Recasts, Language Anxiety, Modified Output, and L2 Learning

By Younghee Sheen. 2008

327 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/70a0cb8471f86fea9db55d9375d90eb10e7abd88

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Citations in the corpus

Interaction and instructed second language acquisition (2018, background): “Specifically, Horwitz et al. refer to communication apprehension, a type of state anxiety that occurs in specific contexts, which may hinder learners’ ability to process input and produce output during L2 interaction (Sheen 2008).”
DIFFERENTIAL EFFECTS OF ORAL AND WRITTEN CORRECTIVE FEEDBACK IN THE ESL CLASSROOM (2010, background): “There are an increasing number of studies that now examine how individual difference factors such as language aptitude and anxiety mediate the effects of the different types of CF (e.g., Sheen, 2008 ; Trofi movich, Ammar, & Gatbonton, 2007 ).”
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.”
Uptake, Modified Output, and Learner Perceptions of Recasts: Learner Responses as Language Awareness (2010, background): “anxiety, and proficiency level may critically inter act with learners' ability to notice recasts (e.g., Mackey, Philp, Egi, Fujii, & Tatsumi, 2002; Philp, 2003; Sheen, 2008).”
Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research (2016, background): “…memory (e.g. Goo, 2012; Mackey, Philp, Fujii, Egi, & Tatsumi, 2002), as well as other individual learner differences, such as language anxiety (e.g. Sheen, 2008), attention control, analytic ability (e.g. Trofimovich, Ammar, & Gatbonton, 2007), and learners’ developmental readiness (e.g. Mackey &…”
Task Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom-Based Study. (2011, background): “Sheen (2008) also reported benefits for learners with low classroom anxiety in a study investigating individual differences in relation to the efficacy of recasts.”
Feedback‐Seeking Behavior in Language Learning: Basic Components and Motivational Antecedents (2019, background): “These studies have highlighted the importance of factors such as age (Mackey & Oliver, 2002), proficiency (Nassaji, 2010), anxiety (Sheen, 2008), attention control, and analytic ability (Trofimovich, Ammar, & Gatbonton, 2007), aptitude (DeKeyser, 1993), working memory (Mackey et al., 2002), and…”
Oral corrective feedback in second language classrooms (2012, background): “In a related study with a subsample of these participants, Sheen (2008) investigated the effects of language anxiety on recast effectiveness, confirming that low-anxiety learners receiving recasts significantly outperformed not only high-anxiety learners receiving recasts but also low-anxiety…”