CORRECTIVE FEEDBACK AND WORKING MEMORY CAPACITY IN INTERACTION-DRIVEN L2 LEARNING

By Jaemyung Goo. Studies in Second Language Acquisition, 2012

203 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/8107f50e844cf1f9950eb98adf7c2296a3e5dc01

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In Developmental and Educational Psychology

In Language and Linguistics

Citations in the corpus

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.”
Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research (2016, background): “…Brown in this issue), the type of tasks (e.g. Gass, Mackey, & Ross-Feldman, 2005), learners’ gender (e.g. Ross-Feldman, 2007), working 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,…”
COUNTERPOINT PIECE: THE CASE FOR VARIETY IN CORRECTIVE FEEDBACK RESEARCH (2013, background): “…the lab studies to which Goo and Mackey appeal for support fall short of substantiating their claim for across-the-board benefi ts of recasts, the classroom studies to which they refer (i.e., Doughty & Varela, 1998 ; Goo, 2012 ; Loewen & Nabei, 2007 ) provide even less support, as we explain next.”
Video-Based Interaction, Negotiation for Comprehensibility, and Second Language Speech Learning: A Longitudinal Study (2017, background): “For instance, it has been shown that the efficacy of interaction can be increased when NNSs have sufficient proficiency with the target structures (e.g., Mackey & Philp, 1998, for developmentally ready learners) and/or relatively high aptitude (e.g., Goo, 2012, for working memory).”
Interaction and instructed second language acquisition (2018, background): “…be able to hold and access more linguistic information in their short-term cognitive system, which is particularly useful when, for example, comparing interlocutor feedback with one’s own erroneous production (Mackey et al. 2002; Sagarra 2007; Goo 2012; Mackey & Sachs 2012; Sagarra & Abbuhl 2013).”