The DOI matches its Crossref record; 48 of the 48 references it cites were found in a registry or an index; 7 of the 94 sources its claims cite were checked for support.
Research on form-focused instruction in immersion classrooms: implications for theory and practice
Open accessAbstract
This article presents a comparative analysis of five quasi-experimental studies involving close to 1,200 students, ranging in age from 7 to 14, in 49 French immersion classrooms in Canada – a content-based instructional context where learners develop high levels of communicative ability yet demonstrate a levelling-off effect in their grammatical development. The studies investigated the effects of form-focused instruction on four areas known to be difficult for anglophone learners of French: perfect vs. imperfect past tense, conditional mood, second-person pronouns and grammatical gender. Findings suggest that effective form-focused instruction in immersion contexts, at least with respect to interlanguage features that have reached a developmental plateau, includes a balanced distribution of opportunities for noticing, language awareness and controlled practice with feedback. Less effective instructional options overemphasise negotiation for meaning in oral tasks where message comprehensibility and communication strategies circumvent the need for learners to move beyond the use of interlanguage forms.
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Claims the paper makes
35 Own interpretation · 30 No full text of the sources · 27 Sources not found · 7 No basis given · 6 Not checked yet · 5 Own result · 3 Partly supported · 2 Supported · 2 Couldn’t confirm · accuracy not yet measured
The cited sources that could be checked couldn’t confirm or dispute this claim.
In the paper
“yet reviews of empirical studies show that explicit attention to form in communicative contexts is more effective (Spada, 1997;Norris and Ortega, 2000).”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > Abstract
What the sources say
- Not checked — no full text of the sourcecites Spada, 1997 source
- Could not verifycites Norris and Ortega, 2000 sourceExperimental — accuracy not yet measured
The supplied passages and further searches for explicit versus implicit instruction, incidental learning, and Norris and Ortega do not address the claimed comparison. The indexed text is headed “Self-Monitoring and Self-Reflection in an English Blended Learning Environment,” rather than the cited paper, so this copy cannot verify what Norris and Ortega (2000) concluded. (LLM, conf=0.76)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“The development of an accurate system of second-person reference in French is not a straightforward process for young anglophone learners of French in early immersion classrooms (Swain and Lapkin, 1990;Lyster and Rebuffot, 2002).”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 3.3 Second-Person Pronouns
What the sources say
- Not matchedcites Swain and Lapkin, 1990
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Supportedcites Lyster and Rebuffot, 2002 source
The paper’s passage labeled §4.1 says that French pronouns of address are difficult for students in Canadian French immersion classrooms. It explains that varied classroom uses of *tu* add to the difficulty for young learners whose main language is English; §5 also reports immersion students’ overuse of *tu* where *vous* is required. (LLM, conf=0.94)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Not matched
The cited sources that could be checked couldn’t confirm or dispute this claim.
In the paper
“Recent classroom observation studies (e.g., Lyster and Ranta, 1997;Lyster, 1998;2002) have shown that meaningful interaction related to content is typical of immersion classroom discourse.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 4 d i sc u s s i on
What the sources say
- Not checked — no full text of the sourcecites Lyster and Ranta, 1997 source
- Could not verifycites Lyster, 1998 sourceExperimental — accuracy not yet measured
The available copy yields only a title and download notices, with no substantive passage to assess the claim. Searches for meaningful content-related interaction and immersion classroom discourse found no matching text, so the claim cannot be verified from this copy. (LLM, conf=0.76)
- Not matchedcites [2002]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
boosted- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“By far the most frequent of the two forms, as well as the one with simpler verb forms, tu is the secondperson pronoun used almost exclusively by many immersion students”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 3.3 Second-Person Pronouns
What the sources say
- Partly supportedcites Dewaele, 2002 sourceExperimental — accuracy not yet measured
Section 2.2 quotes an observation that some French second-language learners use tu almost exclusively. It does not establish that this is true of many immersion students: the immersion study discussed in the same section concerns improvement in the use of vous. The cited passages also do not establish that tu is by far the more frequent form or has simpler verb forms. (LLM, conf=0.84)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Partly supported
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“This was not the case in studies of grammatical gender and second-person pronouns.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 4 d i sc u s s i on
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Instruction on grammatical gender with older learners in Grade 5 yielded significant long-term improvement for all groups exposed to form-focused instruction on three of the four measures”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 3.5 Summary
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The five quasi-experimental studies are sufficiently comparable in design, measures, and contexts to permit a comparative synthesis of their effects.
- Rests on an assumption: The outcome measures used in the five studies validly capture the targeted linguistic features and their use in communicative contexts.
- Rests on an assumption: The instructional treatments in the studies were implemented with sufficient fidelity to test the intended form-focused instruction.
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“in both the Harley (1989) study and the Day and Shapson (1991) study, comparison teachers reported that they too were teaching the target forms.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 4 d i sc u s s i on
What the sources say
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Instruction on sociostylistic variation with emphasis on second-person pronouns yielded short-and long-term improvement on all measures.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 3.5 Summary
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The five quasi-experimental studies are sufficiently comparable in design, measures, and contexts to permit a comparative synthesis of their effects.
- Rests on an assumption: The outcome measures used in the five studies validly capture the targeted linguistic features and their use in communicative contexts.
