Feedback, noticing and instructed second language learning

By Alison Mackey. 2006

498 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/d5868b787f744d50142bc17ed0bb76b6a0c10e47

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

In Literature and Literary Theory

Citations in the corpus

Interactional Feedback and the Impact of Attitude and Motivation on Noticing L2 Form (2011, methodology): “This approach for operationalizing noticing has been used in a number of prior research projects (Mackey, 2000, 2006; Mackey & Philp, 1998; Silver 2000).”
Re-examining the role of explicit instruction and input flood on the acquisition of Spanish discourse markers (2011, background): “As Mackey (2006) and McDonough (2005) as well as other researchers have shown that feedback is an important aspect of the SLA process, future studies should address the specific contribution of interactional feedback in promoting acquisition of discourse markers.”
EFFECTS OF FORM-FOCUSED PRACTICE AND FEEDBACK ON CHINESE EFL LEARNERS’ ACQUISITION OF REGULAR AND IRREGULAR PAST TENSE FORMS (2010, background): “Several studies have suggested that recasts of phonological and lexical errors are more noticeable than recasts of errors in morphosyntax (Carpenter, Jeon, MacGregor, & Mackey, 2006 ; Ellis, Basturkmen, & Loewen, 2001 ; Han, 2008 ; Lyster, 1998 ; Mackey, Gass, & McDonough, 2000 ; Sheen, 2006 ).”
INTERPRETING RECASTS AS LINGUISTIC EVIDENCE: The Roles of Linguistic Target, Length, and Degree of Change (2007, background): “…the recast as feedback or as the NS’s confirmation of meaning+ Despite the growing body of research on noticing of interactional feedback ~e+g+, Mackey, 2006; Mackey, Gass, & McDonough, 2000; Philp, 2003; Roberts, 1995!, little research has addressed how learners interpret the recasts…”
PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT (2012, background): “For example, Mackey ( 2006 ) showed that learners who noticed the corrective nature of feedback improved more than those who did not report noticing (but see Bigelow, delMas, Hansen, & Tarone, 2006 ).”
CORRECTIVE FEEDBACK AND WORKING MEMORY CAPACITY IN INTERACTION-DRIVEN L2 LEARNING (2012, background): “…role of recasts in L2 development (see Doughty & Varela, 1998 ; Han, 2002 ; Ishida, 2004 ; Iwashita, 2003 ; Leeman, 2003 ; Long, Inagaki, & Ortega, 1998 ; Mackey, 2006 ; Mackey & Philp, 1998 ; McDonough & Mackey, 2006 ; Révész, 2009 ; see also Long, 2007 , for a review and Mackey & Goo, 2007 ).”
Interactions between Type of Instruction and Type of Language Feature: A Meta-Analysis. (2010, background): “…examples of these from the primary studies include: free writing tasks (e.g., Bitchener, Young, & Cameron, 2005; Spada et al., 2005), picture description tasks (e.g., Izumi & Lakshmanan, 1998; Mackey, 2006), and picture-cued information gap tasks (e.g., Mackey, 1999, 2006; Mackey & Oliver, 2002).”
Using Explicit Positive Assessment in the Language Classroom: IRF, Feedback, and Learning Opportunities. (2008, background): “, Sinclair & Coulthard, 1975), feedback in SLA (e.g., Aljaafreh & Lantolf, 1994; Mackey, 2006), and an issue of more general concern—learning opportunities (e.”
Oral corrective feedback in second language classrooms (2012, background): “Depending on the interactional context, learners are likely to notice the corrective quality of recasts (Oliver & Mackey 2003), especially in cases where the recasts have been shortened and/or provided with added stress to highlight the error. Also beneficial are recasts provided by a teacher to sca”
Beyond form-focused instruction: Reflections on past, present and future research (2010, background): “Current research on learner attention and noticing should provide more insightful responses to these questions in the future (e.g. Leow 1997, 1998; Mackey 2006).”
Aspects of working memory in L2 learning (2011, background): “The relationship between attentional demands in L2 tasks and WM capacity is receiving increasing attention by L2 researchers (Ellis 2001; Mackey 2006b; Rai et al. in press).”
Recasts, Language Anxiety, Modified Output, and L2 Learning (2008, background): “, Bigelow, de Mas, Hansen, & Tarone, 2006); learners’ perceptions/noticing of recasts; and whether there is modified output following the recasts (e.g., Egi, 2007a; Mackey, 2006; McDonough & Mackey, 2006).”
ORAL FEEDBACK IN CLASSROOM SLA (2010, methodology): “1 2 1 2 1 2 1 2 (2) When the study reported proportions of participants who showed improvements, Cohen’s d was calculated based on arcsine transformation (Lipsey & Wilson; see, e.g., Mackey, 2006 ): Cohen’s d = arcsine treatment – arcsine control .”