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Copyright © Australian International Academic Centre, Australia The Interface of Error Types, Teacher’s Feedback, and
Citations
| 1318 | The study of second language acquisition - Ellis - 1994 |
| 355 | The role of the linguistic environment in second language acquisition. - Seifoori, Long, et al. |
| 240 |
Three functions of output in second language learning.
- Swain
- 1995
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Citation Context ...me researchers. It serves as a predator of generalsperformance of examinee on the test (Loewen, 2005); it could result in a focus on the learners’ output (Lightbown,s1998); it contributes to fluency (=-=Swain, 1995-=-); and it provokes the reanalysis and change of non-target form in learners’sproduction while they form new hypothesis and try to test them (Lyster, 1998a).s1.2.2 Successful and Unsuccessful UptakesEl... |
| 223 | How Languages are Learned - Lightbrown, Spada - 1993 |
| 172 | Corrective feedback and learner uptake: Negotiation of form in communicative classrooms.
- Lyster, Ranta
- 1997
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Citation Context ...ed to Lyster & Ranta’s category.sIJALEL 3(1):54-62, 2014s57sThe Process of Error Management (Adopted from “Corrective Feedback and Learner Uptake: Negotiation of Form insCommunicative Classrooms,” By =-=Lyster and Ranta, 1997-=-).sFigure 1. This model was modified by the researchers in two parts, Learner Errors and Corrective Feedbacks3.sResultssAfter analyzing the data, five types of error including phonological, grammatica... |
| 94 | Conversational interaction and second language development: Recasts, responses, and red herrings? - Mackey, Philp - 1998 |
| 71 | Explicit and implicit negative feedback: An empirical study of the learning of linguistic generalizations. - Carroll, Swain - 1993 |
| 67 | Implicit and explicit corrective feedback and the acquisition of l2 grammar. - Ellis, Loewen, et al. - 2006 |
| 67 | Differential effects of prompts and recasts in form-focused instruction. - Lyster - 2004 |
| 60 | How do learners perceive interactional feedback? - Mackey, Gass, et al. - 2000 |
| 57 | The cognitive underpinnings of focus on form. - Doughty - 2001 |
| 54 | The importance of timing in focus on form”. - Lightbown - 1998 |
| 54 | Patterns of Corrective Feedback and Uptake in an Adult ESL Classroom.
- Panova, Lyster
- 2002
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Citation Context ...rception/noticing of corrective feedback by means ofs(stimulated) recall ( Macky et al., 2000; Philip, 2003); and 4) uptake (Ellis et al.,2001; Lyster, 1998b; Lyster &sRanta,1997; Mackey et al.,2003; =-=Panova & Lyster, 2002-=-; Suzuki, 2004; Sheen, 2004; Sheen, 2006; and Tsang, 2004) .s1.1 Definition of Corrective FeedbacksCorrective feedback is defined as the case when “negative or positive evidence” to errors are provide... |
| 52 |
Recasts as feedback to language Learners.
- Nicolas, Lightbown, et al.
- 2001
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Citation Context ...st recast is due to its ambiguoussnature since it might be considered as reparaphrasing ofsthe learners’ utterance (Long, 2006; Lyster & Ranta, 1997;sIJALEL 3(1):54-62, 2014s56sMorris & Tarone, 2003; =-=Nicholas et al, 2001-=-);sand finally c) recast rarely leads to repair since in recast, the learnersswithout being given a chance to modify their output, are provided with the correct form of language. (Loewen andsPhilip, 2... |
| 49 | Learner uptake in communicative ESL lessons. - Ellis, Basturkmen, et al. - 2001 |
| 45 | A descriptive model of discourse in the corrective treatment of learners’ errors. - Chaudron - 1977 |
| 44 |
Corrective feedback and learner uptake in communicative classrooms across instructional settings.
- Sheen
- 2004
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Citation Context ...ack by means ofs(stimulated) recall ( Macky et al., 2000; Philip, 2003); and 4) uptake (Ellis et al.,2001; Lyster, 1998b; Lyster &sRanta,1997; Mackey et al.,2003; Panova & Lyster, 2002; Suzuki, 2004; =-=Sheen, 2004-=-; Sheen, 2006; and Tsang, 2004) .s1.1 Definition of Corrective FeedbacksCorrective feedback is defined as the case when “negative or positive evidence” to errors are provided to help learnerssrepair t... |
| 41 | Negative feedback in child NS-NNS conversation. - Oliver - 1995 |
| 32 | Focus on form in task-based language teaching - Long - 1998 |
| 32 | Constraints on ‘‘noticing the gap’’: non-native speakers’ noticing of recasts - Philp - 2003 |
| 31 | Age differences in negotiation and feedback in classroom and pairwork - Oliver - 2000 |
| 30 | Interactional input and the incorporation of feedback: An exploration of NS–NNS and NNS–NNS adult and child dyads. - Mackey, Oliver, et al. - 2003 |
| 29 |
Exploring the relationship between characteristics of recasts and learner uptake.