- Rests on an assumption: The instructional treatments in the studies were implemented with sufficient fidelity to test the intended form-focused instruction.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Some predictors are primarily orthographic, showing up in the spelling of suffixes.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 3.4 Grammatical Gender
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
In the paper
“In a recent analysis of over 10,000 nouns in Le Robert Junior Illustré, organized according to some 100 endings that are either reliably feminine, reliably masculine, or ambiguous, I found that 80 per cent of feminine nouns and 80 per cent of masculine nouns have endings that reliably predict their grammatical gender (Lyster, 2004a).”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 3.4 Grammatical Gender
What the sources say
- Not matchedcites Lyster, 2004a
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Not matched
- Probably not a substantial claim. 26
- It may state two separate claims as one. 44
- The quote only partly states this claim. 6
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“In this regard, Swain (1988) and Harley (1993) explained that the experiential approach driving content-based language instruction effectively promotes incidental language learning, but does not necessarily enable students to acquire specific form-function relationships.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 3 f orm -f oc u se d i n st ruc t i on
What the sources say
- Partly supportedcites Swain, 1988 sourceExperimental — accuracy not yet measured
In “Examples of Content Teaching” (page unavailable), Swain says typical content teaching is limited in the form–function relationships it brings into use and needs complementary activities. The paper does not establish that an experiential approach effectively promotes incidental language learning; in its opening discussion (page unavailable), it says the assumption that content learning enhances language learning may need qualification. (LLM, conf=0.86)
- Not checked — no full text of the sourcecites Harley, 1993 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
- Partly supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“Results showed significant gains, both in the short-and long-term, in students' ability to use vous in formal contexts in both written and oral production tasks, and in their awareness of sociolinguistic appropriateness as demonstrated by their performance on multiple-choice tests.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 3.3 Second-Person Pronouns
What the sources say
- Supportedcites Lyster, 1994 source
Split into 2 atoms — 2 confirmed, 0 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The outcome measures used in the five studies validly capture the targeted linguistic features and their use in communicative contexts.
- Rests on an assumption: The instructional treatments in the studies were implemented with sufficient fidelity to test the intended form-focused instruction.
- Supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“Lyster | 13-14 | second-person | 12 hrs/ | Written production | yes | yes”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 5 conc lu s i on
What the sources say
- Supportedcites Lyster (1994) source
The discussion following Table 5 reports that experimental classes improved relative to comparison classes on written production, formal oral production, and multiple choice. It says the gains appeared on immediate post-tests and were maintained at delayed post-testing; the delay was approximately four weeks. (LLM, conf=0.93)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one. The quote only partly states this claim.
- Supported
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“In both studies, learners exposed to the experimental treatment did in fact continue to progress throughout the study, but the significant effects were neutralised by improvement made by students in comparison classes.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 4 d i sc u s s i on
What the sources say
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The instructional treatment targeting grammatical gender in Grade 2 resulted in significant short-and long-term improvement for learners on three of the four measures; an oral task that required participants to assign grammatical gender to unfamiliar nouns yielded no significant results”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 3.5 Summary
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The five quasi-experimental studies are sufficiently comparable in design, measures, and contexts to permit a comparative synthesis of their effects.
- Rests on an assumption: The outcome measures used in the five studies validly capture the targeted linguistic features and their use in communicative contexts.
- Rests on an assumption: The instructional treatments in the studies were implemented with sufficient fidelity to test the intended form-focused instruction.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The five studies share the context of French immersion as well as many sine qua non features of quasi-experimental designs.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 4 d i sc u s s i on
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“it was found in the end that, not only did students have difficulty distinguishing the functional distinctions of these two tenses, they had not mastered their formal characteristics either.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 4 d i sc u s s i on
What the sources say
- Not checked — no full text of the sourcecites Harley (1989) source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“For example, the suffix -elle is reliably feminine whereas the homophonous ending -el reliably predicts masculine gender.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 3.4 Grammatical Gender
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Form-focused instruction on conditionals yielded short-and long-term significant improvement in written production, but none in oral production.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 3.5 Summary
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The five quasi-experimental studies are sufficiently comparable in design, measures, and contexts to permit a comparative synthesis of their effects.
- Rests on an assumption: The outcome measures used in the five studies validly capture the targeted linguistic features and their use in communicative contexts.
- Rests on an assumption: The instructional treatments in the studies were implemented with sufficient fidelity to test the intended form-focused instruction.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“To summarise (refer to Table 1), the instructional treatment targeting the passé composé and imparfait yielded short-term improvement on two of the three measures, but no long-term significant improvement on any measures.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 3.5 Summary
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The five quasi-experimental studies are sufficiently comparable in design, measures, and contexts to permit a comparative synthesis of their effects.
- Rests on an assumption: The outcome measures used in the five studies validly capture the targeted linguistic features and their use in communicative contexts.
- Rests on an assumption: The instructional treatments in the studies were implemented with sufficient fidelity to test the intended form-focused instruction.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“the one measure not showing significant long-term improvement for all treatment groups nonetheless showed significant improvement for the three treatment groups at the time of immediate post”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 3.5 Summary
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The five quasi-experimental studies are sufficiently comparable in design, measures, and contexts to permit a comparative synthesis of their effects.
- Rests on an assumption: The outcome measures used in the five studies validly capture the targeted linguistic features and their use in communicative contexts.
- Rests on an assumption: The instructional treatments in the studies were implemented with sufficient fidelity to test the intended form-focused instruction.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Other predictors are phonological, such as the reliably masculine ending /o/ and the reliably feminine ending /Et/, each with variable orthography: /o/ = -eau, -ot, -op; /Et/ = -aite, -ète, -ette.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 3.4 Grammatical Gender
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Lyster | 10-11 | grammatical | 9 hrs/ | Binary-choice test | recast and prompt groups | all treatment groups”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 5 conc lu s i on
What the sources say
- Not matchedcites Lyster (2004b)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one. The quote only partly states this claim.
- Not matched
In the paper
“Day and Shapson reported having observed a tendency during the instructional activities for students to contextualise their speech in the present, thus eliminating the need to use the conditional to express hypothetical meaning and thereby decreasing opportunities to practise using conditionals in a meaningful context.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 4 d i sc u s s i on
What the sources say
- Not checked — no full text of the sourcecites Day and Shapson (1991) source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“The results of the Day and Shapson study were more enduring than those of Harley, as students made significant progress on the cloze test and composition, but not on the oral production test.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 4 d i sc u s s i on
What the sources say
- Not matchedcites Day and Shapson
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Harley
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“Day/Shapson | 12-13 | conditional | 17 hrs/ | Written production | yes | yes”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 5 conc lu s i on
What the sources say
- Not checked — no full text of the sourcecites Day and Shapson (1991) source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one. The quote only partly states this claim.
