Negotiation in Immersion Teacher-Student Interaction.

By R. Lyster. 2002

139 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/6c1a4411294198c2d4b91674d0519d1cef51f311

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Citations in the corpus

INTERACTIONAL FEEDBACK AND INSTRUCTIONAL COUNTERBALANCE (2006, background): “To summarize and discuss the results that pertain to interactional feedback, we return to our three research questions+ The first research question asked what the distribution of different types of interactional feedback was in FI and JI classrooms+ We found that teachers used feedback in similar wa”
COUNTERPOINT PIECE: THE CASE FOR VARIETY IN CORRECTIVE FEEDBACK RESEARCH (2013, background): “…was this line of research that Lyster pursued, predicting that different types CF would have differential effects on learning insofar as different types of repair (e.g., self-repair after prompts vs. repetition after recasts) entail different processing mechanisms (see Lyster, 1998 , 2002 , 2004 ).”
ORAL FEEDBACK IN CLASSROOM SLA (2010, unknown): “explicit, we followed suggestions by Ellis ( 2006 ), Loewen and Nabei (2007), and Lyster ( 2002 ) that clarifi cation requests and repetition are more implicit than elicitation and metalinguistic clues.”
DIFFERENTIAL EFFECTS OF PROMPTS AND RECASTS IN FORM-FOCUSED INSTRUCTION (2004, background): “…latter type of instructional setting, immersion teachers can expect to continue their balancing act, varying their use of prompts and recasts according to context ~Lyster, 2002a, 2002b! but need to do so in more systematically planned ways, taking into account the cognitive dimensions of…”
Research on form-focused instruction in immersion classrooms: Implications for theory and practice (2004, background): “McGill University Libraries, on 19 Apr 2017 at 12:20:49, subject to the Cambridge Core by teachers to negotiate meaning as a means of drawing their students’ attention to form in classroom interaction (Lyster, 1998; 2002).”
Interactional Feedback and the Impact of Attitude and Motivation on Noticing L2 Form (2011, background): “2.1.1 Interactional feedback (Operationalization) Feedback moves can be classified as one of three types: explicit correction recasts or prompts (Lyster, 2002).”
EFFECTS OF FORM-FOCUSED PRACTICE AND FEEDBACK ON CHINESE EFL LEARNERS’ ACQUISITION OF REGULAR AND IRREGULAR PAST TENSE FORMS (2010, background): “The self-repair process is claimed to help learners to reanalyze what has already been learned (at some level) and to restructure their interlanguage (Lyster, 2002 ).”