Older Learners in SLA Research: A First Look at Working Memory, Feedback, and L2 Development

By Alison Mackey, R. Sachs. 2012

159 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/5f66b4b6b76a0a32908cecb664b0f22d63941454

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In Developmental and Educational Psychology

In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

The role of individual differences in L2 writing (2012, background): “In speech production, recent research has shown that students with longer working memory spans seem to benefit more from form-focused feedback than students with shorter working memory spans (Mackey & Sachs, 2012).”
The Routledge handbook of English language teaching (2018, background): “Admittedly, it is not always easy to determine what language is most meaningful and useful for a given group of students – great effort is often needed to provide students a systematic, gap-free coverage of the lexicogrammar they need.”
Sampling Bias and the Problem of Generalizability in Applied Linguistics (2020, unknown): “…alone in raising concerns about the demographics of the samples used in our field (e.g., Bigelow & Tarone, 2004; Cox, 2019; Kormos & Sáfár, 2008; Mackey & Sachs, 2012; Ortega, 2005, 2019; Pot, Keijzer, & de Bot, 2018; Tarone & Bigelow, 2005), that we cannot do justice to all these voices within…”
Task Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom-Based Study. (2011, unknown): “…& Kormos, 2000; Kormos & Dörnyei, 2004; Niwa, 2000; Robinson, 2007) and interactional features (Mackey, Philp, Egi, Fujii, & Tatsumi, 2002; Mackey, Adams, Stafford, & Winke, 2010; Mackey & Sachs, 2011; Révész, in press; Sagarra, 2007; Sheen, 2007, 2008; Trofimovich, Ammar, & Gatbonton, 2007).”
Interaction and instructed second language acquisition (2018, background): “Such processes include learners’ exposure to and production of language, and the interplay of such input and output with learners’ cognitive resources and other individual differences (Long 1996; Gass 1997; Mackey 2012; Pica 2013; Gass & Mackey 2015; Long 2015; Loewen & Sato 2017).”