The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index.
NEGATIVE FEEDBACK AND POSITIVE EVIDENCE IN TASK-BASED INTERACTION: Differential Effects on L2 Development
Abstract
This study examines the role of task-based conversation in second language (L2) grammatical development, focusing on the short-term effects of both negative feedback and positive evidence on the acquisition of two Japanese structures. The data are drawn from 55 L2 learners of Japanese at a beginning level of proficiency in an Australian tertiary institution. Five different types of interactional moves made by native speaker interlocutors during task-based interaction were identified, by way of which learners received implicit negative feedback and positive evidence about the two target structures. The relative frequency of each interactional move type was calculated, and associated changes in the learners' performance on immediate and delayed posttests were examined. It was found that, although native speaker interactional moves containing positive evidence about the two target structures were 10 times more frequent during task-based language learning than those containing implicit negative feedback, only learners who had an above-average score on the pretest benefited from the positive evidence provided. Implicit negative feedback, on the other hand, had beneficial effects on short-term development of the grammatical targets regardless of the learner's current mastery of the target structures. Moreover, recasts were found to have a larger impact than other conversational moves on short-term L2 grammatical development.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
CORRECTIVE FEEDBACK AND LEARNER UPTAKE: Negotiation of Form in Communicative Classrooms
Lyster, R., & Ranta, L. (1997) · Studies in Second Language Acquisition · doi:10.1017/s0272263197001034 · Cited by 2,629 · cited 10×
“Lyster and Ranta (1997) studied teacher-student interaction in four elementary French immersion programs in Canada.”
BackgroundMethodInfluentialEffectiveness of L2 instruction: A research synthesis and quantitative meta-analysis
Norris, J. M., & Ortega, L. (2000) · Language Learning · doi:10.1111/0023-8333.00136 · Cited by 2,569 · cited 2×
“Future studies will need to explore the differential acquisition difficulty of these structures in L2 Japanese and, most importantly, the relative effectiveness of instructional interventions (including task-based treatments and negative-feedback treatments) as a function of the nature of the grammatical targets on wh…”
BackgroundGroup Work, Interlanguage Talk, and Second Language Acquisition
Long, M. H., & Porter, P. A. (1985) · TESOL Quarterly · doi:10.2307/3586827 · Cited by 901 · cited 3×
“These results support the claim that focused task-based interactions that make the forms essential or at least useful to the task (Loschky, 1994; Loschky & Bley-Vroman, 1993) are facilitative of learning. Although in this study NNS interlocutors in the treatment groups kept the same level of performance 1 week after t…”
BackgroundResultInfluentialINPUT, INTERACTION, AND SECOND LANGUAGE DEVELOPMENT: An Empirical Study of Question Formation in ESL
Mackey, A. (1999) · Studies in Second Language Acquisition · doi:10.1017/s0272263199004027 · Cited by 772
RECASTS, REPETITION, AND AMBIGUITY IN L2 CLASSROOM DISCOURSE
Lyster, R. (1998) · Studies in Second Language Acquisition · doi:10.1017/s027226319800103x · Cited by 718
Spada, N. (1997) · Language Teaching · doi:10.1017/s0261444800012799 · Cited by 632
Errors, Interaction, and Correction: A Study of Native-Nonnative Conversations
Chun, A. E., Day, R. R., Chenoweth, N. A., & Luppescu, S. (1982) · TESOL Quarterly · doi:10.2307/3586471 · Cited by 120
Cited by
IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2 GRAMMAR
Ellis, R., Loewen, S., & Erlam, R. (2006) · Studies in Second Language Acquisition · doi:10.1017/s0272263106060141 · Cited by 1,076
The effectiveness of corrective feedback in SLA: A meta-analysis
Li, S. (2010) · Language Learning · doi:10.1111/j.1467-9922.2010.00561.x · Cited by 941
Evidence in support of written corrective feedback
Bitchener, J. (2008) · Journal of Second Language Writing · doi:10.1016/j.jslw.2007.11.004 · Cited by 871
ORAL FEEDBACK IN CLASSROOM SLA: A Meta-Analysis
Lyster, R., & Saito, K. (2010) · Studies in Second Language Acquisition · doi:10.1017/s0272263109990520 · Cited by 838
Oral corrective feedback in second language classrooms
Lyster, R., Saito, K., & Sato, M. (2013) · Language Teaching · doi:10.1017/s0261444812000365 · Cited by 741
Feedback, Noticing and Instructed Second Language Learning
Mackey, A. (2006) · Applied Linguistics · doi:10.1093/applin/ami051 · Cited by 536
Recasts in the Adult English L2 Classroom: Characteristics, Explicitness, and Effectiveness
LOEWEN, S., & PHILP, J. (2006) · The Modern Language Journal · doi:10.1111/j.1540-4781.2006.00465.x · Cited by 408
Exploring the relationship between characteristics of recasts and learner uptake
Sheen, Y. (2006) · Language Teaching Research · doi:10.1191/1362168806lr203oa · Cited by 386
REEXAMINING THE ROLE OF RECASTS IN SECOND LANGUAGE ACQUISITION
Ellis, R., & Sheen, Y. (2006) · Studies in Second Language Acquisition · doi:10.1017/s027226310606027x · Cited by 340
THE CASE AGAINST THE CASE AGAINST RECASTS
Goo, J., & Mackey, A. (2013) · Studies in Second Language Acquisition · doi:10.1017/s0272263112000708 · Cited by 271
Quantitative Research Methods, Study Quality, and Outcomes: The Case of Interaction Research
Plonsky, L., & Gass, S. (2011) · Language Learning · doi:10.1111/j.1467-9922.2011.00640.x · Cited by 267
Responses to Recasts: Repetitions, Primed Production, and Linguistic Development
McDonough, K., & Mackey, A. (2006) · Language Learning · doi:10.1111/j.1467-9922.2006.00393.x · Cited by 259
Classroom Learning, Teaching, and Research: A Task‐Based Perspective
PICA, T. (2005) · The Modern Language Journal · doi:10.1111/j.1540-4781.2005.00309.x · Cited by 179
Prompts and recasts: Differential effects on second language morphosyntax
Ammar, A. (2008) · Language Teaching Research · doi:10.1177/1362168807086287 · Cited by 141
SYNTACTIC PRIMING AND ESL QUESTION DEVELOPMENT
McDonough, K., & Mackey, A. (2008) · Studies in Second Language Acquisition · doi:10.1017/s0272263108080029 · Cited by 137
Interactional feedback in learner-learner interactions in a task-based EFL classroom
Fujii, A., & Mackey, A. (2009) · IRAL - International Review of Applied Linguistics in Language Teaching · doi:10.1515/iral.2009.012 · Cited by 71
Metadata
- Authors
- Iwashita, N.
- Venue
- Studies in Second Language Acquisition
- Publisher
- Cambridge University Press (CUP)
- Published
- 2003-01-16
- Volume
- 25
- Issue
- 1
- Pages
- 1-36
- ISSN
- 0272-2631 (ISSN-L)
- 1470-1545
- OpenAlex
- W2157033342
- Cited by
- 274
- References
- 7
- FWCI
- 100.44
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
