Focus on Form through Interaction Enhancement: Integrating Formal Instruction into a Communicative Task in EFL Classrooms.

By Hitoshi Muranoi. 2000

284 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/05768face1640a369730661eb53839cd766f3fc1

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

ORAL FEEDBACK IN CLASSROOM SLA (2010, background): “Although Muranoi (2000) labeled two of his treatment groups as recasts, both groups were excluded from our analysis of CF types because they received not only recasts but also requests for repetition (i.e., clarifi cation requests, thus a combination of recasts and prompts).”
PSYCHOLOGICAL CONSTRAINTS ON THE UTILITY OF METALINGUISTIC KNOWLEDGE IN SECOND LANGUAGE PRODUCTION (2002, result): “…learners’ better performance on metalinguistic tasks in some studies (e.g., Gass, 1983, and research cited by Krashen), it cannot account for the results of other studies (e.g., Muranoi, 2000; Tarone, 1985) that witnessed more accurate production on communicative tasks than on metalinguistic tasks.”
Quantitative Research Methods, Study Quality, and Outcomes: The Case of Interaction Research (2011, methodology): “, Mackey & Philp, 1998), other means-based tests (e.g., multivariate analysis of variance; Muranoi, 2000), and the nonparametric counterparts of these tests such as the Mann-Whitney U-test (Lin & Hedgcock, 1996) and the Wilcoxon signed ranks test (Kim & McDonough, 2008).”
LEARNERS' INTERPRETATIONS OF RECASTS (2006, unknown): “…have been shown to be beneficial ~Ayoun, 2001; Braidi, 2002; Doughty & Varela, 1998; Han, 2002; Havranek, 2002; Iwashita, 2003; Leeman, 2003; Long et al+, 1998; Mackey & Philp; Muranoi, 2000; Oliver, 1995, 2000; Philp, 2003!+ Mackey et al+ ~2000! also explored the possibility that learners’…”
Selective Integration of Linguistic Knowledge in Adult Second Language Learning (2007, unknown): “, Muranoi, 2000; Salaberry, 1997; Towell, Hawkins, & Bazergui, 1996), pictures (e.g., Erlam, 2003; Long, Inagaki, & Ortega, 1998; Muranoi, 2000), or slides (Lyster, 1994).”
Task-Based Interactions in Classroom and Laboratory Settings. (2005, background): “A number of studies have now convincingly demonstrated a relationship between various types of interaction and L2 learning (see, for example, recent empirical work by Ayoun, 2001; Braidi, 2002; Iwashita, 2003; Leeman, 2003; Long, Inagaki, & Ortega, 1998; Mackey, 1999; Mackey & Philp, 1998; McDonough”
IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2 GRAMMAR (2006, background): “…involved fairly mechanical exercises ~e+g+, Carroll; Carroll & Swain; Nagata, 1993!, in others they involved communicative tasks ~e+g+, Leeman, 2003; Muranoi, 2000; Rosa & Leow!, and in others they involved a mixture of the two ~DeKeyser!+ Fourth, the treatment also differed in terms of whether…”
A Study of the Impact of Recasts on Tense Consistency in L2 Output (2002, background): “In real classrooms, students rarely get much, if any, individualized attention, and corrective feedback, if provided, is usually given ad hoc, covering a wide range of interlanguage constructions (Han, in press; Lyster, 1998; Muranoi, 2000).”
DIFFERENTIAL EFFECTS OF ORAL AND WRITTEN CORRECTIVE FEEDBACK IN THE ESL CLASSROOM (2010, methodology): “The items, which focused on articles, were adapted from test instruments used in Liu and Gleason ( 2002 ) and Muranoi ( 2000 ); an example is provided in (2).”
Uptake, Modified Output, and Learner Perceptions of Recasts: Learner Responses as Language Awareness (2010, background): “ment, rather than immediately following it (e.g., Ellis et al., 2006; Muranoi, 2000), suggesting that the internalization of L2 information provided in”
RECASTS AND SECOND LANGUAGE DEVELOPMENT (2003, background): “Interaction research has begun to explore the effects of specific interactional features on L2 development and has found that various types of negative feedback seem to promote linguistic development (e.g., Long, Inagaki, & Ortega, 1998; Mackey & Philp, 1998; Muranoi, 2000).”
Evaluating the effectiveness of explicit instruction on implicit and explicit L2 knowledge (2012, background): “Evidence on implicit knowledge of English articles is also limited, as few studies have employed oral measures in data collection (e.g. Muranoi, 2000; Rovers, 2002).”
DOES FORM-FOCUSED INSTRUCTION AFFECT THE ACQUISITION OF IMPLICIT KNOWLEDGE? (2002, background): “There is some evidence (Mackey, 1999; Murunoi, 2000) that the effects of FFI were stronger in the delayed than the immediate posttest.”