Oral corrective feedback in the foreign language classroom: how it affects interaction in analytic foreign language teaching

By Katja Lochtman. 2002

113 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/1f4b4596df818d81c173969e323af986919c9543

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. Kazuya Saito
3. R. Lyster
4. Hossein Nassaji
5. H. Mori
6. K. Rajagopalan
7. S. Loewen
8. Dan Brown

In Literature and Literary Theory

1. Masatoshi Sato
2. Kazuya Saito
3. R. Lyster
4. H. Mori
5. Hossein Nassaji
6. K. Rajagopalan
7. S. Loewen
8. Dan Brown

Citations in the corpus

• Oral corrective feedback in second language classrooms (2012, background): “Because, in some foreign language settings, recasts have even been found to lead to learner repair as frequently as explicit correction, they have been considered tantamount to explicit correction in those contexts (Lochtman 2002; Lyster & Mori 2006).”
• INTERACTIONAL FEEDBACK AND INSTRUCTIONAL COUNTERBALANCE (2006, background): “…2002!, ESL classrooms ~Panova & Lyster, 2002!, EFL classrooms ~Havranek, 2002; Sheen, 2004; Tsang, 2004!, and German foreign language classrooms ~Lochtman, 2002!+ The error treatment sequence begins with a learner utterance that contains one or more errors, coded as either grammatical,…”