Learners’ Use of Metalanguage in Collaborative Form-focused L2 Output Tasks

By A. Fortune. 2005

105 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/e1eca98f5dba884e5a32e41808690ec121525362

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Masatoshi Sato
2. S. Loewen
3. Susan Ballinger
4. Jessica Williams
5. Hossein Nassaji
6. R. Lyster
7. R. Ellis
8. Younghee Sheen

In Language and Linguistics

1. Masatoshi Sato
2. S. Loewen
3. Susan Ballinger
4. Jessica Williams
5. Hossein Nassaji
6. R. Lyster
7. Younghee Sheen
8. R. Ellis

In Literature and Literary Theory

1. Masatoshi Sato
2. S. Loewen
3. Susan Ballinger
4. Jessica Williams
5. R. Lyster
6. Hossein Nassaji
7. R. Ellis
8. Kazuya Saito

Citations in the corpus

• Interaction and instructed second language acquisition (2018, methodology): “For example, Fortune (2005) examined four dictogloss tasks.”
• Raising language awareness in peer interaction: a cross-context, cross-methodology examination (2012, background): “By identifying dialogic discourses where learners ‘generate alternatives, assess alternatives, and apply the resulting knowledge to solve a linguistic problem’ (Swain & Lapkin, 1998, p. 333), they showed the importance of collaborative work (see also Bouffard & Sarkar, 2008; Fortune, 2005).”
• The Potential Role(s) of Writing in Second Language Development. (2012, background): “A growing body of research has shown that output can play an important role in all of these processes (Fortune, 2005; Izumi & Bigelow, 2000; Lapkin, Swain, & Smith, 2002; Swain, 1998, 2000; Swain & Lapkin, 1995; Toth, 2006).”