In the paper
“Harley | 7-8 | grammatical | 8hrs/ | Binary-choice test | yes | yes”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 5 conc lu s i on
What the sources say
- Not matchedcites Harley (1998)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one. The quote only partly states this claim.
- Not matched
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Activities promoting noticing and language awareness appear to have had less emphasis than production activities and, furthermore, the production activities emphasised communicative meaning-based practice much more than controlled practice.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 4 d i sc u s s i on
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Learners negotiated their plans for a space colony during face-to-face interaction and then literally designed a model of the colony, thereby situating the task in the here-and-now.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 4 d i sc u s s i on
What the sources say
- Not checked — no full text of the sourcecites Day and Shapson (1991) source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Harley | 11-12 | passé composé | 12 hrs/ | Written production | no | no”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 5 conc lu s i on
What the sources say
- Not checked — no full text of the sourcecites Harley (1989) source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one. The quote only partly states this claim.
In the paper
“improvement for all treatment groups nonetheless showed significant improvement for the three treatment groups at the time of immediate post testing; two months later, the group receiving feedback in the form of prompts distinguished itself by being the only group to significantly outperform the comparison group on this measure.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 3.5 Summary
What the sources say
- Not matchedcites Lyster (2004b)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“On immediate post test measures, the experimental group demonstrated significant gains on a cloze test and a written composition, but not in an oral interview”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 3.2 Conditional Mood
What the sources say
- Not checked — no full text of the sourcecites Day and Shapson, 1991 source
boosted- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The outcome measures used in the five studies validly capture the targeted linguistic features and their use in communicative contexts.
- Rests on an assumption: The instructional treatments in the studies were implemented with sufficient fidelity to test the intended form-focused instruction.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A more likely candidate for explaining L2 learning in classroom settings is cognitive theory”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 2.2 Cognitive theory
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The quote only partly states this claim.
In the paper
“Furthermore, experimental teachers indicated that the treatment materials focused much more on content than on form, even though many students had not even mastered the formal aspects of the verb inflections.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 3.1 Perfect and imperfect past tenses
What the sources say
- Not checked — no full text of the sourcecites Harley, 1989 source
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Harley explained that comparison teachers indicated on questionnaires that they too had devoted a considerable amount of time to the teaching of the passé composé and the imparfait.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 3.1 Perfect and imperfect past tenses
What the sources say
- Not checked — no full text of the sourcecites Harley, 1989 source
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“The transformation of declarative knowledge into procedural knowledge involves a transition from controlled processing, which requires a great deal of attention and use of short-term memory, to automatic processing, which operates on automatised procedures stored in long-term memory (Shiffrin and Schneider, 1977).”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 2.2 Cognitive theory
What the sources say
- Not checked — no full text of the sourcecites Shiffrin and Schneider, 1977 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“According to Long's (1996) interaction hypothesis, conversational moves that assist interlocutors in negotiating for meaning provide learners with a primary source of target language data in ways that benefit language development.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 2.1 Interaction hypothesis
What the sources say
- Not checked — no full text of the sourcecites Long, 1996 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Immediate post test results revealed benefits on the cloze test and the oral interview for the experimental group, but no statistically significant differences between the experimental and comparison groups on the composition task.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 3.1 Perfect and imperfect past tenses
What the sources say
- Not checked — no full text of the sourcecites Harley, 1989 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The outcome measures used in the five studies validly capture the targeted linguistic features and their use in communicative contexts.
- Rests on an assumption: The instructional treatments in the studies were implemented with sufficient fidelity to test the intended form-focused instruction.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In other words, language features learned in isolated grammar lessons may be remembered in similar contexts (e.g., during a grammar test), but hard to retrieve in the context of communicative interaction.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 3 f orm -f oc u se d i n st ruc t i on
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Pica (1994: 517-518) acknowledges that target language accuracy plays only a secondary role in negotiation, as it has been defined in L2 acquisition research”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 2.1 Interaction hypothesis
What the sources say
- Not checked — no full text of the sourcecites Pica, 1994 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“Day and Shapson attributed the relatively smaller gains in speaking to an apparent time-lag between internalisation of rule-based declarative knowledge and automatisation of that knowledge in speaking, caused by competition between newly acquired forms and more easily accessible interlanguage forms.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 3.2 Conditional Mood
What the sources say
- Not checked — no full text of the sourcecites Day and Shapson, 1991 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“Many L2 acquisition studies have demonstrated that these conversational moves provide learners and their interlocutors with a useful set of communication strategies that facilitate comprehension (e.g., Pica, Young and Doughty, 1987).”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 2.1 Interaction hypothesis
What the sources say
- Not checked — no full text of the sourcecites Pica, Young and Doughty, 1987 source
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“it remains unclear how negotiation for meaning in L2 classroom settings would suffice to drive L2 development forward effectively and efficiently.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 2.1 Interaction hypothesis
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Important to mention here is that students in the experimental group continued nonetheless to improve, but so did students in the comparison group.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 3.1 Perfect and imperfect past tenses
What the sources say
- Not checked — no full text of the sourcecites Harley, 1989 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The outcome measures used in the five studies validly capture the targeted linguistic features and their use in communicative contexts.
- Rests on an assumption: The instructional treatments in the studies were implemented with sufficient fidelity to test the intended form-focused instruction.
