.1
-
138
-
-
0002805717
-
Non-native/non-native conversations: A model for negotiation of meaning
-
Varonis, E. and Gass, S. (1985). Non-native/non-native conversations: A model for negotiation of meaning. Applied Linguistics,6, 71-90.
-
(1985)
Applied Linguistics
, vol.6
, pp. 71-90
-
-
Varonis, E.1
Gass, S.2
-
139
-
-
84979444802
-
The importance of input data in second language acquisition studies
-
Wagner-Gough, J. and Hatch, E. (1975). The importance of input data in second language acquisition studies. Language Learning, 25, 297-307.
-
(1975)
Language Learning
, vol.25
, pp. 297-307
-
-
Wagner-Gough, J.1
Hatch, E.2
-
140
-
-
40449101374
-
Effects of proficiency differences and patterns of pair interaction on second language learning: Collaborative dialogue between adult esl learners
-
Watanabe, Y. and Swain, M. (2007). Effects of proficiency differences and patterns of pair interaction on second language learning: Collaborative dialogue between adult ESL learners. Language Teaching Research, 11, 121-142.
-
(2007)
Language Teaching Research
, vol.11
, pp. 121-142
-
-
Watanabe, Y.1
Swain, M.2
-
141
-
-
84970207093
-
Adverb placement in second language acquisition: Some effects of positive and negative evidence in the classroom
-
White, L. (1991). Adverb placement in second language acquisition: Some effects of positive and negative evidence in the classroom. Second Language Research, 7, 133-161.
-
(1991)
Second Language Research
, vol.7
, pp. 133-161
-
-
White, L.1
-
142
-
-
0345376129
-
The effects of pre-task planning and on-line planning on fluency, complexity and accuracy in l2 monologic oral production
-
Yuan, F. and Ellis, R. (2003). The effects of pre-task planning and on-line planning on fluency, complexity and accuracy in L2 monologic oral production. Applied Linguistics,24, 1-27.
-
(2003)
Applied Linguistics
, vol.24
, pp. 1-27
-
-
Yuan, F.1
Ellis, R.2
-
145
-
-
84979437700
-
Resolving referential conflict in l2 interaction: The effect of proficiency and interactive role
-
Yule, G. andMacdonald, D. (1990). Resolving referential conflict in L2 interaction: The effect of proficiency and interactive role. Language Learning, 40, 539-556.
-
(1990)
Language Learning
, vol.40
, pp. 539-556
-
-
Yule, G.A.1
-
146
-
-
0039977889
-
The variable effects of some task-based learning procedures on l2 communicative effectiveness
-
Yule, G., Powers, M., and Macdonald, D. (1992). The variable effects of some task-based learning procedures on L2 communicative effectiveness. Language Learning, 42, 249-277.
-
(1992)
Language Learning
, vol.42
, pp. 249-277
-
-
Yule, G.1
Powers, M.2
Macdonald, D.3
|