Learner Uptake in Communicative ESL Lessons

By R. Ellis, Helen Basturkmen, S. Loewen. 2001

642 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/4f846aa6e6761a1063ff89f32689396c4d0d111c

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Citations in the corpus

TASK COMPLEXITY, FOCUS ON FORM, AND SECOND LANGUAGE DEVELOPMENT (2009, background): “External factors discussed in the literature include the learning context (e.g., Ellis et al., 2001 ; Loewen, 2004 ; Lyster & Mori, 2006 ; Sheen, 2004 ), the type of linguistic feature targeted (e.g., Jeon, 2007 ; Long), and the manner of recasting (Doughty & Varela, 1998 ; Han, 2002 ; Loewen &…”
COUNTERPOINT PIECE: THE CASE FOR VARIETY IN CORRECTIVE FEEDBACK RESEARCH (2013, result): “…research led to several studies that indeed revealed discrepancies in rates of uptake following recasts across instructional settings, most notably Ellis, Basturkmen, and Loewen ( 2001 ), Sheen ( 2004 ), and Lyster and Mori ( 2006 ), as well as other studies that also revealed low rates of…”
Examining the role of explicit phonetic instruction in native-like and comprehensible pronunciation development: an instructed SLA approach to L2 phonology (2011, background): “showing model pronunciations) in response to students’ mispronunciation or unclear pronunciation (eg, see, for their analysis of pronunciation-focused feedback in adult ESL classrooms, Ellis, Basturkmen, & Loewen, 2001 ).”
The relationship between experience, education and teachers’ use of incidental focus-on-form techniques (2004, background): “…empirical support, for the benefits of specific types of reactive focus on form, such as recasts (e.g., Doughty and Varela, 1998; Leeman, 2003; Han, 2002; Mackey and Philp, 1998), negotiation (e.g., Pica, 1994; Mackey, 1999) and pre-emptive focus on form (e.g., Ellis et al., 2001; Loewen, 2003).”
Corrective feedback and learner uptake in communicative classrooms across instructional settings (2004, methodology): “…measures of the effectiveness of CF on language acquisition: 1) uptake4 and learner repair5 (e.g., Lyster and Ranta, 1997; Panova and Lyster, 2002; Ellis et al., 2001; Mackey et al., 2003); 2) immediate post-tests (Carroll and Swain, 1993; Long et al., 1998); 3) delayed post-tests (Doughty and…”
Interaction and instructed second language acquisition (2018, background): “This is what studies of uptake have done (e.g. Ellis et al. 2001a; Loewen 2005) when they have looked at how learners responded to corrective feedback that was provided during meaning-focused interaction.”
Exploring the relationship between characteristics of recasts and learner uptake (2006, methodology): “It is likely that the lack of an agreed operational definition of recasts and the fact that they vary in explicitness depending on the type has contributed to the conflicting findings of research to date (cf. Doughty and Varela, 1998; Ellis et al., 2001; Lyster and Ranta, 1997).”