In the paper
“Research has shown that immersion students are able to understand the hypothetical meaning of conditionals, but that this ability to comprehend is not matched by the ability to correctly produce conditionals (e.g., Harley and Swain, 1984).”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 3.2 Conditional Mood
What the sources say
- Not matchedcites Harley and Swain, 1984
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“Harley (1993) proposed that form-focused instruction is needed to address L2 features that: (a) differ in non-obvious or unexpected ways from the L1; (b) are irregular, infrequent, or otherwise lacking in perceptual salience in the L2 input; (c) do not carry a heavy communicative load.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 3 f orm -f oc u se d i n st ruc t i on
What the sources say
- Not checked — no full text of the sourcecites Harley, 1993 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In the absence of feedback or other types of appropriate instructional intervention, interlanguage representations can also become automatised procedures stored in long-term memory; this explains why immersion students' grammatical development appears to plateau prematurely.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 2.2 Cognitive theory
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“The notion of information processing describes skill acquisition as a gradual change in knowledge from declarative to procedural mental representations (Anderson, 1983;1985).”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 2.2 Cognitive theory
What the sources say
- Not matchedcites Anderson, 1983
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Anderson, 1985
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
None of the sources cited for this claim have been checked yet.
In the paper
“The proceduralisation of rule-based declarative representations occurs through practice and feedback (Anderson, Corbett, Koedinger and Pelletier, 1995), which together move learners towards a restructuring of interlanguage representations, enabling them to access a better organized representational system (McLaughlin, 1990;Skehan, 1998).”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 2.2 Cognitive theory
What the sources say
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“For example, based on analyses of nouns appearing in Le Petit Larousse, Tucker (1967: 13) concluded that 'gender does co-occur, in a systematic and predictable manner, with noun ending'”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 3.4 Grammatical Gender
What the sources say
- Not matchedcites Tucker, 1967
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Conversely, during communicative practice activities that engage learners in more meaningful and motivating tasks, lexicalised exemplar-based representations will be retrieved more readily, enabling spontaneous production but not engaging learners' language awareness to the same extent, thereby reducing the potential for changes to the interlanguage system.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 4 d i sc u s s i on
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“In his model, noticing plays a central role in converting input to intake during input processing (see also Schmidt, 1990), and is triggered by input qualities such as frequency and salience and by input features that have been contrived for instructional purposes (e.g., typographical enhancement).”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 4 d i sc u s s i on
What the sources say
- Not matchedcites Skehan's (1998)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites Schmidt, 1990 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“I argue instead that grammatical gender also constitutes a relatively complex subsystem, which is not simply binary in nature when one factors into the equation approximately 100 noun endings as well as the multiple effects that grammatical gender has on morphosyntax within and across sentences.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 4 d i sc u s s i on
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“I acknowledge, however, that a multitude of factors, well beyond instructional variables, can affect learning outcomes in classroom intervention studies.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 4 d i sc u s s i on
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“Skehan contends that interlanguage change is more effectively activated through the rule-based system and that conscious awareness predisposes learners towards such a rule-based perspective (see also Schmidt, 1990).”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 4 d i sc u s s i on
What the sources say
- Not matchedcites Skehan's (1998)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites Schmidt, 1990 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
- Not matched
In the paper
“Output processing then engages the learner's memory capacity differentially through retrieval from the dual-mode system, leading either to computed rule-based performance or memory-driven exemplar-based performance.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 4 d i sc u s s i on
What the sources say
- Not matchedcites Skehan's (1998)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
- Not matched
In the paper
“Skehan argues that, during online communication, communicative pressure and the need for fast access will make the exemplar-based system the system of choice, thus reducing the likelihood that the compact storage and powerful generative rules of the rule-based system will be accessed to compute well-formed utterances.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 4 d i sc u s s i on
What the sources say
- Not matchedcites Skehan's (1998)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“(but learners in the Grade 5 study did improve significantly in their performance on a similar task, suggesting that older learners are more predisposed to induce rules and also benefit from access to a much larger set of stored vocabulary items).”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 3.5 Summary
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“The recast group significantly outperformed the comparison group on five of the eight measures, while the instruction-only group (receiving no feedback) significantly outperformed the comparison group on four of the eight measures.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 3.4 Grammatical Gender
What the sources say
- Not matchedcites Lyster, 2004b
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The outcome measures used in the five studies validly capture the targeted linguistic features and their use in communicative contexts.
- Rests on an assumption: The instructional treatments in the studies were implemented with sufficient fidelity to test the intended form-focused instruction.
- Not matched
None of the sources cited for this claim have been checked yet.
In the paper
“Intake reaches a central processing mechanism that operates a dual-mode system composed of two interrelated representational systems: an analytic rule-based system and a memory-driven exemplar-based system (see also Murphy, 2000).”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 4 d i sc u s s i on
What the sources say
- Not matchedcites Skehan's (1998)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites Murphy, 2000 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
In the paper
“Prompts proved to be the most effective type of feedback, with the prompt group distinguishing itself as the only group to significantly outperform the comparison group on all eight measures.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 3.4 Grammatical Gender
What the sources say
- Not matchedcites Lyster, 2004b
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The outcome measures used in the five studies validly capture the targeted linguistic features and their use in communicative contexts.
- Rests on an assumption: The instructional treatments in the studies were implemented with sufficient fidelity to test the intended form-focused instruction.
- Not matched
In the paper
“Carroll (1989) explains that native speakers of French acquire and process determiners and nouns as co-indexed chunks, whereas anglophone learners of French acquire and process determiners and nouns as distinct syntactic words and independent phonological units.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 3.4 Grammatical Gender
What the sources say
- Not checked — no full text of the sourcecites Carroll, 1989 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“Results revealed that all three treatment groups demonstrated significant long-term improvement on all but one measure at the time of delayed post testing, but showed short-term improvement on this measure at the time of immediate post testing.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 3.4 Grammatical Gender
What the sources say
- Not matchedcites Lyster, 2004b
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The outcome measures used in the five studies validly capture the targeted linguistic features and their use in communicative contexts.
