Corrective feedback and learner uptake in communicative classrooms across instructional settings

By Younghee Sheen. 2004

626 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/be35789d389fefb789cefd9e896e3ce06b30ccfe

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Citations in the corpus

Prompts and recasts: Differential effects on second language morphosyntax (2008, background): “…reformulations (i.e. uptake) (Braidi, 2002; Doughty, 1994; Lyster & Ranta, 1997; Mackey & Philp 1998; Panova & Lyster, 2002; Oliver, 1995, 2000; Sheen, 2004), learners’ retrospective recall (Mackey, Gass, & McDonough 2000; Mackey, Philp, Egi, Fujii, & Tatsumi, 2002; Slimani, 1992), and cued…”
Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research (2016, background): “Evidence for the influence of context has been shown in a number of both individual and meta-analytic studies (e.g. Li, 2010; Lyster & Mori, 2006; Sheen, 2004; Brown this issue).”
INTERACTIONAL FEEDBACK AND INSTRUCTIONAL COUNTERBALANCE (2006, background): “…~Lyster, 1998b; Lyster & Ranta, 1997!, JI classrooms ~Mori, 2000, 2002!, ESL classrooms ~Panova & Lyster, 2002!, EFL classrooms ~Havranek, 2002; Sheen, 2004; Tsang, 2004!, and German foreign language classrooms ~Lochtman, 2002!+ The error treatment sequence begins with a learner utterance that…”
EFFECTS OF FORM-FOCUSED PRACTICE AND FEEDBACK ON CHINESE EFL LEARNERS’ ACQUISITION OF REGULAR AND IRREGULAR PAST TENSE FORMS (2010, background): “Research shows that recasts can also be quite explicit (Ellis & Sheen, 2006 ; Sheen, 2006 ), depending on the context (see Sheen, 2004 ) as well as the characteristics of the recasts (e.g., linguistic targets, length, and number of changes).”
Raising language awareness in peer interaction: a cross-context, cross-methodology examination (2012, background): “…to push learners to modify their initial erroneous utterance and to produce output (Braidi, 2002; Ellis, Basturkmen, & Loewen, 2001; Loewen & Philp, 2006; Lyster & Ranta, 1997; Panova & Lyster, 2002; Sheen, 2004); thus, Swain’s (1985) Output Hypothesis is often used to explain CF efficiency.”
REEXAMINING THE ROLE OF RECASTS IN SECOND LANGUAGE ACQUISITION (2006, background): “Comparisons between recasts and other form-focused techniques have examined the relative effectiveness of recasts in relation to ~a! models and ~b! other corrective feedback strategies+ These studies have been motivated by both theoretical considerations ~in particular, the contributions of positive”
The Instructional Feedback Orientation Scale: Conceptualizing and Validating a New Measure for Assessing Perceptions of Instructional Feedback (2009, background): “…to reduce the ambiguity of the term feedback have led scholars to propose specific labels for the kinds of feedback often used in instruction, including corrective feedback (Sheen, 2004), interpersonal evaluative feedback (Jussim et al., 1989), and feedback interventions (Kluger & DeNisi, 1996).”
The type and linguistic foci of oral corrective feedback in the L2 classroom: A meta-analysis (2016, background): “As this line of inquiry builds, numerous classroom observational studies have examined the priorities teachers tend to exhibit in their oral feedback choices across instructional contexts (e.g. Li, 2010; Sheen, 2004), and to what extent different CF types are noticed and incorporated by learners (El”
TASK COMPLEXITY, FOCUS ON FORM, AND SECOND LANGUAGE DEVELOPMENT (2009, background): “External factors discussed in the literature include the learning context (e.g., Ellis et al., 2001 ; Loewen, 2004 ; Lyster & Mori, 2006 ; Sheen, 2004 ), the type of linguistic feature targeted (e.g., Jeon, 2007 ; Long), and the manner of recasting (Doughty & Varela, 1998 ; Han, 2002 ; Loewen &…”
DIFFERENTIAL EFFECTS OF ORAL AND WRITTEN CORRECTIVE FEEDBACK IN THE ESL CLASSROOM (2010, background): “Another point of relevance to the debate about recasts concerns the interactional or instructional context (e.g., Lyster & Mori, 2006 ; Sheen, 2004 ).”
The Efficacy of Written Corrective Feedback in Improving L2 Written Accuracy: A Meta‐Analysis (2015, background): “Sheen (2010) SL Lg program Intermediate Focused Direct 2 English Composition”