Self- and Other-initiated Modified Output during Task-based Interaction.

By Ali Shehadeh. 2001

104 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/0ce3851367eca59541adc7beb5064ae8ad6de017

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Citations in the corpus

PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT (2012, background): “In addition to these interactional moves, learners tend to self-correct more while interacting with one another than when they interact with native speakers (e.g., Buckwalter, 2001 ; Sato, 2007 ; Shehadeh, 2001 ).”
INTERACTION AND SYNTACTIC PRIMING: English L2 Speakers' Production of Dative Constructions (2006, background): “…in second language (L2) development has focused largely on modified output, specifically learners’ responses to negative feedback (Iwashita, 2001; Loewen & Philp, in press; Mackey & Philp, 1998; McDonough, 2005; McDonough & Mackey, in press; Nobuyoshi & Ellis, 1993; Pica, 1988; Shehadeh, 2001).”
Interaction and instructed second language acquisition (2018, background): “Shehadeh (2001), in a follow up examination of his earlier data (1999), showed that 93% of self-initiation led to modified output during L2–L2 interaction, which was proportionally higher than L2–L1 interaction, again after extended negotiations.”
Task-based instruction (2003, background): “Shehadeh (2001) makes similar claims for self-initiated recasting, where the learner seems aware, spontaneously, of a problem.”
Task-Based Language Learning (2011, background): “…continued into the present (e.g., Alcon-Soler & Garcia Mayo, 2009; Gass, Mackey, & Ross-Feldman, this issue; Mackey, 1999, 2007; Mackey & Gass, 2006; Shehadeh, 2001), with the result that broad findings for the effects of interaction and corrective feedback have accumulated to the extent that…”
Raising language awareness in peer interaction: a cross-context, cross-methodology examination (2012, background): “…learner detects ‘the output has been erroneous or inappropriate, halts the speech flow, and finally executes a correction’ (p. 315), indicating that SMO could be a reliable indicator of language awareness (see also Buckwalter, 2001; McDonough, 2004; Shehadeh, 1999, 2001; Shonerd, 1994; Toth, 2008).”