메뉴 건너뛰기




Volumn , Issue , 2013, Pages 7-23

Interactionist approach

Author keywords

[No Author keywords available]

Indexed keywords


EID: 85064366379     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203808184     Document Type: Chapter
Times cited : (73)

References (146)
  • 1
    • 55249093402 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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
  • 11
    • 0000915670 scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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
  • 37
    • 33644508634 scopus 로고    scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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
  • 61
    • 84972482849 scopus 로고
    • 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 scopus 로고
    • 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
  • 64
    • 0002289086 scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • Mahwah, NJ: Lawrence Erlbaum
    • Long, M. (2007). Problems in SLA. Mahwah, NJ: Lawrence Erlbaum.
    • (2007) Problems in SLA
    • Long, M.1
  • 69
    • 0000303237 scopus 로고    scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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
  • 86
    • 0036887857 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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
  • 136
    • 0031320427 scopus 로고    scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고    scopus 로고
    • 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 scopus 로고
    • 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 scopus 로고
    • 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


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.