Instructed SLA: Constraints, Compensation, and Enhancement

By C. Doughty. 2008

492 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/fa887554a954a643d904f8513c8aa7db877988c8

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In Developmental and Educational Psychology

In Language and Linguistics

Citations in the corpus

DIFFERENTIAL EFFECTS OF ORAL AND WRITTEN CORRECTIVE FEEDBACK IN THE ESL CLASSROOM (2010, background): “…that includes the correct form) are the most effective type of CF in facilitating L2 learning because it serves as a vehicle for helping learners make cognitive comparisons when provided in a so-called window of opportunity immediately following learner errors (Doughty, 2003 ; Long, 2007 ).”
Age of onset, length of residence, language aptitude, and ultimate L2 attainment in three linguistic domains (2013, background): “…increasingly suggests, or is even the default learning process throughout the life-span, especially in L2 contexts – as claimed, for example, by Doughty (2003), Long (2010), and Ellis (2008) – we would not expect to see a major effect for aptitude in either children or adults, and possibly…”
Effects of Form-Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /ɹ/ by Japanese Learners of English (2012, background): “In her review of instructed second language acquisition (SLA) studies, Doughty (2003) noted: given the completely decontextualized nature of explicit focus on forms, this type of instruction promotes a mode of learning that is arguably unrelated to SLA, instructed or otherwise, in that the outcome…”
Corrective Feedback in L2 Writing: Theoretical Perspectives, Empirical Insights, and Future Directions (2010, background): “However, it seems fair to state that nowadays the consensus within the field of SLA is that L1 and L2 acquisition are not instances of the same phenomenon; the cognitive processes involved in L1 and L2 acquisition do not fully overlap (Doughty, 2003).”
Form‐Focused Instruction: Isolated or Integrated? (2008, background): “This bias has led to the call for more studies to examine the benefits of instruction on implicit knowledge (Doughty, 2003; Ellis, 2002a; Norris & Ortega, 2000).”
Exploring the relationship between productive vocabulary knowledge and second language oral ability (2019, background): “However, such measures can easily allow adult L2 learners to carefully monitor their correct production (Doughty, 2003).”
ORAL FEEDBACK IN CLASSROOM SLA (2010, background): “…favor the effectiveness of explicit treatments because these measures required “the application of explicit declarative knowledge under controlled conditions, without much requirement for fl uent, spontaneous use of contextualized language” (p. 486), a research bias criticized by Doughty ( 2003 ).”
Effects of Second Language Pronunciation Teaching Revisited: A Proposed Measurement Framework and Meta‐Analysis (2019, methodology): “This methodological practice was also severely criticized in Doughty’s (2003) narrative review and, later, taken up again in Mackey and Goo’s (2007) meta-analysis of the effects of L2 interaction as well as in Goo, Granena, Yilmaz, and Novella’s (2015) meta-analytic replication of Norris and Ortega”
TASK COMPLEXITY, FOCUS ON FORM, AND SECOND LANGUAGE DEVELOPMENT (2009, background): “In particular, it has been argued that implicit strategies are more capable of engendering the acquisition of form-meaning mappings (Doughty, 2003 ).”
Differential effects of instruction on the development of second language comprehensibility, word stress, rhythm, and intonation: The case of inexperienced Japanese EFL learners (2017, background): “…L2 learners can notice and practice target linguistic features during meaningful discourse, which in turn enhances their ‘form–meaning mappings’ (Doughty, 2003; Ellis, 2002; VanPatten, 2004) and helps them transfer what they have learned to the real world (Lightbown, 2008; Trofimovich &…”
The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production (2011, background): “This raises the issue of ecological validity, as language instruction normally takes place in language classrooms with real language learners (Doughty, 2003).”
Research into practice: Grammar learning and teaching (2015, unknown): “…teaching; nevertheless, the outcomes in the various studies they surveyed tended to be ones where learners had to demonstrate explicit knowledge or answer discrete/decontextualized test items, measures that would presumably favor explicit knowledge (Norris & Ortega 2000: 501; Doughty 2003).”
REEXAMINING EFFECTS OF FORM-FOCUSED INSTRUCTION ON L2 PRONUNCIATION DEVELOPMENT (2012, background): “…learners can notice and practice target linguistic features during meaningful discourse, which in turn enhances (a) their form-meaning mappings (Doughty, 2003 ; Ellis, 2002 ; VanPatten, 2004 ) and (b) their gradual transition from effortful to automatic use of rules (DeKeyser, 2003 , 2007 ;…”