Task-Based Interactions in Classroom and Laboratory Settings.

By S. Gass, Alison Mackey, Lauren Ross-Feldman. 2005

255 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/a31dd5ac4ad94908bcd7850b0e6559cfcc461b44

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Citations in the corpus

Task Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom-Based Study. (2011, background): “With this caveat in mind, this study, along with those of previous research investigating learnerlearner interaction (e.g., Adams, 2007; Gass et al., 2005; Nuevo, 2006; Williams, 1999; see, however, Foster, 1998), suggests that learners working together, albeit not very frequently, do negotiate…”
Oral corrective feedback in second language classrooms (2012, background): “…partners were ‘perfect speakers’ (p. 138), but that on the other, while working with their peers, learners thought they had more time to decide what to say and felt much more comfortable testing their linguistic hypotheses (see also Swain, Brooks & Tocalli-Beller 2002; Gass et al. 2005).”
Manipulating cognitive complexity across task types and its impact on learners' interaction during oral performance (2009, methodology): “2007; Révesz 2007), and other studies have checked the impact of interaction across task types (Gass et al. 2005), no study to date has looked at whether the impact of increasing task complexity on interaction is the same across different varieties of tasks.”
Peer interaction in the foreign language classroom: what factors foster a focus on form? (2010, background): “Most studies have been interventions in which the researcher provided the tasks ( Adams, 2004 ; Gass, Mackey & Feldman, 2005 ; Garcia Mayo & Pica, 2000 ; McDonough, 2004 ).”
COUNTERPOINT PIECE: THE CASE FOR VARIETY IN CORRECTIVE FEEDBACK RESEARCH (2013, result): “Although Gass, Mackey, and Ross-Feldman ( 2005 ) provide empirical evidence that one population of university learners behaved in the same way in a lab setting as in their foreign language classroom, other studies have shown differences in learners’ interactive behavior (Eckerth, 2009 ; Foster,…”
TASK COMPLEXITY, FOCUS ON FORM, AND SECOND LANGUAGE DEVELOPMENT (2009, background): “Similarly, Gass, Mackey, and Ross-Feldman ( 2005) , in a study that investigated interactional patterns as a function of setting, indicated that interactional processes may differ according to the task.”
Interaction and instructed second language acquisition (2018, background): “Additionally, Long (2015) suggests that the perceptual saliency of linguistic structures combined with learners’ sensitivity to input can account for ‘success and failure’ (p. 60) in acquiring individual structures (see Gass, Spinner & Behney 2018 for a recent volume on saliency).”