NEGATIVE FEEDBACK AND POSITIVE EVIDENCE IN TASK-BASED INTERACTION

By Noriko Iwashita. Studies in Second Language Acquisition, 2003

294 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/75f5441cadec70f98613b84cace653ae38b56bfd

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Citations in the corpus

Raising language awareness in peer interaction: a cross-context, cross-methodology examination (2012, background): “Although there exists a range of CF explicitness (see Egi, 2007; Ellis & Sheen, 2006; Iwashita, 2003; Leeman, 2003; Nicholas, Lightbown, & Spada, 2001; Philp, 2003; Sato, 2011; Sheen, 2006), students were simply taught either to let their partners know that there was an error (prompts) or to give…”
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).”
Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research (2016, background): “…these studies, quite a number have examined the role of recasts, many of which have provided evidence for the effectiveness of such feedback (e.g. Doughty & Varela, 1998; Goo, 2012; Han, 2002; Ishida, 2004; Iwashita, 2003; Mackey & Philp, 1998; Philp, 2003; Saito, 2012, 2013; Yang & Lyster, 2010).”
Exploring the relationship between characteristics of recasts and learner uptake (2006, background): “Long and Robinson (1998) categorize recasts as an implicit focus-on-form technique in their implicit/explicit dichotomy of feedback types.”
Evidence in Support of Written Corrective Feedback. (2008, result): “…outcomes across a range of grammatical forms and structures, oral corrective feedback studies in SLA research (Doughty & Varela, 1998; Han, 2002; Iwashita, 2003; Long, Inagaki, & Ortega, 1998; Lyster, 2004; Mackey & Philp, 1998) have reported reliable results from studies that have intensively…”
IDENTIFYING THE IMPACT OF NEGATIVE FEEDBACK AND LEARNERS' RESPONSES ON ESL QUESTION DEVELOPMENT (2005, background): “…~Leeman, 2003!, past tense in English ~Han, 2002; Mackey, 2000!, past tense and subjunctive in French ~Ayoun, 2001!, and verbal morphology in Japanese ~Iwashita, 2003!+ Several studies carried out within this framework ~Mackey, 1997, 1999, 2000; Mackey & Oliver, 2002; Mackey & Philp, 1998;…”
IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2 GRAMMAR (2006, methodology): “…studies based on data collected in classrooms ~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…”
CORRECTIVE FEEDBACK AND WORKING MEMORY CAPACITY IN INTERACTION-DRIVEN L2 LEARNING (2012, background): “Because the type of structure may differentially affect the effectiveness of corrective feedback (Ellis, 2007 ; Iwashita, 2003 ; Leeman, 2003 ; Long et al., 1998 ; Sagarra, 2007 ), other structures in English or structures in other foreign or L2s should be tested in future research to confi rm or…”
LEARNERS' USES OF TWO TYPES OF WRITTEN FEEDBACK ON A L2 WRITING REVISION TASK (2007, background): “…serve as linguistic input+ Several studies also found that recasts, commonly classified as implicit negative feedback, can be effective ~e+g+, Braidi, 2002; Iwashita, 2003; Leeman, 2003; Mackey & Philp, 1998; Philp, 2003; see Long, 1996, 2007, and Nicholas, Lightbown, & Spada, 2001, for reviews!”
ORAL FEEDBACK IN CLASSROOM SLA (2010, background): “Other classifi cations of CF types, notably those that distinguish between recasts and negotiation in many studies of interaction (e.g., Iwashita, 2003; Mackey, 2006 ; Mackey & Philp, 1998; Oliver, 2000 ), are less categorical for two reasons.”