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Cited by 536EFL/ESL Teaching and LearningSecond Language Acquisition and LearningLinguistics and Language Analysis

The DOI matches its Crossref record; 72 of the 75 references it cites were found in a registry or an index.

Feedback, Noticing and Instructed Second Language Learning

Mackey, Alison·2006·Applied Linguistics
DOI 10.1093/applin/ami051
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Abstract

Second language acquisition researchers have claimed that feedback provided during conversational interaction facilitates second language (L2) acquisition. A number of experimental studies have supported this claim, connecting interactional feedback with L2 development. Researchers have suggested that interactional feedback is associated with L2 learning because it prompts learners to notice L2 forms. This study explores the relationships between feedback, instructed ESL learners’ noticing of L2 form during classroom interactions and their subsequent L2 development. Interactional feedback was provided to learners in response to their production problems with questions, plurals, and past tense forms. Learners’ noticing was assessed through on-line learning journals, introspective comments while viewing classroom videotapes, and questionnaire responses. Through a controlled pre-test, post-test design, analyses of noticing and learning were carried out for each learner. The results point to an interesting, complex and positive relationship between interactional feedback in the classroom, the learners’ reports about noticing and their learning of L2 question forms.

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3 of the 75 references couldn’t be matched to a known paper.

Research works printed but not linked: 11

  1. Long, M. H. 2006. ‘Recasts in SLA: The story so far’ in Problems in SLA. Mahwah, NJ: Lawrence Erlbaum Associates (Chapter Four).
  2. Long, M. H. and P. Robinson.1998. ‘Focus on form: Theory, research, process’ in C. Doughty and J. Williams (eds): Focus on Form in Classroom Second Language Acquisition. Cambridge: Cambridge University Press, pp. 15–41.
  3. Mackey, A. in press. ‘The relationship between conversational interaction and second language acquisition’ in A. Mackey (ed.): Conversational Interaction in Second Language Acquisition: A Collection of Empirical Studies. Oxford: Oxford University Press (Chapter One).
  4. Miyake, A. and N. F. Friedman.1998. ‘Individual differences in second language proficiency: Working memory as “language aptitude” ’ in A. E. Healy and L. E. Bourne (eds): Foreign Language Learning: Psycholinguistic studies on training and retention. Mahwah, NJ: Erlbaum, pp. 339–64.
  5. Packard, J. L. 1991. ‘Implications for classroom-based research of various research designs’ in B. F. Freedman (ed.): Foreign Language Acquisition Research and the Classroom. Lexington, MA: D.C. Heath and Company, pp. 354–62.
  6. Pienemann, M. and M.Johnston.1987. ‘Factors influencing the development of language proficiency’ in D. Nunan (ed.): Applying Second Language Acquisition Research. Adelaide: National Curriculum Resource Centre, AMEP, pp. 45–141.
  7. Roberts, M. 1995. ‘Awareness and the efficacy of error correction’ in R. Schmidt (ed.): Attention and Awareness in Foreign Language Learning (Tech. Rep. #9), Honolulu, HI: University of Hawai’I, pp. 162–82.
  8. Schmidt, R. 1995. ‘Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning’ in R. Schmidt (ed.): Attention and Awareness in Foreign Language Learning. Honolulu: University of Hawai’i, Second Language Teaching and Curriculum Center, pp. 1–63.
  9. Schmidt, R. and S. Frota.1986. ‘Developing basic conversational ability in a second language: A case study of an adult learner of Portuguese’ in R. Day (ed.): ‘Talking to learn’: Conversation in second language acquisition. Rowley, MA: Newbury House, pp. 237–326.
  10. Silver, R. E. 2000. ‘Input, output, and negotiation: Conditions for second language development’ in B. Swierzbin, F. Morris, M. E. Anderson, C. A. Klee, and E. Tarone (eds): Social and Cognitive Factors in Second Language Acquisition: Selected proceedings of the 1999 Second Language Research Forum. Somerville, MA: Cascadilla, pp. 345–71.
  11. Swain, M. 1998. ‘Focus on form through conscious reflection’ in C. Doughty and J. Williams (eds): Focus on Form in Classroom Second Language Acquisition. Cambridge: Cambridge University Press.

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Metadata

Authors
Mackey, A.
Affiliations
Georgetown University (US)
Corresponding author
Mackey, Alison
ORCID
Mackey, Alison
Venue
Applied Linguistics
Publisher
Oxford University Press (OUP)
Published
2006-09-01
Volume
27
Issue
3
Pages
405-430
ISSN
  • 0142-6001 (ISSN-L)
  • 1477-450X
DOI
10.1093/applin/ami051
OpenAlex
W2101121875
Cited by
536
References
75
Citations by year
2026: 10 · 2025: 8 · 2024: 14 · 2023: 15 · 2022: 17 · 2021: 61 · 2020: 45 · 2019: 55 · 2018: 26 · 2017: 27 · 2016: 23 · 2015: 25 · 2014: 45 · 2013: 30 · 2012: 37
FWCI
116.23
Type
journal article
Language
en
Open access
closed
Locations
  • Applied Linguistics (publishedVersion)
  • Lancaster EPrints (Lancaster University) (submittedVersion)
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
interactional feedback, noticing, second language acquisition, English as a second language, classroom interaction, question forms, plural nouns, past tense, learner journals, introspective reports

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