- Rests on an assumption: The instructional treatments in the studies were implemented with sufficient fidelity to test the intended form-focused instruction.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“I propose that, considered chronologically, the five studies reveal a progression in how form-focused instruction has been conceptualised over the past fifteen years, with later studies owing their more robust findings to specific aspects of the instructional treatments: namely, a more balanced distribution of opportunities for noticing, awareness and practice.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 4 d i sc u s s i on
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“While the exemplar-based system is especially useful for spontaneous oral production in interactional contexts, because its units can be accessed with minimal computational demands”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 4 d i sc u s s i on
What the sources say
- Not matchedcites Skehan's (1998)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Their aim is to effect change towards more target-like declarative representations of the L2.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 5 conc lu s i on
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“Because activities promoting noticing, language awareness and controlled practice were more apparent in the study on second-person pronouns and in both studies on grammatical gender, I would argue that more opportunities for noticing and language awareness, in addition to controlled automaticity practice and provision of feedback, might have been more effective at helping learners in the Harley (1”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 4 d i sc u s s i on
What the sources say
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“As a result of these opportunities, immersion students develop high levels of strategic communicative ability, but their interlanguage appears to reach a developmental plateau in terms of accuracy.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 5 conc lu s i on
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“Given the instructional and interactional design of immersion pedagogy (see Genesee, 1991;Met, 1994;Lyster, 2002), learners in immersion classrooms benefit from years of exposure to target input and ample opportunities for authentic communication involving negotiation of meaning, which facilitates comprehension and also provides supportive scaffolding when target forms are beyond learners' current”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 5 conc lu s i on
What the sources say
- Not matchedcites Genesee, 1991
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Met, 1994
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Lyster, 2002
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Thus, although the tasks were pedagogically designed to encourage the use of conditionals, they arguably lacked linguistic constraints, in terms of pragmatic appropriateness and discourse coherence, requiring students to use conditionals to complete the tasks.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 4 d i sc u s s i on
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“These observations find support in Skehan's (1998) claim that instructional activities that serve primarily to induce learners to rely on communication strategies may lead them to bypass target forms and instead to use unanalysed nontarget representations that are more accessible.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 5 conc lu s i on
What the sources say
- Not matchedcites Skehan's (1998)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
In the paper
“He puts into question the role of negotiation of meaning insofar as it aims to achieve mutual comprehensibility, at the expense of moving L2 development forward in terms of formal accuracy and complexity.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 5 conc lu s i on
What the sources say
- Not matchedcites Skehan's (1998)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“I hasten to add that there is little doubt that opportunities for more open-ended communicative practice and negotiation of meaning contribute to other aspects of L2 development.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 5 conc lu s i on
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“For example, Harley (1993) suggested that the experiential approach underlying content-based instruction allows young learners to internalise key aspects of the target system, such as phonologically salient and high-frequency lexical items, as well as syntactic patterns that are congruent with the L1.”
§ Research on form-focused instruction in immersion classrooms: Implications for theory and practice > 5 conc lu s i on
What the sources say
- Not checked — no full text of the sourcecites Harley (1993) source
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper relies on this without support.
The five quasi-experimental studies are sufficiently comparable in design, measures, and contexts to permit a comparative synthesis of their effects.
“This article presents a comparative analysis of five quasi-experimental studies involving close to 1,200 students, ranging in age from 7 to 14, in 49 French immersion classrooms in Canada”
The paper relies on this without support.
The outcome measures used in the five studies validly capture the targeted linguistic features and their use in communicative contexts.
“Pretests, immediate post tests, and delayed post tests were administered to the experimental group as well as to a comparison group to compare classes on three measures: a cloze test, a composition task and an oral interview.”
The paper relies on this without support.
The instructional treatments in the studies were implemented with sufficient fidelity to test the intended form-focused instruction.
“Furthermore, experimental teachers indicated that the treatment materials focused much more on content than on form, even though many students had not even mastered the formal aspects of the verb inflections.”
The paper relies on this without support.
The findings from the five studies can be generalized to French immersion classrooms in Canada more broadly.
“Findings suggest that effective form-focused instruction in immersion contexts, at least with respect to interlanguage features that have reached a developmental plateau, includes a balanced distribution of opportunities for noticing, language awareness and controlled practice with feedback.”
Citations
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INTERACTIONAL FEEDBACK AND INSTRUCTIONAL COUNTERBALANCE
Lyster, R., & Mori, H. (2006) · Studies in Second Language Acquisition · doi:10.1017/s0272263106060128 · Cited by 506
“…interventions+ The counterbalance hypothesis finds support in this regard from a recent review of form-focused instructional treatments in FI classrooms ~Lyster, 2004b!, which revealed that the most effective form-focused instructional interventions ~with the most robust results! were…”
BackgroundInfluentialSelf-citationYang, Y., & Lyster, R. (2010) · Studies in Second Language Acquisition · doi:10.1017/s0272263109990519 · Cited by 344
Self-citationImplicit and explicit instruction in L2 learning: Norris & Ortega (2000) revisited and updated
Goo, J., Granena, G., Yilmaz, Y., & Novella, M. (2015) · Studies in Bilingualism · doi:10.1075/sibil.48.18goo · Cited by 224
Ranta, L., & Lyster, R. (2007) · Cambridge University Press eBooks · doi:10.1017/cbo9780511667275.009 · Cited by 169
Self-citationTHE EFFECTS OF CORRECTIVE FEEDBACK ON INSTRUCTED L2 SPEECH PERCEPTION
Lee, A. H., & Lyster, R. (2016) · Studies in Second Language Acquisition · doi:10.1017/s0272263115000194 · Cited by 133
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Izquierdo, J., & Collins, L. J. (2008) · Modern Language Journal · doi:10.1111/j.1540-4781.2008.00751.x · Cited by 92
Pitarch, R. C. (2018) · Journal of Language Teaching and Research · doi:10.17507/jltr.0906.04 · Cited by 78
“At this output stage, students may notice their errors and mistakes and learn from them (Lyster, 2004).”
