Reformulation and the Learning of French Pronominal Verbs in a Canadian French Immersion Context.

By Sharon Lapkin, M. Swain, M. Smith. 2002

151 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/f5a94931c9fda05419559d05bf48b8b1cb3a319d

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. A. Dobao
2. Hossein Nassaji
3. Youjin Kim
4. Jun Tian
5. Manami Suzuki
6. Kim McDonough
7. Yuko Watanabe
8. M. Swain

In Language and Linguistics

1. A. Dobao
2. Hossein Nassaji
3. Youjin Kim
4. N. Storch
5. Kim McDonough
6. Jun Tian
7. Manami Suzuki
8. Masatoshi Sato

Citations in the corpus

• Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work (2012, methodology): “As in the case of jigsaw tasks used in previous research (e.g., Alegrı́a de la Colina & Garcı́a Mayo, 2007; Lapkin et al., 2002; Swain & Lapkin, 1998, 2001, 2002), each pair and each group had to produce one joint written text based on the same set of pictures, but in the present study all the parti”
• Using pretask modelling to encourage collaborative learning opportunities (2011, background): “…tasks by providing explicit information about grammatical forms before learners carried out the tasks (Swain, 1998; Swain & Lapkin, 2001; Lapkin et al., 2002; Leeser, 2004), training learners to notice and repair their language errors (Bouffard & Sarkar, 2008), and modelling how…”
• Japanese Learners' Self Revisions and Peer Revisions of Their Written Compositions in English. (2008, methodology): “My categorization of negotiation episodes followed the taxonomies of Swain and Lapkin's (1995, 1998) units of negotiation (of language form), Lockhart and Ng's (1995) nonlinguistic negotiations, and analyses of revision changes in previous studies (Faigley 8c Witte, 1981, 1984; Yagelski, 1995).”
• Effects of proficiency differences and patterns of pair interaction on second language learning: collaborative dialogue between adult ESL learners (2007, background): “Several studies suggested that this comparison stage promotes learner’s noticing (Adams, 2003; Lapkin et al., 2002; Mantello, 1997; Qi and Lapkin, 2001; Swain and Lapkin, 2002; Thornbury, 1997).”
• Collaborative and individual output tasks and their effects on learning English phrasal verbs (2010, methodology): “…classroom tasks that require learners to work together and produce output collaboratively have been suggested to provide effective opportunities for peer feedback and scaffolding (Kowal & Swain, 1994, 1997; Lapkin & Swain, 2000; Swain, 2001a, 2001b, 2005; Lapkin et al., 2002; Swain et al., 2002).”
• Negotiation for Meaning and Peer Assistance in Second Language Classrooms (2005, unknown): “Research on French immersion students working in pairs on writing tasks shows how collaboration results in language related episodes (LREs) ‘where students reflect consciously on the language they are producing’ (Swain 2001: 53) as they seek and provide assistance with language issues (Swain and Lap”
• Vocabulary learning in collaborative tasks: A comparison of pair and small group work (2014, result): “These findings support those of previous research establishing a direct relationship between LREs and L2 learning (e.g. Kim, 2008; Lapkin et al., 2002; Storch & Wigglesworth, 2010; Swain & Lapkin, 1998, 2002; Watanabe & Swain 2007; Williams, 2001).”