Oh, I get it now!: From production to comprehension in second language learning

Heritage Language Education: A New Field Emerging

Volumn , Issue , 2017, Pages 301-319

  Swain, Merrill ^a   Lapkin, Sharon ^a  

^a UNIVERSITY OF TORONTO   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85075310235     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781315092997-22     Document Type: Chapter

References (13)

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4. Lapkin, S., & Swain, M. (1990). French immersion research agenda for the 90s. Canadian Modern Language Review, 46(4), 638–674.
5. Lapkin, S., & Swain, M. (2000). Task outcomes: A focus on immersion students’ use of pronominal verbs in their writing. Canadian Journal of Applied Linguistics, 3, 1001–1017.
6. Lapkin, S., Swain, M., & Smith, M. (2002). Reformulation and the learning of French pronominal verbs in a Canadian French immersion context. Modern Language Journal, 86(4), 485–507.
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8. Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Socio cultural theory and second language learning (pp. 97–114). Oxford: Oxford University Press.
9. Swain, M., & Lapkin, S. (2001). Focus on form through collaborative dialogue: Exploring task effects. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 99–118). Harlow, England: Longman.
10. Swain, M., & Lapkin, S. (2002). Talking it through: Two French immersion learners’ response to reformulation. International Journal of Educational Research, 37, 285–304.
11. Talyzina, N. (1981). The psychology of learning. Moscow: Progress Press.
12. Wanjryb, R. (1990). Grammar dictation. Oxford: Oxford University Press.
13. Wertsch, J. V., & Stone, C. A. (1985). The concept of internalization in Vygotsky’s account of the genesis of higher mental functions. In J. V. Wertsch (Ed.), Culture, communication and cognition: Vygotskian perspectives. Cambridge: Cambridge University Press.