The effectiveness of spontaneous attention to form

By Jessica Williams. 2001

277 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/9aae6b25256add864a555ac7e0f526d4adf3e4fc

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. R. Ellis
2. S. Loewen
3. Younghee Sheen
4. Masatoshi Sato
5. Youjin Kim
6. Yuko Watanabe
7. Nancy Bell
8. M. Swain

In Experimental and Cognitive Psychology

1. Masatoshi Sato
2. Youjin Kim
3. Kim McDonough
4. S. Loewen
5. Younghee Sheen
6. A. Dobao
7. Jingjing Qin
8. R. Ellis

In Language and Linguistics

1. Masatoshi Sato
2. Hossein Nassaji
3. S. Loewen
4. R. Lyster
5. R. Ellis
6. Younghee Sheen
7. Kazuya Saito
8. A. Dobao

Citations in the corpus

• The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language learners (2008, background): “…of LREs also varied according to the interlocutor’s proficiency level, with significantly more correctly resolved LREs occurring in the collaborative dialogue with an advanced interlocutor, again supporting the findings of previous studies (Leeser, 2004; Watanabe & Swain, 2007; Williams, 2001).”
• Corrective feedback and learner uptake in communicative classrooms across instructional settings (2004, background): “More recent research investigating the role of negative feedback and the relative effects of different types of CF in the context of language teaching (e.g., Doughty, 1994; Han, 2001; Seedhouse, 1997; Lyster and Ranta, 1997; Lyster, 1998; Doughty and Varela, 1998; Roberts, 1995; Williams, 2001; Loew”
• Effects of proficiency differences and patterns of pair interaction on second language learning: collaborative dialogue between adult ESL learners (2007, background): “Since several studies agreed that LREs represent L2 learning in progress (e.g. Basturkmen et al., 2002; Leeser, 2004; Swain, 1998; Swain and Lapkin, 1998; Williams, 2001), this could suggest that the core participants benefited more from working with their higher proficiency partner.”
• Japanese Learners' Self Revisions and Peer Revisions of Their Written Compositions in English. (2008, methodology): “This definition follows studies such as Swain and Lapkin (1995) and Williams (1999, 2001a, 2001b) which used language-related episodes (LREs) as units of analysis for learners’ attention to form.”
• The effect of processing instruction and dictogloss tasks on acquisition of the English passive voice (2008, background): “Second, much research (e.g. LaPierre, 1994; Swain, 1998; Swain & Lapkin, 1998, 2001; Williams, 2001) has shown that, similar to PI’s main function of prompting learners to pay attention to target features, DG can provide multiple opportunities to draw L2 learners’ attention to target linguistic…”
• Using pretask modelling to encourage collaborative learning opportunities (2011, background): “…tasks are appropriate in foreign language contexts where learners speak the same L1, the current study suggests that these middle school Korean EFL students successfully discussed language form at rates comparable adult L2 learners (Williams, 1999, 2001; Leeser, 2004; Kim & McDonough, 2008).”
• REEXAMINING THE ROLE OF RECASTS IN SECOND LANGUAGE ACQUISITION (2006, background): “…is justified if it can be shown that learner repair is related to acquisition+ There is, in fact, some evidence that this is the case ~Loewen, 2005; Williams, 2001!+ 9+ There is some evidence to show that learner factors ~e+g+, learner readiness and literacy level!, the linguistic target of…”