The effect of interaction in acquiring the grammar of a second language

By F. Kuiken, I. Vedder. 2002

129 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/f6041d3ece9a84e8e4340b384ece0f09de40aa49

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In Developmental and Educational Psychology

In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

Investigating the merits of pair work on a text editing task in ESL classes (2007, background): “That is, pair work seemed to provide most learners the opportunities to engage in the kind of moves that have been hypothesized by the psycholinguistic theory of interaction (Long, 1983; 1996) to be facilitative of second language learning: seeking and receiving confirmation, providing each other wi”
Collaborative and individual output tasks and their effects on learning English phrasal verbs (2010, background): “However, they also suggest that although collaboration may lead to better task performance, it may not necessarily lead to subsequent learning of the targeted forms (for similar findings, see also Storch, 1997, 2005; Kuiken & Vedder, 2002).”
Collaborative Writing in L2 Contexts: Processes, Outcomes, and Future Directions (2011, methodology): “Guided by the work of Kuiken and Vedder (2002), elaborate attention was operationalized as instances where learners deliberated and discussed language items and simple attention where one learner made a suggestion and the other repeated, acknowledged, or did not respond to the suggestion.”
The Contribution of Collaborative and Individual Tasks to the Acquisition of L2 Vocabulary (2008, background): “More specifically, while Kuiken and Vedder (2002) showed that learner-learner inter”
Engagement with language: interrogating a construct (2009, background): “Drawing in particular on the works of Leow (1997) and Kuiken and Vedder (2002) who referred to ‘simple and elaborate noticing’ (and also ‘perfunctory’ and ‘substantive’ noticing; Qi & Lapkin, 2001) she distinguished between two levels of engagement, limited and elaborate.”
Metatalk in a Pair Work Activity: Level of Engagement and Implications for Language Development (2008, methodology): “In terms of the quality of engagement, and based on previous studies by Leow (1997) and Kuiken and Vedder (2002), a distinction was drawn between elaborate (E) and limited levels of engagement (L).”
The effect of collaborative writing in an EFL secondary setting (2019, background): “However, research supporting those benefits in secondary school contexts is scarce (Basterrechea & García Mayo, 2013; Kim & McDonough, 2011; Kuiken & Vedder, 2002) and mixed results have been reported.”