BackgroundDeaf Children as ‘English Learners’: The Psycholinguistic Turn in Deaf Education
Howerton-Fox, A., & Falk, J. L. (2019) · Education Sciences · doi:10.3390/educsci9020133 · Cited by 69
“Research has clearly demonstrated that hearing bilingual children benefit from explicit grammar instruction [160,161], and recent research suggests that deaf bilingual children do, too.”
BackgroundStakeholder Perspectives: CLIL Programme Management in Estonia
Mehisto, P., & Asser, H. (2007) · International Journal of Bilingual Education and Bilingualism · doi:10.2167/beb466.0 · Cited by 67
Véronique, G. D. (2005) · Acquisition et interaction en langue étrangère · doi:10.4000/aile.1707 · Cited by 48
Aloesnita, N. M. A. N., & Alwi, N. A. N. M. (2010) · Cited by 48
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The spoken Irish of sixth-class pupils in Irish immersion schools
Duibhir, P. Ó. (2009) · Arrow@dit (Dublin Institute of Technology) · Cited by 37
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“Despite the fact that a lot of studies have been conducted to examine this issue (See e.g., Carroll & Swain, 1993; Lyster, 2004; Mackey, 2000), every teacher is still following his or her own way of error feedback.”
BackgroundLearning grammatical gender: The use of rules by novice learners
Presson, N., MacWhinney, B., & Tokowicz, N. (2012) · Applied Psycholinguistics · doi:10.1017/s0142716412000550 · Cited by 32
“…that the advantage of rule instruction was actually due to instruction in the rule and not the result of simply directing the learners’ attention to the relevant forms, which in itself has been shown to be a powerful tool in improving language learning (Lightbown & Spada, 1990; Lyster, 2004a).”
BackgroundMethodResultInfluentialIf you use ASL, should you study ESL? Limitations of a modality-b(i)ased policy
Koulidobrova, E., Kuntze, M., & Dostal, H. M. (2018) · Language · doi:10.1353/lan.2018.0029 · Cited by 27
“In other words, D/HH children benefit from explicit language instruction, much like hearing ELs do (Ellis 2001, 2002, Lyster 2004a,b).”
Making research on instructed SLA relevant for teachers through professional development
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“In oral tasks, however, all three treatment groups performed similarly, owing arguably to a large task effect resulting from the individualized administration of oral tasks to a subsample of participants (for details, see Lyster, 2004a).”
BackgroundMethodResultInfluentialSelf-citationAssessing Language Revitalization: Methods and Priorities
O'Grady, W. D. (2017) · Annual Review of Linguistics · doi:10.1146/annurev-linguistics-011817-045423 · Cited by 23
“…types (including those for familiar European languages) has been tempered by reports of shortfalls in various areas of linguistic proficiency (see, e.g., Genesee 2004 and Lyster 2004, 2007 for French; Peter et al. 2011 for Cherokee; Housman et al. 2011 for Hawaiian; and Ó Duibhir 2009 for Irish).”
BackgroundPeter, L., Hirata‐Edds, T., & Montgomery‐Anderson, B. (2008) · International Journal of Applied Linguistics · doi:10.1111/j.1473-4192.2008.00199.x · Cited by 22
Teaching and Learning Sociolinguistic Skills in University EFL Classes in Taiwan
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Assessment of Young Learners’ English Proficiency in Bilingual Content Instruction CLIL
Wewer, T. M. (2014) · UTUPub (University of Turku) · Cited by 19
Rahimi, M., & Zhang, L. J. (2013) · Language Learning Journal · doi:10.1080/09571736.2013.858368 · Cited by 19
“…fromprevious focusedCF studies which indicated that prompts are generally more facilitative to learning than recasts in classroom contexts (e.g. Ammar and Spada 2006; Bitchener and Ferris, 2012; Ellis, Loewen and Erlam 2006; Lyster 2004a; Lyster and Saito 2010; Sheen 2010; Yang and Lyster 2010).”
BackgroundOn Written Corrective Feedback in L2 Writing
Shao, X. (2015) · English Language Teaching · doi:10.5539/elt.v8n3p155 · Cited by 20
“Furthermore, Lyster (2004b) claims that there is little direct evidence that actually associates conversational moves used in negotiation of meaning with second language development.”
BackgroundInfluentialValeo, A. (2010) · TSpace (University of Toronto) · Cited by 17
Izquierdo, J. (2009) · Canadian Modern Language Review/ La Revue canadienne des langues vivantes · doi:10.3138/cmlr.65.4.587 · Cited by 17
“…aux caractéristiques des formes langagières de l’input (Izquierdo, 2008 ; Simard, 2008), au type d’enseignement dans le programme d’apprentissage (Lyster, 2004), au stade de développement des apprenants (Izquierdo et Collins, 2008) et à la langue maternelle (DeKeyser, 2005) contribuent,…”
BackgroundMultimedia Instruction & Language Learning Attitudes: A Study with University Students
Izquierdo, J., Simard, D., & Pulido, M. G. G. (2015) · DOAJ (DOAJ: Directory of Open Access Journals) · Cited by 16
Yeh, E. (2014) · The Journal of Effective Teaching · Cited by 16
Montrul, S., & Bowles, M. A. (2008) · Cited by 14
Implicit and explicit instruction in L2 learning: Norris & Ortega (2000) revisited and updated
Goo, J., Grañena, G., Yılmaz, Y., & Novella, M. Á. (2015) · Cited by 14
Gonzalves, L. (2020) · Language Awareness · doi:10.1080/09658416.2020.1776721 · Cited by 18
“Furthermore, as focusing on communication alone is not sufficient in developing a high L2 proficiency, integrating a focus on form in the lesson may help in achieving this goal (Lightbown & Spada, 1990; Lyster, 2004; Spada & Lightbown, 2008; Swain, 1998).”
