CONSTRAINTS ON “NOTICING THE GAP”

By Jenefer Philp. Studies in Second Language Acquisition, 2003

353 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/709d5d48c4f1df2d07d50e0b6062f304a9b8be6a

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In Developmental and Educational Psychology

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Citations in the corpus

VISUAL INPUT ENHANCEMENT AND GRAMMAR LEARNING: A Meta-Analytic Review (2008, background): “; unpublished dissertations: Ha ~2005!, Jourdenais ~1998; 3 samples!, Kubota ~2000; 2 samples!, Overstreet ~2002; 2 samples!+ Visual Input Enhancement and Grammar Learning 323 324 S ang-K i Lee and H ung-T zu H uang should address, by design, this theoretical relationship between form and meaning in”
IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2 GRAMMAR (2006, background): “…~e+g+, Panova & Lyster, 2002; Sheen, 2004! and on data collected in a laboratory-type setting ~e+g+, Iwashita, 2003; Mackey, Oliver, & Leeman, 2003; Philp, 2003! have examined the types of corrective feedback received by learners and the extent to which this feedback is noticed, or uptaken, or…”
REACTIVITY AND TYPE OF VERBAL REPORT IN SLA RESEARCH METHODOLOGY: Expanding the Scope of Investigation (2005, neutral): “Introspective methods, including verbal reports, have been used extensively as a data elicitation technique in SLA+ Since SLA was first studied systematically in the early 1970s, there has been some debate over their use: Researchers like Selinker ~1972! proposed that only learners’ production data ”
LEARNERS' INTERPRETATIONS OF RECASTS (2006, background): “…~Ayoun, 2001; Braidi, 2002; Doughty & Varela, 1998; Han, 2002; Havranek, 2002; Iwashita, 2003; Leeman, 2003; Long et al+, 1998; Mackey & Philp; Muranoi, 2000; Oliver, 1995, 2000; Philp, 2003!+ Mackey et al+ ~2000! also explored the possibility that learners’ perceptions about recasts provided…”
EFFECTS OF FORM-FOCUSED PRACTICE AND FEEDBACK ON CHINESE EFL LEARNERS’ ACQUISITION OF REGULAR AND IRREGULAR PAST TENSE FORMS (2010, background): “Corrective feedback (CF), a reactive type of form-focused instruction, is considered effective in promoting noticing and is thus conducive to L2 learning (Mackey & Philp, 1998 ; Philp, 2003 ; Sheen, 2007 ; Trofi movich, Ammar, & Gatbonton, 2007 ).”
Exploring the relationship between characteristics of recasts and learner uptake (2006, background): “Example 13 S: I think Haynes is uh murder T: Haynes is the murderer Philp (2003) developed two subcategories for recast length – long or short – depending on a morpheme count (five morphemes was the cut-off point).”
REEXAMINING THE ROLE OF RECASTS IN SECOND LANGUAGE ACQUISITION (2006, background): “…general definition of recasts, a sample of which are shown in Table 1+ However, with a few exceptions ~e+g+, Braidi, 2002; Loewen & Philp, in press; Philp, 2003; Sheen, 2006!, these researchers have made no attempt to investigate subcategories of recasts in accordance with their differentiating…”
APTITUDE AND SECOND LANGUAGE ACQUISITION (2005, neutral): “…enhancement (see Leeman, Arteagoita, Fridman, & Doughty, 1995; Robinson, 1997b); recasting (Doughty & Varela, 1998; Leeman, 2003; Lyster, 2004; Philp, 2003); and structured input processing with and without rule explanation (Benati, 2004; Farley, 2004; VanPatten & Cadierno, 1993)—the latter…”
Interaction and instructed second language acquisition (2018, background): “…expended considerable effort investigating the effects of interaction not only on L2 development but also on attention, awareness, and noticing (e.g. Mackey, Gass & McDonough 2000; Williams 2001b; Philp 2003; Gass & Alvarez Torres 2005; Mackey 2006; Philp & Iwashita 2013; Sagarra & Abbuhl 2013).”