Interactional feedback and children’s L2 development

By Alison Mackey, R. Oliver. 2002

175 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/d072d311e35c57b5c206a7b3a037b76e9e3cfcdc

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In Developmental and Educational Psychology

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Citations in the corpus

Interactions between Type of Instruction and Type of Language Feature: A Meta-Analysis. (2010, background): “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).”
IDENTIFYING THE IMPACT OF NEGATIVE FEEDBACK AND LEARNERS' RESPONSES ON ESL QUESTION DEVELOPMENT (2005, background): “…in French ~Ayoun, 2001!, and verbal morphology in Japanese ~Iwashita, 2003!+ Several studies carried out within this framework ~Mackey, 1997, 1999, 2000; Mackey & Oliver, 2002; Mackey & Philp, 1998; Silver, 2000! have investigated the effect of interaction on English 80 Kim McDonough as a…”
Prompts and recasts: Differential effects on second language morphosyntax (2008, background): “The majority of the studies looking at the acquisitional value of recasts have been carried out in laboratory settings (Carroll & Swain, 1993; Han, 2002; Ishida, 2004; Iwashita, 2003; Leeman, 2003; Long, Inagaki, & Ortega, 1998; Mackey & Oliver, 2002; Mackey & Philp, 1998).”
Feedback‐Seeking Behavior in Language Learning: Basic Components and Motivational Antecedents (2019, background): “These studies have highlighted the importance of factors such as age (Mackey & Oliver, 2002), proficiency (Nassaji, 2010), anxiety (Sheen, 2008), attention control, and analytic ability (Trofimovich, Ammar, & Gatbonton, 2007), aptitude (DeKeyser, 1993), working memory (Mackey et al., 2002), and…”
ORAL FEEDBACK IN CLASSROOM SLA (2010, background): “It is possible that younger learners are especially sensitive to the impact of CF (Mackey & Oliver, 2002 ; Oliver, 2000 ) because it engages implicit learning mechanisms that are more characteristic of younger than older learners.”
ONE SIZE FITS ALL?: Recasts, Prompts, and L2 Learning (2006, background): “…supported in an L2 classroom study by Netten ~1991!+ Long et al+ ~1998!, Mackey and Philp ~1998!, and others ~Carroll & Swain, 1993;4 Leeman, 2003; Mackey & Oliver, 2002! have shown that recasts are facilitative for SLA, especially when both the learners’ proficiency level and the target…”
The Routledge handbook of English language teaching (2018, background): “This is because such an approach fails to take into account the fact that, rather than being markers of some local feature of a noun, English articles constitute a system that dynamically adapts to an evolving awareness of both the context of communication and our interlocutor’s state of knowledge.”
INTERACTION AND SYNTACTIC PRIMING: English L2 Speakers' Production of Dative Constructions (2006, background): “…and subjunctive in French ~Ayoun, 2001!, verbal morphology in Japanese ~Iwashita, 2003!, and question development in English ~e+g+,Mackey, 1999, 2000;Mackey & Oliver, 2002;Mackey & Philp, 1998; McDonough, 2005; McDonough & Mackey, in press!+ Researchers have proposed various reasons for why…”