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Exploring the role of noticing in a three-stage second language writing task

Qi, Donald S., Lapkin, Sharon·2001·Journal of Second Language Writing

DOI 10.1016/s1060-3743(01)00046-7

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Swain, M., & Lapkin, S. (2000). What two learners notice in their reformulated writing, what they learn from it, and their insights into the process. Paper presented at the annual conference of the Canadian Association of Second Language Teachers (mimeo).

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Authors: Qi, D. S., & Lapkin, S.
Affiliations: University of Toronto (CA)
Corresponding author: Qi, Donald S.
Venue: Journal of Second Language Writing
Publisher: Elsevier BV
Published: 2001-11
Volume: 10
Issue: 4
Pages: 277-303
ISSN: 1060-3743 (ISSN-L)
DOI: 10.1016/s1060-3743(01)00046-7
OpenAlex: W2045636994
Cited by: 383
References: 70
Citations by year: 2026: 20 · 2025: 17 · 2024: 19 · 2023: 27 · 2022: 22 · 2021: 21 · 2020: 21 · 2019: 21 · 2018: 15 · 2017: 17 · 2016: 19 · 2015: 28 · 2014: 16 · 2013: 20 · 2012: 24
FWCI: 31.60
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations: Journal of Second Language Writing (publishedVersion)
Topics: Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
Social Sciences › Arts and Humanities › Language and Linguistics › Subtitles and Audiovisual Media
Keywords: noticing, second language writing, reformulation, composing, feedback processing, second language proficiency, ESL learners, writing instruction

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