ANNIVERSARY ARTICLE: CLASSROOM SLA RESEARCH AND SECOND LANGUAGE TEACHING

By P. Lightbown. 2000

388 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/0bf31f3e0e49eb436e395313860dc77c4f53f7c5

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Citations in the corpus

The relationship between SLA research and language pedagogy: Teachers’ perspectives (2012, background): “…mutual interest, through establishing professionally motivated communication networks (Crookes, 1998), through undertaking and publishing research projects collaboratively inside the classroom, and through researchers presenting their works at teachers’ conferences and vice versa (Lightbown, 2000).”
STUDY QUALITY IN SLA (2013, background): “E-mail: luke.plonsky@nau.edu The field of SLA 1 has made significant progress, both substantive and methodological, since its inception in the second half of the 20th century (e.g., Lightbown, 2000 ; Ortega, 2009 ; Pica, 1997 ).”
Dynamic assessment in the classroom: Vygotskian praxis for second language development (2011, background): “As Lantolf (2010) has commented, there is a widespread sentiment among those conducting theoretically informed SLA research that connections to teaching practice is premature (e.g. Lightbown, 2000; Gass & Mackey, 2007).”
Task Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom-Based Study. (2011, background): “…pure classroom, research (e.g., the tasks and procedures were originally designed by the researcher for experimental purposes) and, as it has been argued extensively, the results of laboratory studies may not be directly applicable to the classroom (e.g., Lightbown, 2000; Samuda & Bygate, 2008).”
Phonological Awareness and Speech Comprehensibility: An Exploratory Study (2007, background): “While it is not clear that this kind of noticing is always amenable to formal instruction (Lightbown, 2000), studies on form-focused instruction find that learners who have such instruction usually outperform those who have meaning-only instruction (Spada, 1997).”
Raising language awareness in peer interaction: a cross-context, cross-methodology examination (2012, background): “This is because neither becoming aware of rules nor being able to execute a communication strategy is the same phenomenon as developing interlanguage (see DeKeyser, 1997, 2007; Lightbown, 2000; Paradis, 2009; Tarone, 1983).”
Focus on form–a myth in the making? (2003, background): “It is, therefore, both unfortunate and misleading that Lightbown (2000) and Long (2000) provide such an unrepresentative and misleading characterization of the conclusion of this work.”
Weighing the benefits of studying a foreign language at a younger starting age in a minimal input situation (2008, background): “Some researchers have argued that age effects would not be expected to appear in situations of minimal input because critical period effects are only seen in naturalistic or immersion classroom settings (Patkowski, 1994; DeKeyser, 2000; Lightbown, 2000).”