BackgroundYeh, E., & Kessler, G. (2014) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-4666-6347-3.ch001 · Cited by 13
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Evans, M. (2009) · British Educational Research Journal · doi:10.1080/01411920903017986 · Cited by 10
Second language grammar learning in refugee children
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Pena, C. A., & Pladevall‐Ballester, E. (2020) · Journal of Immersion and Content-Based Language Education · doi:10.1075/jicb.17028.alf · Cited by 9
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Research on Corrective Feedback in ESL/EFL Classrooms
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“Besides, Lyster (2004b) holds that elicitation is the best way of CF, because it can help learners to improve their control ability for language forms which they have mastered.”
BackgroundTipurita, M.-E., & Jean, G. (2014) · Canadian Modern Language Review/ La Revue canadienne des langues vivantes · doi:10.3138/cmlr.1756 · Cited by 7
“Quant aux deux tests de production orale, il s’agissait, comme dans l’étude de Harley décrite ci-dessus, de choisir le déterminant approprié en donnant le singulier de noms inconnus fournis au pluriel dans un cas et de décrire une image dans l’autre cas.”
BackgroundInfluentialPech, D. M., & Izquierdo, J. (2011) · Redalyc (Universidad Autónoma del Estado de México) · Cited by 6
Focus on Form Instruction in EFL: Iimplications for Theory and Practice
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A Case Study: An ESL Teacher’s Beliefs and Classroom Practices in Grammar Instruction
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Villegas, V. D. L. C., & Izquierdo, J. (2014) · Dialnet (Universidad de la Rioja) · Cited by 5
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Guénette, D. (2010) · doi:10.82308/8293 · Cited by 5
Second and Foreign Language Education in Canada
Early, M. (2008) · Springer eBooks · doi:10.1007/978-0-387-30424-3_99 · Cited by 5
Kachinske, I., & DEKEYSER, R. M. (2019) · Journal of Second Language Studies · doi:10.1075/jsls.19003.kac · Cited by 4
Arslan, R. Ş., & DOĞAN, S. I. (2020) · Journal of Language and Linguistic Studies · doi:10.17263/jlls.712869 · Cited by 4
“…out in different parts of the world indicated that the learners who received focus on form were superior to the learners who did not receive focus on form (Lyster, 2004; Othman & Ismail, 2008; Gezmiş, 2011; ElgünGündüz, Akcan, & Bayyurt, 2012; Bakshiri & Mohammadi, 2014; Nourdad & Aghayı, 2014).”
BackgroundThe Effect of Oral Corrective Feedback on Article Errors in L3 English: Prompts vs. Recasts
Doski, P. M., & Filiz, C. E. L. E. (2018) · English Language Teaching · doi:10.5539/elt.v11n8p143 · Cited by 4
“The teacher gave explanations about the articles and the rules for using definite and indefinite articles, this session was arranged to review the student prior knowledge of the the target structure, since prompts cannot be applied to elicit information that learners do not know already (Lyster, 2004), and to free the…”
BackgroundResultInfluentialAcquisition de la liaison et de l'enchaînement en français L2 : le rôle de la fréquence
de Moras, & Odette, N. (2011) · Cited by 4
Véronique, G. (2008) · Congrès Mondial de Linguistique Française 2008 · doi:10.1051/cmlf08318 · Cited by 4
“Lyster (2004) prône un enseignement qui favorise la prise de conscience (noticing) et la conceptualisation (language awareness).”
BackgroundNassaji, H., & Kartchava, E. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108333603.026 · Cited by 4
Vanderveen, T. N. (2015) · YorkSpace (York University) · Cited by 4
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“…many researchers view L2 language development, especially in classroom settings, as being similar to any other form of cognitive skill acquisition (de Jong and Perfetti 2011; DeKeyser 1997, 1998, 2001, 2007a ,b; Lyster 1994, 2004, 2007; McLaughlin 1990; Ranta and Lyster 2007; Lyster and Sato 2013).”
Effects of integrated form-focused instruction on vocabulary learning for Chinese English learners
Wei, R., & Yu, L. (2023) · Interactive Learning Environments · doi:10.1080/10494820.2023.2266478 · Cited by 3
“Lyster (2004) characterized FFI by emphasizing its three key components: noticing, awareness-raising, and production practice.”
Concept-based instruction for applied L2 acquisition
Doueihi, J. Z., & François, T. (2021) · Pedagogical Linguistics · doi:10.1075/pl.21006.zak · Cited by 3
“For example, Lyster (2004) noticed that instruction overemphasizing production activities lead to difficulties for students in distinguishing the functionality of tenses, especially in the long-term.”
BackgroundProactive/Reactive Focus on Form and Immediate/Delayed Writing Production
Bakshiri, N., & Mohammadi, M. (2014) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2014.03.424 · Cited by 3
Heritage Language Early Years’ Immersion: Irish-Medium Preschools in Ireland
Hickey, T. M. (2022) · Springer international handbooks of education · doi:10.1007/978-3-030-91662-6_15 · Cited by 5
Dubetz, N. E., & Collett, J. (2020) · Fordham Research Commons (Fordham University) · doi:10.5422/jmer.2020.v10.11-33 · Cited by 3
“Frontloading is not to be confused with teaching lessons on isolated grammar points or language structures, an approach that has been demonstrated to be ineffective for advancing MLs’ language proficiency (Lyster, 2004).”
