Exploring the relationship between characteristics of recasts and learner uptake

By Younghee Sheen. 2006

411 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/55cf301e09f9e800aa382e7fe8e90574dc692ec8

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Citations in the corpus

COUNTERPOINT PIECE: THE CASE FOR VARIETY IN CORRECTIVE FEEDBACK RESEARCH (2013, background): “Several reviews of recast studies are available that put recast effectiveness into perspective through reference to a range of linguistic, pragmatic, cognitive, and contextual constraints (e.g., Ellis & Sheen, 2006 ; Nicholas, Lightbown, & Spada, 2001 ; Sato, 2011 ; Sheen, 2011 ).”
DIFFERENTIAL EFFECTS OF ORAL AND WRITTEN CORRECTIVE FEEDBACK IN THE ESL CLASSROOM (2010, background): “However, Sheen ( 2006 ) argued that recasts should be viewed as more or less implicit or explicit, depending on their linguistic form.”
Working Memory and the Observed Effectiveness of Recasts on Different L2 Outcome Measures. (2012, neutral): “Ellis, 2007; Jeon, 2007; Long, 2007); characteristics of recasts (Kim & Han, 2007; Loewen & Philp, 2006; Lyster, 1998; Sheen, 2006); task complexity (Nuevo, 2006; Révész & Han, 2006; Révész, 2009; Révész, Sachs, &Mackey, 2011); and individual differences in cognitive variables, such as working memor”
REEXAMINING THE ROLE OF RECASTS IN SECOND LANGUAGE ACQUISITION (2006, background): “Comparisons between recasts and other form-focused techniques have examined the relative effectiveness of recasts in relation to ~a! models and ~b! other corrective feedback strategies+ These studies have been motivated by both theoretical considerations ~in particular, the contributions of positive”
ORAL FEEDBACK IN CLASSROOM SLA (2010, background): “Previous review articles (Ellis & Sheen, 2006 ; Nicholas, Lightbown, & Spada, 2001 ; Spada, 1997 ; Spada & Lightbown, 2009 ) pointed out that the effectiveness of CF and subsequent learning outcomes are notably different in laboratory and classroom settings, and the meta-analysis of interaction…”
COMMUNICATIVE FOCUS ON FORM AND SECOND LANGUAGE SUPRASEGMENTAL LEARNING (2014, background): “In line with previous descriptive studies (e.g., Mackey et al., 2000; Sheen, 2006), the results indicated that the learners likely noticed the instructors’ corrective intention of pronunciation-focused recasts, and were thus pushed to process a great number of enhanced output opportunities during FF”
Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research (2016, background): “The findings of this research, which have been reported in many individual studies and in a number of reviews and meta-analyses (e.g. Ellis & Sheen, 2006; Goo & Mackey, 2013; Li, 2010; Lyster & Ranta, 2013; Lyster & Saito, 2010; Lyster, Saito, & Sato, 2012; Mackey & Goo, 2007; Nassaji, 2015, 2016;…”
PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT (2012, background): “…were simply told that CF is a reaction to grammatical errors that supplies the correct version, although there were degrees of explicitness in the recasts shown during the role-plays (see Egi, 2007 ; R. Ellis & Sheen, 2006 ; Lyster, 1998 ; Nicholas et al., 2001 ; Sato, 2011 ; Sheen, 2006 ).”
REEXAMINING EFFECTS OF FORM-FOCUSED INSTRUCTION ON L2 PRONUNCIATION DEVELOPMENT (2012, methodology): “Such recast techniques were labeled as partial recasts (Sheen, 2006 ) as shown in (1).”
EFFECTS OF FORM-FOCUSED PRACTICE AND FEEDBACK ON CHINESE EFL LEARNERS’ ACQUISITION OF REGULAR AND IRREGULAR PAST TENSE FORMS (2010, background): “As pointed out in some studies, the intended target features in long recasts with multiple errors are especially diffi cult for learners to perceive (Loewen & Philp, 2006 ; Philp, 2003 ; Sheen, 2006 ).”
INTERPRETING RECASTS AS LINGUISTIC EVIDENCE: The Roles of Linguistic Target, Length, and Degree of Change (2007, background): “…another factor that might influence learners’ interpretations ~e+g+, Carpenter et al+, 2006; Kim & Han, in press; Lyster, 1998b; Mackey et al+, 2000; Sheen, 2006!+ However, in the current study, the learners’ interpretations of lexical and morphosyntactic recasts showed similar patterns+ This was…”
Quantitative Research Methods, Study Quality, and Outcomes: The Case of Interaction Research (2011, background): “, Tomasello & Herron, 1989), whereas recent studies look closely at the nature, effects, and specific types of CF (Loewen & Philp, 2006; Lyster & Mori, 2006; Sheen, 2006) and various types of form-focused episodes and language-related episodes (e.”