Repair Sequences in Spanish L2 Dyadic Discourse: A Descriptive Study
By Peggy Buckwalter. 2001
96 citations recorded by the source corpus.
Subfields: Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/bc0629f2e3471d20675e9403aa8b43ebfc6a4a84
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
- Masatoshi Sato
- R. Lyster
- Kazuya Saito
- S. Loewen
- Hossein Nassaji
- Susan Ballinger
- R. Ellis
- K. Rajagopalan
In Literature and Literary Theory
- Masatoshi Sato
- Kazuya Saito
- R. Lyster
- S. Loewen
- Susan Ballinger
- Hossein Nassaji
- R. Ellis
- K. Rajagopalan
Citations in the corpus
- Oral corrective feedback in second language classrooms (2012, background): “She claimed that ‘uncoached negotiation for meaning is not alive and well’ (p. 19: see also Buckwalter 2001; McDonough 2004).”
- Raising language awareness in peer interaction: a cross-context, cross-methodology examination (2012, background): “…learner detects ‘the output has been erroneous or inappropriate, halts the speech flow, and finally executes a correction’ (p. 315), indicating that SMO could be a reliable indicator of language awareness (see also Buckwalter, 2001; McDonough, 2004; Shehadeh, 1999, 2001; Shonerd, 1994; Toth, 2008).”
- Interaction and instructed second language acquisition (2018, background): “Nevertheless, increased peer interaction led to improved production of English conditionals, the target feature (see also Buckwalter 2001; Toth 2008; Smith 2009).”
- PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT (2012, background): “In addition to these interactional moves, learners tend to self-correct more while interacting with one another than when they interact with native speakers (e.g., Buckwalter, 2001 ; Sato, 2007 ; Shehadeh, 2001 ).”
- Teacher‐ and Learner‐Led Discourse in Task‐Based Grammar Instruction: Providing Procedural Assistance for L2 Morphosyntactic Development (2008, background): “Indeed, Buckwalter’s (2001) finding that LLD participants strongly prefer self-correction to other-correction not only supports this conclusion but also concurs with findings from analysts of discourse in noninstructional settings (Seedhouse, 2004).”