EFFECTS OF FORM-FOCUSED PRACTICE AND FEEDBACK ON CHINESE EFL LEARNERS’ ACQUISITION OF REGULAR AND IRREGULAR PAST TENSE FORMS

By Yingli Yang, R. Lyster. Studies in Second Language Acquisition, 2010

315 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/5a3f29784e69963df261e5bce7545c0de4a9684a

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Citations in the corpus

Interaction and instructed second language acquisition (2018, background): “Among several studies that compared different linguistic targets, Yang & Lyster (2010) examined corrective feedback on English regular and irregular past tense.”
Effects of Written Feedback and Revision on Learners’ Accuracy in Using Two English Grammatical Structures (2014, background): “This allows for specific theoretical hypotheses to be investigated as in studies of oral corrective feedback (e.g., Yang & Lyster, 2010).”
Effects of written corrective feedback and language aptitude on verb tense accuracy (2019, unknown): “Ferris suggests that errors with verb tense and form are treatable since they occur in a ‘patterned, rule-governed way’ (1999, p. 6), and research on oral CF as well as studies on written CF lend support to this claim (e.g. Bitchener et al., 2005; Yang & Lyster, 2010).”
Raising language awareness in peer interaction: a cross-context, cross-methodology examination (2012, background): “With regard to the intervention concerning language awareness, two types of CF were taught, namely, prompts and recasts, based on the differential effects of those CF types on L2 processing (Ammar & Spada, 2006; Ellis, Loewen, & Erlam, 2006; Lyster, 2004; Yang & Lyster, 2010).”
The Routledge handbook of English language teaching (2018, methodology): “In short, exploring and understanding the conceptual motivations in language usages may help make language learning more interesting and effective (see Langacker, 2008).”
Oral corrective feedback in second language classrooms (2012, background): “For example, in the classroom studies by Ammar & Spada (2006), Lyster (2004), Saito & Lyster (2012a), and Yang & Lyster (2010), the CF and no-CF groups alike were all exposed to the same instructional activities, which included focused production tasks that provided practice opportunities in all…”
PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT (2012, background): “…two dimensions: (a) outputeliciting versus input-providing feedback (see Ammar & Spada, 2006 ; de Bot, 1996 ; Sheen & Ellis, 2011 ; Yang & Lyster, 2010 ) and (b) explicitness versus implicitness (see R. Ellis, 2006 , 2009a ; R. Ellis & Sheen, 2006 ; Nicholas, Lightbown, & Spada, 2001 ;…”
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 ).”
COUNTERPOINT PIECE: THE CASE FOR VARIETY IN CORRECTIVE FEEDBACK RESEARCH (2013, methodology): “The extent to which learners modify their output after different types of CF in classrooms is an empirical question that can be answered by analyses of video recordings of treatment sessions (e.g., Yang & Lyster, 2010 ) or audio recordings of language-related episodes (e.g., Loewen, 2004 ).”
Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research (2016, background): “Dilans (2010) also found comparable effects for recasts and prompts when investigating the role of these two types of feedback in learning L2 vocabulary (see also Yang & Lyster, 2010; McDonough 2007; Loewen & Nabei, 2007).”