Stimulated Recall Methodology in Second Language Research

By S. Gass, Alison Mackey. 2000

1,084 citations recorded by the source corpus.

Subfields: Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/3ee7e0a9caad8f856d5b297262d8234705a55e7f

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. Hossein Nassaji
2. Masatoshi Sato
3. Kazuya Saito
4. R. Lyster
5. S. Loewen
6. N. Storch
7. Andrea Révész
8. R. Ellis

Citations in the corpus

• HOW DO LEARNERS PERCEIVE INTERACTIONAL FEEDBACK? (2000, methodology): “The procedure adopted in this study is generally known as stimulated recall (Gass & Mackey, 2000) and its use is well documented in the general L2 literature.”
• Understanding Chinese learners' willingness to communicate in a New Zealand ESL classroom: A multiple case study drawing on the theory of planned behavior (2013, background): “(4) Stimulated recall interviews: two stimulated recall interviews were conducted within a week following the class observations whilst their memory was still fresh (Gass and Mackey, 2000).”
• Effects of proficiency differences and patterns of pair interaction on second language learning: collaborative dialogue between adult ESL learners (2007, methodology): “4 Stimulated recall is a type of introspective method in which prompts such as videotaped interaction of themselves are used to stimulate the learners’ recall of their thoughts at the time of the activities originally took place (Gass and Mackey, 2000).”
• Interaction and instructed second language acquisition (2018, methodology): “One popular method is stimulated recall (Gass & Mackey 2000) in which learners are provided with audio or video recordings of their previous interaction, and they are asked what they were thinking at specific moments during the interaction.”
• INCIDENTAL FOCUS ON FORM AND SECOND LANGUAGE LEARNING (2005, result): “…which they produced successful uptake+ Such an investigation might be conducted in a more controlled, experimental-type study or perhaps through stimulated recall ~Gass & Mackey, 2000!+ In conclusion, the results of this study suggest that incidental focus on form helps learners improve their…”
• Investigating learners’ use and understanding of peer and teacher feedback on writing: A comparative study in a Chinese English writing classroom (2010, background): “Gass and Mackey (2000) suggested three benefits for piloting SRI questions: 1.”
• Teachers’ code-switching in bilingual classrooms: exploring pedagogical and sociocultural functions (2018, methodology): “…with individual teachers included some stimulated recall, using the video as prompt to help them consider how they were performing a particular task (Gass and Mackey 2000, 17), and to revive their memories so that they might explain their actions and behaviours (Stough and Palmer 2003, 209).”
• Metatalk in a Pair Work Activity: Level of Engagement and Implications for Language Development (2008, positive): “One way perhaps of ascertaining whether the learner did note the suggestion made and the function of the phatic would have been to use retrospective stimulated recall (see Gass & Mackey, 2000).”
• CONSTRAINTS ON “NOTICING THE GAP” (2003, background): “In a recent study, Mackey et al. (2000) used a variation on think-alouds to tap perception of feedback by L2 learners of English and Italian during oral interaction (see also Gass & Mackey, 2000).”
• Links between teachers' beliefs and practices and research on reading (2011, methodology): “In earlier research a stimulus had been used to elicit teachers' concurrent thought processes during lessons (Gass & Mackey, 2000).”
• Re-examining the role of explicit instruction and input flood on the acquisition of Spanish discourse markers (2011, background): “Fourth, the use of stimulated recall (see Gass & Mackey, 2000; de la Fuente, 2009) and think-aloud protocols (see Leow, 2000, 2007; Leow et al., 2003) to assess noticing and its relationship to subsequent second language learning would provide important insights into the acquisition of discourse…”
• Rater Experience, Rating Scale Length, and Judgments of L2 Pronunciation: Revisiting Research Conventions (2013, background): “In the event of a sustained silence, the researcher prompted raters to continue verbalizing (Gass & Mackey, 2000).”