The DOI matches its Crossref record; 35 of the 35 references it cites were found in a registry or an index.
INPUT, INTERACTION, AND SECOND LANGUAGE DEVELOPMENT: An Empirical Study of Question Formation in ESL
Abstract
This study examines the relationship between different types of conversational interaction and SLA. Long's (1996) updated version of the interactionist hypothesis claims that implicit negative feedback, which can be obtained through negotiated interaction, facilitates SLA. Similar claims for the benefits of negotiation have been made by Pica (1994) and Gass (1997). Some support for the interaction hypothesis has been provided by studies that have explored the effects of interaction on production (Gass & Varonis, 1994), on lexical acquisition (Ellis, Tanaka, & Yamazaki, 1994), on the short-term outcomes of pushed output (see Swain, 1995), and for specific interactional features such as recasts (Long, Inagaki, & Ortega, 1998; Mackey & Philp, 1998). However, other studies have not found effects for interaction on grammatical development (Loschky, 1994). The central question addressed by the current study was: Can conversational interaction facilitate second language development? The study employed a pretest-posttest design. Adult ESL learners (N = 34) of varying L1 backgrounds were divided into four experimental groups and one control group. They took part in task-based interaction. Research questions focused on the developmental outcomes of taking part in various types of interaction. Active participation in interaction and the developmental level of the learner were considered. Results of this study support claims concerning a link between interaction and grammatical developme…
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“as has the failure of instruction to alter them (R. Ellis, 1989;Håkansson & Norrby, 2010;Mackey, 1999;Pienemann, 1984).”
From In Defense of Tasks and TBLT: Nonissues and Real Issues (2016) · cites this paper as Mackey, 1999
In the citing paper
“Furthermore, interactionally modified input, as exemplified in the subsequent examples, has generally been found to be better for L2 acquisition than premodified or unmodified input (e.g.Ellis & He 1999;Mackey 1999).”
From Interaction and instructed second language acquisition (2018) · cites this paper as Mackey 1999
Citations
Cites
The Role of Consciousness in Second Language Learning1
SCHMIDT, R. W. (1990) · Applied Linguistics · doi:10.1093/applin/11.2.129 · Cited by 5,435 · cited 2×
“Thus, researchers have claimed that if interaction is to affect the learners’ interlanguage, learners may need to notice the gap between their interlanguage (IL) form and the second language alternative (Gass, 1991, 1997; Gass & Varonis, 1994; Schmidt, 1990, 1994; Schmidt & Frota, 1986).”
BackgroundThe Role of the Linguistic Environment in Second Language Acquisition
Long, M. H. (1996) · Handbook of Second Language Acquisition · doi:10.1016/b978-012589042-7/50015-3 · Cited by 3,927
(1985) · Medical Entomology and Zoology · Cited by 3,896
(1985) · Medical Entomology and Zoology · Cited by 3,037
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 1×
“Although a fuller discussion is beyond the scope of this paper, empirical work by Lyster (1998a, 1998b; Lyster & Ranta, 1997) on the use and perception of implicit negative feedback in classrooms as opposed to experimental contexts is clearly an important next step in deciphering the complex puzzle…”
Background(1995) · Medical Entomology and Zoology · Cited by 1,917
Interaction and Second Language Learning: Two Adolescent French Immersion Students Working Together
Swain, M., & Lapkin, S. (1998) · Modern Language Journal · doi:10.1111/j.1540-4781.1998.tb01209.x · Cited by 1,736
Native speaker/non-native speaker conversation and the negotiation of comprehensible input1
Long, M. H. (1983) · Applied Linguistics · doi:10.1093/applin/4.2.126 · Cited by 1,433
SWAIN, M., & LAPKIN, S. (1995) · Applied Linguistics · doi:10.1093/applin/16.3.371 · Cited by 1,407
Pica, T. (1994) · Language Learning · doi:10.1111/j.1467-1770.1994.tb01115.x · Cited by 1,200
Cited by
Sorted by citations
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
Task‐based language teaching: sorting out the misunderstandings
Ellis, R. (2009) · International Journal of Applied Linguistics · doi:10.1111/j.1473-4192.2009.00231.x · Cited by 1,031
Introduction: Investigating Form‐Focused Instruction
Ellis, R. (2001) · Language Learning · doi:10.1111/j.1467-1770.2001.tb00013.x · Cited by 826
Interactions between type of instruction and type of language feature: A meta-analysis
Spada, N., & Tomita, Y. (2010) · Language Learning · doi:10.1111/j.1467-9922.2010.00562.x · Cited by 746
HOW DO LEARNERS PERCEIVE INTERACTIONAL FEEDBACK?
Mackey, A., Gass, S., & McDonough, K. (2000) · Studies in Second Language Acquisition · doi:10.1017/s0272263100004010 · Cited by 630
Self-citation
Metadata
- Authors
- Mackey, A.
- Affiliations
- Georgetown University (US)
- Corresponding author
- Mackey, Alison
- ORCID
- Mackey, Alison
- Venue
- Studies in Second Language Acquisition
- Publisher
- Cambridge University Press (CUP)
- Published
- 1999-12
- Volume
- 21
- Issue
- 4
- Pages
- 557-587
- ISSN
- 0272-2631 (ISSN-L)
- 1470-1545
- OpenAlex
- W2979053679
- Cited by
- 772
- References
- 35
- Citations by year
- 2026: 28 · 2025: 11 · 2024: 7 · 2023: 13 · 2022: 13 · 2021: 61 · 2020: 48 · 2019: 48 · 2018: 20 · 2017: 18 · 2016: 59 · 2015: 49 · 2014: 45 · 2013: 31 · 2012: 49
- FWCI
- 100.75
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Studies in Second Language Acquisition (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 › Linguistics and Language Analysis
- Keywords
- second language acquisition, conversation, task-based interaction, grammatical development, negotiated interaction, ESL learners, recasts
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
