Exploring the Role of Noticing in a Three-Stage Second Language Writing Task.

By Donald S. Qi, Sharon Lapkin. 2001

370 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/beea319f13ec0483ffd603c5256ab31db07b549b

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In Developmental and Educational Psychology

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Citations in the corpus

Student engagement with teacher and automated feedback on L2 writing (2018, background): “In their study of two L2 writers’ engagement with teacher feedback given as reformulations, for example, Qi and Lapkin (2001) argue that the quality of noticing, related to the depth of processing feedback, is a key factor in improvement in students’ revisions.”
Metatalk in a Pair Work Activity: Level of Engagement and Implications for Language Development (2008, background): “These results support the findings reported by Qi and Lapkin (2001) and Swain’s claim (1995, 2000) about the importance of encouraging learners to consciously reflect on their language output.”
The Routledge Handbook of English for Academic Purposes (2016, background): “151 Tang, R. (2012a). Academic Writing in a Second or Foreign Language. Issues and Challenges Facing ESL/EFL Academic Writers in Higher Education Contexts. London: Continuum. Tang, R. (2012b).The issues and challenges facing academic writers from ESL/EFL contexts: An overview.”
L2 output, reformulation and noticing: Implications for IL development (2003, background): “Qi and Lapkin (2001) found that the learners noticed differences between their own and reformulated writing.”
The role of individual differences in L2 writing (2012, background): “Writing tasks produce ample opportunities for learners to acquire new knowledge about the L2 and to consolidate their knowledge (Manchón, 2011; Manchón & Roca de Larios, 2011; Qi & Lapkin, 2001; Williams, this volume).”
SECOND LANGUAGE WRITING RESEARCH AND WRITTEN CORRECTIVE FEEDBACK IN SLA (2010, background): “Other related research focuses on the infl uence of reformulation and thinkaloud techniques in helping students to notice and incorporate corrections (e.g., Qi & Lapkin, 2001 ; Sachs & Polio, 2007 ).”
Reformulation and the Learning of French Pronominal Verbs in a Canadian French Immersion Context. (2002, background): “The Schmidt and Frota (1986) case study provided some evidence for a close connection between noticing and subsequent L2 production, while Qi and Lapkin (2001) documented a relationship between noticing and learning and speculated that L2 learning may also be dependent on the quality of noticing.”