Learning and Teaching Languages through Content: A Counterbalanced Approach

By J. Benjamins. 2008

393 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4aa04edb3889ea8a1f2f49ac5ca68aef7c77d84c

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Citations in the corpus

Corrective Feedback in L2 Writing: Theoretical Perspectives, Empirical Insights, and Future Directions (2010, background): “The importance behind this is explained well by Lyster (2007) in terms of Segalowitz’s (1997; 2000) notion of transfer-appropriate learning.”
Ambivalence About Communicating in a Second Language: A Qualitative Study of French Immersion Students’ Willingness to Communicate (2011, background): “Immersion education and contentbased learning (Lyster, 2007) are particularly interesting pedagogical approaches because, in addition to their effects on L2 learning (Fortune & Tedick, 2008; Genesee, 1987; see also de Courcy, 2002) and communication (Baker & MacIntyre, 2000; MacIntyre & Charos,…”
Effects of Instruction on L2 Pronunciation Development: A Synthesis of 15 Quasi- Experimental Intervention Studies (2012, background): “corrective feedback (i.e., provision of corrective feedback in response to students’ linguistic errors; Lyster, 2007), and (c) explicit instruction (i.”
Written discourse development in CLIL at secondary school (2011, background): “The role of talk as preparation for composing text has been defended by other researchers (Weissberg, 2006; Lyster, 2007).”
Oral corrective feedback in second language classrooms (2012, background): “They found that recasts positively influenced child learners’ development of English question forms even at the immediate posttest session, whereas Mackey & Philp (1998) had found in a preceding study only delayed effects for adult participants.”
Developing Academic Language in English Language Learners Through Sheltered Instruction (2012, unknown): “and other labels (Lyster, 2007; Mohan, Leung, & Davison, 2001; Murphy & Stoller, 2001; Stoller, 2004).”
The effects of biliteracy instruction on morphological awareness (2013, methodology): “The initiative built on a previous study undertaken by Lyster, Collins, and Ballinger (2009) in collaboration with six teachers in the same school board.”
Effects of Form-Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /ɹ/ by Japanese Learners of English (2012, background): “…form and meaning (FFI, focus on form) are more effective than (a) decontextualized teaching methods (grammar-translation methods, focus-on-forms) and (b) mere exposure to the target language (naturalistic approach, focus on meaning) (Doughty, 2003; Ellis, 2001, 2006; Lyster, 2007; Spada, 1997).”
Examining the role of explicit phonetic instruction in native-like and comprehensible pronunciation development: an instructed SLA approach to L2 phonology (2011, background): “From L2 instructional perspectives, the transition from rule-based performance to memory-based performance implies two different types of production activities, controlled practice and communicative practice (Lyster, 2007).”
Research into practice: Grammar learning and teaching (2015, unknown): “Since then, other researchers have pointed to the nature of classroom language and its lack of linguistic complexity and variety (e.g., Dalton-Puffer 2007; Lyster 2007).”