The influence of context on patterns of corrective feedback and learner uptake: a comparison of CLIL and immersion classrooms
By Ana Llinares, R. Lyster. 2014
99 citations recorded by the source corpus.
Subfields: Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/55d2212d4dff70824d3886153bc0b08dca038253
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
- Masatoshi Sato
- K. Rajagopalan
- S. Loewen
- Hossein Nassaji
- R. Lyster
- R. Ellis
- Younghee Sheen
- Kazuya Saito
In Literature and Literary Theory
- Masatoshi Sato
- K. Rajagopalan
- S. Loewen
- Hossein Nassaji
- R. Lyster
- R. Ellis
- Kazuya Saito
- Younghee Sheen
Citations in the corpus
- The Routledge handbook of English language teaching (2018, background): “Our identities are social, psychological, historical and cultural at the same time.”
- Teaching learning strategies. The role of instructional context and teacher beliefs (2015, background): “Context has been shown to be relevant for specific teaching approaches (e.g., Brock, Rimm-Kaufman, & Wanless, 2014; Llinares & Lyster, 2014), including promotion of self-regulated learning (Hugener, Krammer, & Pauli, 2008) and strategy teaching (Moely et al., 1992).”
- Interaction and instructed second language acquisition (2018, background): “Basterrechea & Garcı́a Mayo found that LREs were present in student interaction in both CLIL and EFL contexts, but there were more LREs in the CLIL context, suggesting that there were important differences between the two contexts (see also Llinares & Lyster 2014).”