Prompts and recasts: Differential effects on second language morphosyntax

By A. Ammar. 2008

150 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/6677b1539b25ef5f4cd24b2aaf32d6019a78e19c

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. Masatoshi Sato
2. Kazuya Saito
3. K. Rajagopalan
4. Jaemyung Goo
5. R. Lyster
6. T. Egi
7. Hossein Nassaji
8. S. Loewen

In Language and Linguistics

1. K. Rajagopalan
2. Masatoshi Sato
3. Kazuya Saito
4. R. Lyster
5. Jaemyung Goo
6. Hossein Nassaji
7. T. Egi
8. S. Loewen

In Literature and Literary Theory

1. K. Rajagopalan
2. Masatoshi Sato
3. Kazuya Saito
4. Jaemyung Goo
5. T. Egi
6. R. Lyster
7. Hossein Nassaji
8. S. Loewen

Citations in the corpus

• CORRECTIVE FEEDBACK AND WORKING MEMORY CAPACITY IN INTERACTION-DRIVEN L2 LEARNING (2012, background): “…with prompts, including metalinguistic feedback, clarifi cation requests, elicitations, and repetitions in terms of their effects on L2 development (Ammar, 2008 ; Ammar & Spada, 2006 ; Ellis, 2007 ; Ellis, Loewen, & Erlam, 2006 ; Loewen & Nabei, 2007 ; Lyster, 2004 ; Lyster & Izquierdo, 2009 ;…”
• The Routledge handbook of English language teaching (2018, background): “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, methodology): “Similarly, recasts provided in Ammar & Spada’s (2006) study were more effective for learners who had pretest scores above 50% than for learners with pretest scores below 50%. This contrasts sharply with the view that the purpose of CF is to initiate the development of new knowledge and that recasts,”
• PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT (2012, background): “Following these claims, some studies investigated CF effi cacy on the development of implicit knowledge (e.g., R. Ellis, 2007 ; R. Ellis, Loewen, & Erlam, 2006 ) and also on changes in reaction time (e.g., Ammar, 2008 ; Lyster & Izquierdo, 2009 ).”
• Uptake, Modified Output, and Learner Perceptions of Recasts: Learner Responses as Language Awareness (2010, background): “In a similar classroom study on the learning of possessive determiners by 64 child ESL learners, Ammar and Spada (2006) and Ammar (2008) also found that learners who received prompts signifi cantly outperformed those who received recasts.”