HOW DO LEARNERS PERCEIVE INTERACTIONAL FEEDBACK

Studies in Second Language Acquisition

Volumn 22, Issue 4, 2000, Pages 471-497

  MacKey, Alison ^a   Gass, Susan ^b   McDonough, Kim ^a  

^a GEORGETOWN UNIVERSITY   (United States)

^b MICHIGAN STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85137628535     PISSN: 02722631     EISSN: 14701545     Source Type: Journal    
DOI: 10.1017/S0272263100004010     Document Type: Article

References (46)

1. Alanen, R. (1995). Input enhancement and rule presentation in second language acquisition. In R. Schmidt (Ed.), Attention and awareness in foreign language learning (pp. 259-302). Honolulu: University of Hawaii Press.
2. Aston, G. (1986). Trouble-shooting in interaction with learners: The more the merrier Applied Linguistics, 7, 128-143.
3. Ellis, R., Tanaka, Y., & Yamazaki, A. (1994). Classroom interaction, comprehension, and the acquisition of L2 word meanings. Language Learning, 44, 449-491.
4. Ericcson, K., & Simon, H. (1993). Protocol analysis: Verbal reports as data (Rev. ed.). Cambridge, MA: MIT Press.
5. Færch, C., & Kasper, G. (1987). From product to process: Introspective methods in second language research. In C. Færch & G. Kasper (Eds.), Introspection in second language research (pp. 5-23). Clevedon, UK: Multilingual Matters.
6. Gass, S. M. (1988). Integrating research areas: A framework for second language studies. Applied Linguistics, 9, 198-217.
7. Gass, S. M. (1997). Input, interaction, and the second language learner. Mahwah, NJ: Erlbaum.
8. Gass, S. M., & Mackey, A. (2000). Stimulated recall methodology in second language research. Mahwah, NJ: Erlbaum.
9. Gass, S. M., Mackey, A., & Pica, T. (1998). The role of input and interaction in second language acquisition: An introduction. Modern Language Journal, 82, 299-307.
10. Gass, S. M., & Varonis, E. M. (1994). Input, interaction, and second language production. Studies in Second Language Acquisition, 16, 283-302.
11. Green, A. (1998). Verbal protocol analysis in language testing research: A handbook. New York: Cambridge University Press.
12. Hatch, E. (1983). Psycholinguistics: A second language perspective. Rowley, MA: Newbury House.
13. Leeman, J. (2000). Investigating recasts and L2 development: Negative evidence and enhanced salience. Paper presented at the American Association of Applied Linguistics Conference, Vancouver, British Columbia.
14. Leow, R. (1997). Attention, awareness, and foreign language behavior. Language Learning, 47, 467-506.
15. Leow, R. (1998a). The effects of amount and type of exposure on adult learners L2 development in SLA. Modern Language Journal, 82, 50-68.
16. Leow, R. (1998b). Toward operationalizing the process of attention in SLA: Evidence for Tomlin and Villas (1994) fine-grained analysis of attention. Applied Psycholinguistics, 19, 133-159.
17. Long, M. H. (1980). Input, interaction, and second language acquisition. Unpublished doctoral dissertation, University of California, Los Angeles.
18. Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of language acquisition. Vol. 2: Second language acquisition (pp. 413-468). New York: Academic Press.
19. Long, M. H., & Robinson, P. (1998). Focus on form: Theory, research, process. In C. Doughty & J. Williams (Eds.), Focus on form in classroom SLA (pp. 15-41). New York: Cambridge University Press.
20. Loschky, L. C. (1994). Comprehensible input and second language acquisition: What is the relationship Studies in Second Language Acquisition, 16, 303-325.
21. Lyster, R. (1998). Recasts, repetition, and ambiguity in L2 classroom discourse. Studies in Second Language Acquisition, 20, 51-81.
22. Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake. Studies in Second Language Acquisition, 19, 36-66.
23. 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.
24. Mackey, A. (2000). Interactional feedback on L2 morphosyntax: Learners perceptions and developmental outcomes. Paper presented at the American Association of Applied Linguistics Conference, Vancouver, British Columbia.
25. Mackey, A., & Philp, J. (1998). Conversational interaction and second language development: Recasts, responses, and red herrings Modern Language Journal, 82, 338-356.
26. Oliver, R. (1995). Negative feedback in child NS/NNS conversation. Studies in Second Language Acquisition, 17, 459-483.
27. Philp, J. (1999). Interaction, noticing, and second language acquisition: An examination of learners noticing of recasts in task-based interaction. Unpublished doctoral dissertation, University of Tasmania, Australia.
28. Pica, T. (1994). Research on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes Language Learning, 44, 493-527.
29. Roberts, M. (1995). Awareness and the efficacy of error correction. In R. Schmidt (Ed.), Attention and awareness in foreign language learning (pp. 163-182). Honolulu: University of Hawaii Press.
30. Robinson, P. (1996). Learning simple and complex second language rules under implicit, incidental, rule-search, and instructed conditions. Studies in Second Language Acquisition, 18, 27-67.
31. Sato, C. (1986). Conversation and interlanguage development: Rethinking the connection. In R. Day (Ed.), "Talking to learn": Conversation in second language acquisition (pp. 23-45). Rowley, MA: Newbury House.
32. Saxton, M. (1997). The contrast theory of negative input. Journal of Child Language, 24, 139-161.
33. Schachter, J. (1986). Three approaches to the study of input. Language Learning, 36, 211-226.
34. Schachter, J., Rounds, P. L., Wright, S., & Smith, T. (1998). Comparing conditions for learning syntactic patterns: Attention and awareness. Unpublished manuscript, University of Oregon, Eugene.
35. Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-158.
36. Schmidt, R. W. (1993). Awareness and second language acquisition. Annual Review of Applied Linguistics, 13, 206-226.
37. Schmidt, R. W. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In R. Schmidt (Ed.), Attention and awareness in foreign language learning (pp. 1-63). Honolulu: University of Hawaii Press.
38. Schmidt, R. W., & Frota, S. (1986). Developing basic conversational ability in a second language: A case study of an adult learner of Portuguese. In R. Day (Ed.), "Talking to learn": Conversation in second language acquisition (pp. 237-326). Rowley, MA: Newbury House.
39. Schwartz, B. (1993). On explicit and negative data effecting and affecting competence and linguistic behavior. Studies in Second Language Acquisition, 15, 147-165.
40. Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235-253). Rowley, MA: Newbury House.
41. Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honour of H. G. Widdowson (pp. 125-144). Oxford: Oxford University Press.
42. Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. Modern Language Journal, 82, 320-337.
43. Tarone, E., & Liu, G. (1995). Situational context, variation, and second language acquisition theory. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honour of H. G. Widdowson (pp. 107-124). Oxford: Oxford University Press.
44. Tomlin, R., & Villa, V. (1994). Attention in cognitive science and second language learning. Studies in Second Language Acquisition, 16, 183-203.
45. Truscott, J. (1998). Noticing in second language acquisition: A critical review. Second Language Research, 14, 103-135.
46. White, L. (1987). Against comprehensible input: The input hypothesis and the development of L2 competence. Applied Linguistics, 8, 95-110.