Reformulation: the cognitive conflict and L2 learning it generates

By Agustina Tocalli-Beller, M. Swain. 2005

124 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/60b116870a6e560df6c2f1fa9bcfcfede0a17d4c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. M. Ghufron
2. Fathia Rosyida
3. Manami Suzuki
4. Jessica Williams

In Language and Linguistics

1. Manami Suzuki
2. M. Ghufron
3. Fathia Rosyida
4. Jessica Williams
5. A. Dobao
6. Youjin Kim
7. Masatoshi Sato
8. S. Loewen

In Literature and Literary Theory

1. Manami Suzuki
2. Jessica Williams
3. Shulin Yu
4. Icy Lee

Citations in the corpus

• Japanese Learners' Self Revisions and Peer Revisions of Their Written Compositions in English. (2008, background): “Swain (2005) and colleagues have proposed that speech itself (e.g., collaborative dialogue) can be a process of L2 learning (Lapkin, Swain, & Smith, 2002; Swain, Brooks, & Tocalli-Beller, 2002; Swain & Lapkin, 1998, 2001, 2002; Tocalli-Beller & Swain, 2005).”
• The Potential Role(s) of Writing in Second Language Development. (2012, background): “For example, studies by Swain and her colleagues (Swain, 1998, 2000, 2006; Swain & Lapkin, 1995, 2002; Tocalli-Beller & Swain, 2005) suggest that output can affect early stages of acquisition (knowledge internalization).”
• The Role of Grammarly in Assessing English as a Foreign Language (EFL) Writing (2018, background): “Consequently, this provokes students’ cognitive beliefs and boosts their learning (Tocalli-Beller & Swain, 2005).”
• LEARNERS’ PROCESSING, UPTAKE, AND RETENTION OF CORRECTIVE FEEDBACK ON WRITING (2010, unknown): “Based on the work of several researchers (Qi & Lapkin, 2001 ; Storch, 2008 ; Tocalli-Beller & Swain, 2005 ), a distinction was made between LREs that showed extensive engagement and those that showed limited or no engagement.”