Input, Interaction and Output: An Overview

By S. Gass, Alison Mackey. 2006

313 citations recorded by the source corpus.

Subfields: Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/a255aff711a57676295fbfb94fa0caa257a0368e

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

1. Mostafa Papi
2. E. Ozdemir
3. R. Gilabert
4. Angel Rios
5. H. Pelt
6. Liss Kerstin Sylvén
7. Pia Sundqvist
8. J. Barón

Citations in the corpus

• Gaming as extramural English L2 learning and L2 proficiency among young learners* (2012, background): “Consequently, several scholars have emphasized the need to provide opportunities for learners to produce output in interaction in order to master the target language at a higher level than mere receptive understanding (Gass & Mackey, 2006; Swain, 1995).”
• Manipulating cognitive complexity across task types and its impact on learners' interaction during oral performance (2009, methodology): “In the study measures suggested by Gass et al. (2005) were adopted.”
• Using Explicit Positive Assessment in the Language Classroom: IRF, Feedback, and Learning Opportunities. (2008, background): “As Gass and Mackey (2006) wrote in their state-of the-art review, feedback "is generally considered to be a form of negative evidence" (p.”
• Feedback‐Seeking Behavior in Language Learning: Basic Components and Motivational Antecedents (2019, background): “Therefore, an exclusively cognitive and linguistic explanation for how CF works (e.g., Gass & Mackey, 2006; Long, 1996) without considering the role of the learner and the motivational underpinnings of his or her learning behavior seems to be in-adequate.”
• Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research (2016, background): “…studies was to identify various negotiation of meaning strategies, such as confirmation checks, clarification requests, comprehension checks, etc., and the extent to which they assist comprehension (for a review, see Gass, 2003; Gass & Mackey, 2006; Gass & Varonis, 1994; Long, 1996; Pica, 1994).”