The Role of Negative and Positive Feedback in the Second Language Acquisition of the Passé Composé and Imparfait

By Dalila Ayoun. 2001

159 citations recorded by the source corpus.

Subfields: Language and Linguistics, Philosophy

View Paper: https://www.semanticscholar.org/paper/a0025fe93204243d364068d7a2fa0adbbf0f51a5

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Citations in the corpus

Exploring the relationship between characteristics of recasts and learner uptake (2006, background): “…whether recasts contribute to learning (e.g. Doughty and Varela, 1998; Han, 2002; Ishida, 2004); (2) the relative effect of recasts over models (e.g. Ayoun, 2001; Long et al., 1998); (3) the extent to which recasts lead to learner uptake – learner’s immediate response following teacher’s error…”
Optimal Psycholinguistic Environments for Distance Foreign Language Learning (2003, background): “Written recasts are one possibility, particularly in the task-based context of e-mail communication (for instance between the Wuhan smoking prevention program assessors (see example 3, Table 2) and their L2 Chinese teachers still resident at USC); and some evidence exists for their effectiveness (Ay”
Effects of written corrective feedback and language aptitude on verb tense accuracy (2019, background): “Thus, errors with verb tense choice (e.g. simple present vs. simple past) may be more treatable than errors which involve an understanding of aspect, which requires more novel distinctions for most learners (e.g. Ayoun, 2001, 2004; Ishida, 2004).”
LEARNERS' INTERPRETATIONS OF RECASTS (2006, background): “…expressions, which help with the disambiguation ~Haig, 1995!, although the fact that written recasts have also been found effective ~Choi, 2000; Ayoun, 2001! means that verbal and immediate visual cues cannot be essential” ~pp+ 24–25!+ Additionally, Lyster’s ~1998b! data indicated that…”
Oral corrective feedback in second language classrooms (2012, result): “Ayoun 2001; Sachs & Suh 2007), while in others, recast groups were compared to control groups receiving no CF (Han 2002; McDonough & Mackey 2006; Sagarra 2007); in Ishida’s (2004) study, there was no control at all, because a time-series design was used to track the progress of participants receivin”
Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research (2016, background): “…confirm that interactional feedback occurs in computer-mediated settings and that such feedback can be beneficial for L2 learners, particularly when provided in ways that the feedback draws learners’ attention to form (e.g. Ayoun, 2001; Nagata, 1997; Sachs & Suh, 2007; Sagarra & Abbuhl, 2013).”
INTERACTION AND SYNTACTIC PRIMING: English L2 Speakers' Production of Dative Constructions (2006, background): “The interaction hypothesis of SLA ~Gass, 2003; Long, 1996; Mackey, in press; Pica, 1994! states that interaction facilitates second language ~L2! development by bringing together input features ~e+g+, negative feedback!, internal learner capacities ~e+g+, attention!, and language output+ Empirical s”
IDENTIFYING THE IMPACT OF NEGATIVE FEEDBACK AND LEARNERS' RESPONSES ON ESL QUESTION DEVELOPMENT (2005, background): “…1998!, noun-adjective gender agreement in Spanish ~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,…”
Interaction and instructed second language acquisition (2018, background): “This difficulty is evident from a body of research revealing that learners’ attention is drawn to certain features more than others when there is no external manipulation, regardless of the target language (e.g. English: Mackey 2006; French: Ayoun 2001; Japanese: Loschky 1994).”