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Cited by 359

The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.

Instruction and the Development of Questions in L2 Classrooms

Spada, Nina, Lightbown, Patsy M.·1993·Studies in Second Language Acquisition
DOI 10.1017/s0272263100011967
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Abstract

This paper is a report on a quasi-experimental study designed to investigate contributions of form-focused instruction and corrective feedback to the development of interrogative constructions in the oral performance of English-as-a-second-language (ESL) learners. The subjects were young francophone learners of English (age 10–12) receiving intensive ESL instruction. Their accuracy and developmental progress in the use of interrogative structures was measured prior to a 2-week period of instructional treatment. Immediate and delayed posttests were administered after the instruction. The language produced by the instructors while teaching interrogative structures was examined in relation to the learners' oral performance. Similar analyses were carried out with a comparison group. The results support the hypothesis that form-focused instruction and corrective feedback provided within the context of communicative interaction can contribute positively to second language development in both the short and long term.

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Cites

Show all 4 references

Research works printed but not linked: 29

  1. White, 1991, Adverb placement in second language acquisition: Some effects of positive and negative evidence in the classroom, Second Language Research, 7, 133
  2. Lightbown, 1987, First and second language acquisition processes, 169
  3. 10.1017/S0272263100011931 · DOI · Paper page
  4. Lightbown, 1983, Language development at the crossroads, 101
  5. Rutherford, 1987, Second language grammar: Learning and teaching
  6. 10.1111/j.1467-1770.1988.tb00411.x · DOI
  7. 10.1075/aral.9.1.05pie · doi:10.1075/aral.9.1.05pie
  8. 10.1017/S0272263100008408 · DOI
  9. Schwartz, 1986, The epistemological status of second language acquisition, Second Language Research, 2, 120
  10. Higgs, 1982, Curriculum, competence, and the foreign language teacher, 57
  11. 10.1017/S0272263100011943 · DOI · Paper page
  12. 10.1111/j.1540-4781.1987.tb00378.x · DOI · Paper page
  13. 10.1111/j.1467-1770.1991.tb00675.x · DOI · Paper page
  14. Krashen, 1982, Principles and practice in second language acquisition
  15. 10.1093/applin/5.2.138 · DOI
  16. Lightbown, 1983, Classroom oriented research in second language acquisition, 217
  17. Lightbown, 1978, Performance on an oral communication task francophone ESL learners, SPEAQ Journal, 2, 35
  18. 10.1017/S0272263100009517 · DOI · Paper page
  19. Long, 1988, Issues in second language acquisition: Multiple perspectives, 115
  20. 10.1093/applin/6.3.263 · DOI
  21. Pienemann, 1988, Determining the influence of instruction on L2 speech processing, AILA Review, 40
  22. 10.1017/S0272263100007324 · DOI · Paper page
  23. Spada, 1990, ELT documents: Special issue on classroom centred research
  24. 10.18806/tesl.v7i1.557 · DOI
  25. Swain, 1985, Input in second language acquisition, 235
  26. 10.1017/S0142716400007827 · DOI
  27. White, 1990, Learning, keeping and using language
  28. 10.1093/applin/12.4.416 · DOI · Paper page
  29. Pienemann, 1985, Modelling and assessing second language acquisition, 23

Cited by

Metadata

Authors
Spada, N., & Lightbown, P. M.
Venue
Studies in Second Language Acquisition
Publisher
Cambridge University Press (CUP)
Published
1993-06
Volume
15
Issue
2
Pages
205-224
ISSN
  • 0272-2631 (ISSN-L)
  • 1470-1545
DOI
10.1017/s0272263100011967
OpenAlex
W2083621003
Cited by
359
References
4
FWCI
64.77
Type
journal article
Language
en
Open access
closed
Licence
www.cambridge.org/core/terms (unspecified, 5638 d)

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