IDENTIFYING THE IMPACT OF NEGATIVE FEEDBACK AND LEARNERS' RESPONSES ON ESL QUESTION DEVELOPMENT

By Kim McDonough. Studies in Second Language Acquisition, 2005

281 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/2013f736e0f9c4b278f8fb761961d10976c3dca9

How researchers see this paper

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

In Education

In Language and Linguistics

Citations in the corpus

ORAL FEEDBACK IN CLASSROOM SLA (2010, unknown): “2 We then excluded all laboratory-based studies (e.g., Carroll & Swain, 1993; Leeman, 2003; Lyster & Izquierdo, 2009; Mackey & Philp, 1998; McDonough, 2005, 2007) and selected only quasi-experimental classroombased studies.”
CORRECTIVE FEEDBACK AND WORKING MEMORY CAPACITY IN INTERACTION-DRIVEN L2 LEARNING (2012, methodology): “To control modifi ed output opportunities, as in Leeman ( 2003 ) and Long and colleagues (1998)—because they may impact L2 learning (e.g., McDonough, 2005 ; Nobuyoshi & Ellis, 1993 ; Swain, 1985 , 1995 , 2005 )—the NS teacher’s prompt (“Okay, let’s move to the next item”), immediately following the…”
Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research (2016, background): “It can promote the automatization of already known forms if they occur as self-repair in response to elicitation moves (McDonough, 2005; Panova & Lyster, 2002; Swain, 1995).”
Working Memory and the Observed Effectiveness of Recasts on Different L2 Outcome Measures. (2012, background): “Another potential benefit is that recasts may push learners to modify their output and thereby contribute to automatizing and/or expanding their linguistic knowledge (McDonough, 2005; Swain, 1995).”
PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT (2012, background): “…triggered by output and the resulting modifi ed output (MO) have proven beneficial for improving accuracy (Izumi & Bigelow, 2000 ; Nobuyoshi & Ellis, 1993 ), the effectiveness of prompts has been attributed to this cognitive processing (e.g., Ammar & Spada, 2006 ; Lyster, 2004 ; McDonough, 2005 ).”
SYNTACTIC PRIMING AND ESL QUESTION DEVELOPMENT (2008, methodology): “The testing and treatment materials consisted of communicative tasks previously used in interaction research carried out in this context ~McDonough, 2005; McDonough & Mackey, 2006!+ Two sets of treatment materials were compiled, and each set consisted of four communicative activities that elicited…”
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”
Re-examining the role of explicit instruction and input flood on the acquisition of Spanish discourse markers (2011, background): “As Mackey (2006) and McDonough (2005) as well as other researchers have shown that feedback is an important aspect of the SLA process, future studies should address the specific contribution of interactional feedback in promoting acquisition of discourse markers.”