Talking It through: Two French Immersion Learners' Response to Reformulation.

By M. Swain, Sharon Lapkin. 2002

537 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/1a644b0ba8d95f37592b5d76aba1a962a9d6d63d

How researchers see this paper

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

In Language and Linguistics

1. Masatoshi Sato
2. Hossein Nassaji
3. R. Lyster
4. Icy Lee
5. Shulin Yu
6. A. Dobao
7. Kazuya Saito
8. Younghee Sheen

In Literature and Literary Theory

1. Hossein Nassaji
2. Masatoshi Sato
3. Icy Lee
4. R. Lyster
5. Shulin Yu
6. A. Dobao
7. Susan Ballinger
8. N. Storch

Citations in the corpus

• Reformulation and the Learning of French Pronominal Verbs in a Canadian French Immersion Context. (2002, unknown): “We also observed that the presence of the research assistant and her role in the stage 3 stimulated recall encouraged metatalk (cf. Swain & Lapkin, 2002).”
• “What Do You Want to Say?” How Adolescents Use Translanguaging to Expand Learning Opportunities (2014, background): “…(SLA) research using a sociocultural lens has argued that microgenetic analyses of discourse can help us to understand how language learning occurs during an interaction, not simply as a result of it (Foster & Ohta, 2005; Lantolf, 2000; Swain, 2006; Swain & Lapkin, 1998, 2002; van Lier, 2000).”
• Japanese Learners' Self Revisions and Peer Revisions of Their Written Compositions in English. (2008, background): “Swain (2005) and colleagues have proposed that speech itself (e.g., collaborative dialogue) can be a process of L2 learning (Lapkin, Swain, & Smith, 2002; Swain, Brooks, & Tocalli-Beller, 2002; Swain & Lapkin, 1998, 2001, 2002; Tocalli-Beller & Swain, 2005).”
• Raising language awareness in peer interaction: a cross-context, cross-methodology examination (2012, result): “Similar claims were made in a series of studies by Swain and Lapkin ( 1998 , 2001 , 2002 ) focusing on ‘metatalk’ defined as ‘language used to reflect consciously on language use’ (Swain & Lapkin, 2002 , p.”
• Interactional Feedback and the Impact of Attitude and Motivation on Noticing L2 Form (2011, background): “His studies support the theory that integrative motivation (wanting to learn a language in order to identify with the community that speaks the language) promotes SLA.”
• The Potential Role(s) of Writing in Second Language Development. (2012, background): “For example, studies by Swain and her colleagues (Swain, 1998, 2000, 2006; Swain & Lapkin, 1995, 2002; Tocalli-Beller & Swain, 2005) suggest that output can affect early stages of acquisition (knowledge internalization).”
• Form‐Focused Instruction: Isolated or Integrated? (2008, background): “Other SLA concepts such as negotiation of form (Lyster, 1994a, 1994b) and metatalk (Swain & Lapkin, 2002) also point to the benefits of reflecting on language form during communicative language use.”
• Peer interaction in the foreign language classroom: what factors foster a focus on form? (2010, result): “…from results of research of peer interaction involving more pedagogic tasks or grammar-oriented tasks such as text reconstruction and reformulation (e.g. Iwashita, 2001; Kowal & Swain, 1994; Swain & Lapkin, 2002) but was consistent with other classroom-based research on oral tasks (Williams, 2001).”