INTERACTIONAL FEEDBACK AND INSTRUCTIONAL COUNTERBALANCE

By R. Lyster, H. Mori. Studies in Second Language Acquisition, 2006

501 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/f60c84a1a3f92e5c597413b34af6ff52bf7aabd9

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

In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

TASK COMPLEXITY, FOCUS ON FORM, AND SECOND LANGUAGE DEVELOPMENT (2009, background): “External factors discussed in the literature include the learning context (e.g., Ellis et al., 2001 ; Loewen, 2004 ; Lyster & Mori, 2006 ; Sheen, 2004 ), the type of linguistic feature targeted (e.g., Jeon, 2007 ; Long), and the manner of recasting (Doughty & Varela, 1998 ; Han, 2002 ; Loewen &…”
Sociolinguistic Approaches to Second Language Acquisition Research—1997–2007 (2007, background): “A recent study documenting the effect of classroom context on learner noticing of recasts was done by Lyster and Mori (2006) , who coined the term counterbalance hypothesis to specify the classroom factors that affect learner noticing of different kinds of L2 corrective feedback.”
Interactional Feedback and the Impact of Attitude and Motivation on Noticing L2 Form (2011, background): “Prompts on the other hand, include a variety of signals including elicitation, metalinguistic clues, clarification requests and repetition, all of which push learners to self repair by generating their own responses (lyster and Mori, 2006).”
The influence of context on patterns of corrective feedback and learner uptake: a comparison of CLIL and immersion classrooms (2014, methodology): “The data from the three JI classrooms appear in a larger classroom study described by Mori (2002) and were used in Lyster and Mori’s (2006) comparison of FI and JI classrooms.”
DIFFERENTIAL EFFECTS OF ORAL AND WRITTEN CORRECTIVE FEEDBACK IN THE ESL CLASSROOM (2010, background): “Another point of relevance to the debate about recasts concerns the interactional or instructional context (e.g., Lyster & Mori, 2006 ; Sheen, 2004 ).”
EFFECTS OF FORM-FOCUSED PRACTICE AND FEEDBACK ON CHINESE EFL LEARNERS’ ACQUISITION OF REGULAR AND IRREGULAR PAST TENSE FORMS (2010, background): “…outputpushing CF withholds the correct reformulation and instead encourages learners to self-repair through prompts such as clarifi cation requests, repetition of learner error, metalinguistic clues, and elicitation (Lyster, 2002 , 2007 ; Lyster & Mori, 2006 , 2008 ; Ranta & Lyster, 2007 ).”