Prompts Versus Recasts in Dyadic Interaction

By R. Lyster, Jesús Izquierdo. 2009

241 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/43cdf603fd23d2823d58c190d528cf3a42fae859

How researchers see this paper

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

In Developmental and Educational Psychology

In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT (2012, background): “…2000 ); therefore, prompts, which provide learners with opportunities to engage in “controlled practice in the context of communicative interaction” (Lyster & Izquierdo, 2009 , p. 462), are effective both for developing accurate knowledge by restructuring their already existing knowledge and for…”
EFFECTS OF FORM-FOCUSED PRACTICE AND FEEDBACK ON CHINESE EFL LEARNERS’ ACQUISITION OF REGULAR AND IRREGULAR PAST TENSE FORMS (2010, background): “…enhanced by pragmatic variables relating to the research context, with recasts provided consistently by a researcher to a learner in a laboratory setting considered as more salient than recasts provided by a teacher in a classroom setting (e.g., Lyster & Izquierdo, 2009 ; Nicholas et al., 2001 ).”
Oral corrective feedback in second language classrooms (2012, background): “In both cases, laboratory studies showed significantly larger effect sizes than did classroom studies, a finding attributed by Mackey & Goo (2007) to ‘the quantity and quality and often dyadic context for the provision of treatments in laboratory settings’ (p.”
STUDY QUALITY IN SLA (2013, background): “…four design features associated with quality in (quasi-)experimental designs (i.e., random assignment to experimental a A small number of studies were both observational and experimental (e.g., Loewen, 2005 ) or were carried out in both laboratories and classrooms (e.g., Lyster & Izquierdo, 2009 ).”
Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research (2016, background): “Within experimental studies, those conducted in laboratory settings have often reported more success for feedback such as recasts than experimental classroom studies (e.g. Han, 2002; Ishida, 2004; Lyster & Izquierdo, 2009; Mackey, 2007; Mackey & Philp, 1998; McDonough & Mackey, 2006).”
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.”
Raising language awareness in peer interaction: a cross-context, cross-methodology examination (2012, background): “…is CF that can disconfirm (or confirm) the learners’ linguistic hypotheses, which, at the same time, raises their language awareness and thus allows them to re-examine their hypotheses (Ammar & Spada, 2006; Lyster, 2004; Lyster & Izquierdo, 2009; McDonough, 2005; Ohta, 2001; Sato & Lyster, 2007).”
COUNTERPOINT PIECE: THE CASE FOR VARIETY IN CORRECTIVE FEEDBACK RESEARCH (2013, background): “In their lab study, Lyster and Izquierdo ( 2009 ) found recasts and prompts to be equally effective, even though modifi ed output was allowed after prompts but not after recasts.”
CORRECTIVE FEEDBACK AND WORKING MEMORY CAPACITY IN INTERACTION-DRIVEN L2 LEARNING (2012, background): “…such as metalinguistic feedback, clarifi cation requests, elicitations, and repetitions (Ammar, 2008 ; Ammar & Spada, 2006 ; Ellis, 2007 ; Ellis et al., 2006 ; Loewen & Nabei, 2007 ; Lyster, 2004 ; Lyster & Izquierdo, 2009 ; McDonough, 2007 ; Nassaji, 2009 ; Sheen, 2007 ; Yang & Lyster, 2010 ).”
DIFFERENTIAL EFFECTS OF ORAL AND WRITTEN CORRECTIVE FEEDBACK IN THE ESL CLASSROOM (2010, result): “For example, Lyster and Izquierdo ( 2009 ) found that recasts were as effective as other feedback types in dyadic interaction contrary to classroom studies that failed to demonstrate this.”
The Routledge handbook of English language teaching (2018, background): “In short, exploring and understanding the conceptual motivations in language usages may help make language learning more interesting and effective (see Langacker, 2008).”