- Sheen
- 2006
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Citation Context ...ofs(stimulated) recall ( Macky et al., 2000; Philip, 2003); and 4) uptake (Ellis et al.,2001; Lyster, 1998b; Lyster &sRanta,1997; Mackey et al.,2003; Panova & Lyster, 2002; Suzuki, 2004; Sheen, 2004; =-=Sheen, 2006-=-; and Tsang, 2004) .s1.1 Definition of Corrective FeedbacksCorrective feedback is defined as the case when “negative or positive evidence” to errors are provided to help learnerssrepair the erroneous ... |
| 28 | Interactional feedback and instructional counterbalance - Lyster, Mori - 2006 |
| 28 | A Vygotskian perspective on corrective feedback in L2: The effect of random versus negotiated help on the learning of English articles. - Nassaji, Swain - 2000 |
| 25 | The effect of error correction on L2 grammar knowledge and oral proficiency - Dekeyser - 1993 |
| 24 |
A study of the impact of recasts on tense consistency in L2 output.
- Han
- 2002
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Citation Context ... corrective feedback on language acquisition could be measured directlysand indirectly: 1) Immediate post-tests (Carrol & Swain,1993; Long et al., 1998); 2) delayed post-tests (Doughty &sVarela,1998; =-=Han, 2002-=-; and Macky & Philip,1998); 3)learner perception/noticing of corrective feedback by means ofs(stimulated) recall ( Macky et al., 2000; Philip, 2003); and 4) uptake (Ellis et al.,2001; Lyster, 1998b; L... |
| 24 | Responses to recasts: Repetitions, primed production, and linguistic development. - McDonough, Mackey - 2006 |
| 22 | Interactional feedback and children’s L2 development - Mackey, Oliver - 2002 |
| 22 | The Relationship Between Negotiated Interaction, Learner Uptake, and Lexical Acquisition in Task-Based Computer-Mediated Communication. - Smith - 2005 |
| 21 | Recasts in the adult English L2 classroom: Characteristics, explicitness, and effectiveness. The Modern Language - Loewen, Philp - 2006 |
| 16 | Prompts versus recasts in dyadic interaction. - Lyster, Izquierdo - 2009 |
| 14 |
2003: Impact of classroom dynamics on the effectiveness of recasts in SLA. Language Learning 53
- Morris, Tarone
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Citation Context ...ther issue raised against recast is due to its ambiguoussnature since it might be considered as reparaphrasing ofsthe learners’ utterance (Long, 2006; Lyster & Ranta, 1997;sIJALEL 3(1):54-62, 2014s56s=-=Morris & Tarone, 2003-=-; Nicholas et al, 2001);sand finally c) recast rarely leads to repair since in recast, the learnersswithout being given a chance to modify their output, are provided with the correct form of language.... |
| 13 | Learner awareness of recasts in classroom interaction: A case study of an adult EFL student's second language learning. - Nabel, Swain - 2002 |
| 11 | When is corrective feedback most likely to succeed? - Havranek - 2002 |
| 9 | Interactional tasks and English L2 learning by immigrant children in Singapore», - Mackey, Silver - 2005 |
| 9 | Effects of recasts and elicitations in dyadic interaction and the role of feedback explicitness. - Nassaji - 2009 |
| 7 | Corrective Feedback and Learner Uptake in Adult ESL Classrooms. Teachers College, - Suzuki - 2004 |
| 7 | The Effects of Explicit Feedback on the Development of Pragmatic Proficiency. - Takimoto - 2006 |
| 6 | Preemptive focus on form in the ESL classroom. - Ellis, Basturkmen, et al. - 2001 |
| 6 |
The role of implicit negative feedback in SLA: Models and recasts in Japanese and Spanish.
- Long, Inagaki, et al.
- 1998
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Citation Context ...e language learning.sSheen (2004) stated that the effectiveness of corrective feedback on language acquisition could be measured directlysand indirectly: 1) Immediate post-tests (Carrol & Swain,1993; =-=Long et al., 1998-=-); 2) delayed post-tests (Doughty &sVarela,1998; Han, 2002; and Macky & Philip,1998); 3)learner perception/noticing of corrective feedback by means ofs(stimulated) recall ( Macky et al., 2000; Philip,... |
| 6 |
Recast’ in a new light : insights for practice from typical language studies. Child Language Teaching and Therapy
- Saxton
- 2005
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Citation Context ...ffective corrective feedback in terms of successful uptake.s1.3.2 Advantages and Disadvantages of RecastsSeveral studies have been done to indicate the merits and effectiveness of recast (Long, 2006; =-=Saxton, 2005-=-): a) recastssappear where the negotiators participate in a “joint intentional focus” in some meaning-basedscommunication(Long2006; p.114); b)recast as a type of corrective feedback contributes to lea... |
| 5 | Communicative focus on form: Focus on form in classroom second Language Acquisition - Doughty, Verela - 1998 |
| 4 | Uptake as language awareness - Ellis - 1994 |
| 3 | noticing and second language development: an empirical study of L2 classroom interaction. Paper presented at the British Association for Applied Linguistics - Mackey |
| 1 | 2001).Factors affecting the success of corrective feedback.EUROSLA - Havranek, Cesenik |
| 1 |
Incidental focus on form and second language acquisition
- Loewen
- 2005
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Citation Context ... (p. 407-432)s1.2.1 The Benefits of UptakesUptake has been interpreted to function differently on the part of some researchers. It serves as a predator of generalsperformance of examinee on the test (=-=Loewen, 2005-=-); it could result in a focus on the learners’ output (Lightbown,s1998); it contributes to fluency (Swain, 1995); and it provokes the reanalysis and change of non-target form in learners’sproduction w... |
