Raising language awareness in peer interaction: a cross-context, cross-methodology examination
By Masatoshi Sato, Susan Ballinger. 2012
91 citations recorded by the source corpus.
Subfields: Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/7a08f29ec2fcb2619d535aa21a097810718dc7c6
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Language and Linguistics
- Masatoshi Sato
- R. Lyster
- Kazuya Saito
- S. Loewen
- Hossein Nassaji
- R. Ellis
- Younghee Sheen
- Jenefer Philp
In Literature and Literary Theory
- Masatoshi Sato
- Kazuya Saito
- R. Lyster
- S. Loewen
- Hossein Nassaji
- R. Ellis
- Jenefer Philp
- Younghee Sheen
Citations in the corpus
- Oral corrective feedback in second language classrooms (2012, background): “According to sociocultural theory, CF provides learners with dialogically negotiated assistance as they move from other-regulation towards self-regulation (e.g. Aljaafreh & Lantolf 1994; Nassaji & Swain 2000; Sato & Ballinger 2012).”
- Exploring Engagement in Tasks in the Language Classroom (2016, background): “Following Storch (2002), a growing number of researchers (Moranski & Toth, 2016; Sato & Ballinger, 2012; Storch, 2008; Toth et al., 2013) have suggested that learners are likely to be more effective in language learning when they are socially engaged: that is, when they listen to one another, draw…”
- Interaction and instructed second language acquisition (2018, background): “This monitoring process facilitates L2 learning in the provider (see also Naughton 2006; Fujii & Mackey 2009; Sato & Ballinger 2012; Fujii, Ziegler & Mackey 2016; Sato 2017).”