Second language acquisition processes in the classroom

By A. Ohta. 2001

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Language play, a collaborative resource in children’s L2 learning (2005, background): “Also, it has been documented that private language rehearsal, that is, private language play is an important feature of learners’ acquisition of a second language (Lantolf 1997; Ohta 2001).”
Teachers’ accounts of learners’ engagement and disaffection in the language classroom (2020, background): “…negotiation of meaning, back channelling, commentary, and indications of empathy (Baralt, Gurzynski-Weiss, and Kim 2016; Lambert and Philp 2015; Storch 2008), or vicarious responses, private speech and attentive listening (Snyder Ohta 2001) have been considered manifestations of learner engagement.”
NEGATIVE FEEDBACK AND POSITIVE EVIDENCE IN TASK-BASED INTERACTION (2003, methodology): “Using the same corpus, Ohta (2001) analyzed instances of corrective feedback, further learner uptake of recasts, and incidental recasts in both teacherfronted and peer-learning settings.”
Repair and Relevance of Differential Language Expertise in Second Language Conversations (2006, background): “This finding is consistent with that of Ohta (2001).”
Student Collaboration and Teacher-Directed Classroom Dynamic Assessment: A Complementary Pairing (2013, background): “Through examination of the dialogue, it was difficult to label students as either experts or novices as reversals in these roles were common (Ohta, 2001).”