IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2 GRAMMAR

By R. Ellis, S. Loewen, R. Erlam. Studies in Second Language Acquisition, 2006

1,002 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/ba56c0d6989d5218d5c80a3fc6c799ca82445157

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Citations in the corpus

Interactions between Type of Instruction and Type of Language Feature: A Meta-Analysis. (2010, methodology): “Some examples of implicit instruction include input flood/high-frequency input (e.g., Spada & Lightbown, 1999; Williams & Evans, 1998), interaction (e.g., Mackey, 1999), and recasts (e.g., Ellis et al., 2006; Han, 2002; Mackey & Oliver, 2002).”
Corrective Feedback in L2 Writing: Theoretical Perspectives, Empirical Insights, and Future Directions (2010, methodology): “Following the methodology of oral feedback studies (e.g. Lyster, 2004; Ellis, Loewen, & Erlam, 2006), the focused CF approach targets specific, persistently problematic features only (e.g. errors in the use of English articles), leaving errors outside the focus domain uncorrected.”
CORRECTIVE FEEDBACK AND WORKING MEMORY CAPACITY IN INTERACTION-DRIVEN L2 LEARNING (2012, methodology): “One plausible reason for this may be that modifi ed output production was not allowed in the present study, as opposed to most feedback studies, in which modifi ed output opportunities were not controlled (e.g., Ammar & Spada, 2006 ; Ellis, 2007 ; Ellis et al., 2006 ; Lyster, 2004 ; Sheen, 2007 ).”
Prompts and recasts: Differential effects on second language morphosyntax (2008, background): “…plausible especially in light of research showing that the effects of prompts take longer to emerge (Ammar & Spada, 2006; Lyster, 2004) and that the effects of recasts can be short lived (Ammar & Spada, 2006; Doughty & Varela, 1998; Ellis et al., 2006; Lyster, 2004; Trofimovich et al., in press).”
Differential effects of focused and unfocused written correction on the accurate use of grammatical forms by adult ESL learners (2009, background): “In SLA studies (e.g., Ellis et al., 2006; Han, 2002; Lyster, 2004), oral CF has proved effective precisely because it was focused (i.e., it addressed a specific linguistic feature repeatedly).”
Processing tense/aspect-agreement violations on-line in the second language: A self-paced reading study with French and German L2 learners of English (2013, background): “The distinction between implicit and explicit knowledge refers to whether or not that knowledge is intuitive and available for automatic processing (implicit), or consciously available through effortful, controlled processing (explicit) (e.g. R. Ellis et al., 2006; Hulstijn, 2005).”