BackgroundLyster, R., & Genesee, F. H. (2012) · Wiley eBooks · doi:10.1002/9781405198431.wbeal0525 · Cited by 3
Self-citationBlondeau, H. (2018) · Cambridge University Press eBooks · doi:10.1017/cbo9781139013734.025 · Cited by 2
Duibhir, P. Ó., Garland, J., & Feirste, B. (2010) · Cited by 2
Heritage Language Early Years’ Immersion: Irish-Medium Preschools in Ireland
Hickey, T. M. (2021) · Springer international handbooks of education · doi:10.1007/978-3-030-47073-9_15-1 · Cited by 4
Kvist, C. (2014) · Lund University Publications Student Papers (Lund University) · Cited by 2
Moriyoshi, N. (2011) · doi:10.82308/34187 · Cited by 2
Rethinking Pedagogical Options for Teaching Explicit Grammar in French Immersion
Mueller, K. (2015) · Libraries and Cultural Resources (University of Calgary) · doi:10.5072/prism/27659 · Cited by 2
The Effect of Immediate and Delayed Error Correction on Accuracy of EFL Learners’ Oral Production
Safari, F. (2016) · Journal of Studies in Education · doi:10.5296/jse.v6i3.8915 · Cited by 1
Multimedia and Second Language Vocabulary: A Study with University-level Learners of English
Villegas, V. D. L. C., & Izquierdo, J. (2014) · Sinéctica Revista Electrónica de Educación · Cited by 1
Aghajani, M., & Abbaszadeh, E. (2018) · Journal of applied linguistics and language research · Cited by 1
Hunter, J. D. (2022) · System · doi:10.1016/j.system.2022.102933 · Cited by 1
Cohen, C., & Quirk, E. (2025) · Languages · doi:10.3390/languages10010006 · Cited by 2
“…gender, while others, such as - tion or - ti é , typically mark feminine gender) (Lyster, 2006; Tucker et al., 1977), the grammatical gender system in French is considered quite opaque (Corbett, 1991) and even “quite arbitrary and unsystematic in the case of inanimate nouns” (Lyster, 2004, p. 330).”
Kachinske, I., & DEKEYSER, R. M. (2021) · Benjamins current topics · doi:10.1075/bct.116.03kac · Cited by 1
Possemato, F. (2017) · The Sydney eScholarship Repository (The University of Sydney) · Cited by 1
de Jesús, M., & Sandoval, I. (2008) · Cited by 1
Peng, F. (2021) · Scholarworks (University of Massachusetts Amherst) · doi:10.7275/6950542 · Cited by 1
“In addition, it has been proven that Form-focused instruction is more effective in many face-to-face classroom settings (R. Ellis, 2001, 2002; Lyster, 2004a, 2004b).”
BackgroundAmbrosio, L., & Bourdages, J. S. (2009) · DOAJ (DOAJ: Directory of Open Access Journals)
Izquierdo, J., Guadalupe, M., & Pulido, G. (2015) · Dialnet (Universidad de la Rioja)
EXPOSURE TO CORRECTIVE FEEDBACK STRATEGIES AND ATTITUDINAL SHIFT
Sanavi, R. V., & Nemati, M. (2014)
English Language Teaching Unit
Rasool, R. M. K. (2008)
DEKEYSER, R. M. (2007) · Cambridge University Press eBooks · doi:10.1017/cbo9780511667275.008
JeongDongBin, & Ghymn, J. (2008) · English Language Teaching · doi:10.17936/pkelt.2008.20.3.011
Mitchell, S. (2016) · uO Research (University of Ottawa) · doi:10.20381/ruor-5643
The Effect of Explicit Grammar Instruction on Language Learning
Kumara, P. B. S. L. P. (2016)
김민성 (2015) · Seoul National University Open Repository (Seoul National University)
Maguire, C. (2018) · University of Minnesota Digital Conservancy (University of Minnesota)
Use of Languages Across the Curriculum
Turner, M. (2019) · Springer eBooks · doi:10.1007/978-3-030-21591-0_3
Blackstone, P. (2019) · UVic’s Research and Learning Repository (University of Victoria)
THE EFFECTS OF EXPLICIT FORM-FOCUSED INSTRUCTION ON L2 ORAL PROFICIENCY DEVELOPMENT
Lee, S.-C. N. (2019) · TUScholarShare (Temple University)
An Overview and Evaluation of Written Corrective Feedback in L2 Writing
Ajmal, M. (2021) · Pakistan Social Sciences Review · doi:10.35484/pssr.2021(5-i)33
“The accuracy of juxtaposing the outcomes of response according to the stages of clarity as examined by Lyster (2002), on basis of his finding that it is renovation which is conclusion of significant causes instead of arising out of clarity which helps in advancement of foreign language. Redesign was also differentiate…”
MethodInfluentialVexique: Vocabulary enhancement software for French immersion students
Woloshen, S. (2021) · Summit (Simon Fraser University)
Redmond, L., Bourdages, R., & Foucambert, D. (2021) · La Revue de l'AQEFLS/Revue de l'AQEFLS · doi:10.7202/1082347ar
Alwi, N. A. N. M. (2010) · Open Access Victoria University of Wellington | Te Herenga Waka (Figshare) · doi:10.26686/wgtn.16971355.v1 · Cited by 48
Metadata
- Authors
- LYSTER, R.
- Affiliations
- McGill University (CA)
- Corresponding author
- LYSTER, ROY
- Venue
- Journal of French Language Studies
- Publisher
- Cambridge University Press (CUP)
- Published
- 2004-11
- Volume
- 14
- Issue
- 3
- Pages
- 321-341
- ISSN
- 0959-2695 (ISSN-L)
- 1474-0079
- OpenAlex
- W2122572374
- Cited by
- 111
- References
- 45
- Citations by year
- 2026: 2 · 2025: 1 · 2023: 1 · 2022: 4 · 2021: 8 · 2020: 5 · 2019: 6 · 2018: 8 · 2017: 3 · 2016: 9 · 2015: 11 · 2014: 10 · 2013: 1 · 2012: 4
- FWCI
- 19.47
- Type
- journal article
- Language
- en
- Open access
- Locations
- Journal of French Language Studies (publishedVersion)
- eScholarship@McGill (McGill) (submittedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Linguistics and Language › French Language Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Keywords
- form-focused instruction, French immersion, second language grammar, noticing, language awareness, feedback, controlled practice, conditional mood, second-person pronouns, grammatical gender, interlanguage, communication strategies
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.
A language model drew the claims from the paper on 2026-09-28, under version 3 of the claim definition (prompt extract-v3).
A second model labelled each claim on 2026-09-28 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Cited sources are checked with a language model’s help (gpt-6-sol).
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 ›
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