Age Differences in Negotiation and Feedback in Classroom and Pairwork

By R. Oliver. 2000

277 citations recorded by the source corpus.

Subfields: Language and Linguistics, Social Psychology

View Paper: https://www.semanticscholar.org/paper/fa79f0a75970d8e1f35c6f3040a6c5b47263e4f2

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Citations in the corpus

Corrective feedback and learner uptake in communicative classrooms across instructional settings (2004, background): “Oliver (1995) reports that the rate of uptake in child NS-NNS interaction greatly increased when the lack of uptake opportunity and appropriateness was taken into account.”
Prompts and recasts: Differential effects on second language morphosyntax (2008, background): “…response to the teacher’s reformulations (i.e. uptake) (Braidi, 2002; Doughty, 1994; Lyster & Ranta, 1997; Mackey & Philp 1998; Panova & Lyster, 2002; Oliver, 1995, 2000; Sheen, 2004), learners’ retrospective recall (Mackey, Gass, & McDonough 2000; Mackey, Philp, Egi, Fujii, & Tatsumi, 2002;…”
Corrective Feedback and Teacher Development (2009, background): “Oliver (2000) has shown that the teachers she investigated often followed up a corrective feedback move with a discourse-continuing move, thereby depriving the learner of any opportunity to uptake the correction.”
Oral corrective feedback in second language classrooms (2012, background): “The coding of instances where learners have no opportunity to respond is nonetheless important, because it serves to demonstrate, as Oliver (2000) acknowledged, ‘that the nature of whole class interactions diminishes the opportunity for students to respond to the feedback’ (p. 126).”
Reexamining the Role of Recasts in Native-Speaker/Nonnative-Speaker Interactions (2002, background): “More recent studies of negative evidence in L2 interaction have found more positive results in adult NS-NNS free conversation (Richardson, 1993 [as cited by Long, 19961), in child NS-NNS dyads (Oliver, 1995), and in classroom and peer-pairwork settings ( Oliver, 2000 ).”
Feedback and Uptake in Teacher-Student Interaction: An Analysis of 18 English Lessons in Hong Kong Secondary Classrooms (2004, background): “However, most of the studies reviewed above deal with adult learners (except, e.g., Lyster 1998a; Lyster and Ranta 1997; Oliver 1995, 2000, who all worked with children).”
Task-Based Interactions in Classroom and Laboratory Settings. (2005, background): “In summary, whereas some researchers have documented benefits for interactional feedback in L2 classrooms (Ellis, 2000; Mackey, 2000; Oliver, 2000; Samuda, 2001; Williams, 1999), others have argued that learners provide and make use of interactional feedback in laboratory settings more than is the c”
Classroom Learning, Teaching, and Research: A Task‐Based Perspective (2005, unknown): “…generation of input , output, and feedback (e.g., Crookes & Ru- Ion, 1988; Mackey, 1999; Mackey, Oliver, & Leeman, 2003; Mackey & Philp, 1998; Oliver, 1995, 2000; Plough & Gass, 1993), and to address questions on input comprehension and comprehensibility (e.g., Gass & Varonis, 1985, 1994;…”
Patterns of Corrective Feedback and Uptake in an Adult ESL Classroom (2002, background): “…feedback has recently gained prominence in studies of ESLand other L2 education contexts, as a number of researchers have looked specifically into its nature and role in L2 teaching and learning (e.g., Doughty & Varela, 1998; Havranek, 1999; Lyster & Ranta, 1997; Ohta, 2000; Oliver, 2000).”
The Routledge handbook of English language teaching (2018, background): “This is because such an approach fails to take into account the fact that, rather than being markers of some local feature of a noun, English articles constitute a system that dynamically adapts to an evolving awareness of both the context of communication and our interlocutor’s state of knowledge.”
Teachers' Choice and Learners' Preference of Corrective Feedback Types (2008, background): “…factors seemed to trigger the varied results of the studies, such as the CF types that were found to occur frequently or the effectiveness of CF. Oliver (2000) suggests that the age of learners can invite significant differences in patterns of interactions between the learners and their…”