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
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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“Investigation into the effects of interaction on L2 development has been considered a component of instructed second language acquisition (ISLA) (e.g.Mackey 2006;Loewen 2015;Long 2017;VanPatten 2017b), which is concerned with the manipulation of the processes and mechanisms of L2 learning.”
From Interaction and instructed second language acquisition (2018) · cites this paper as Mackey 2006
In the citing paper
“This difficulty is evident from a body of research revealing that learners' attention is drawn to certain features more than others when there is no external manipulation, regardless of the target language (e.g.English : Mackey 2006;French: Ayoun 2001;Japanese: Loschky 1994).”
From Interaction and instructed second language acquisition (2018) · cites this paper as Mackey 2006
In the citing paper
“Mackey also found that while there was some correspondence in the noticing identified by the different measures, there were also discrepancies, leading her to suggest that noticing might be best viewed as a continuum.”
From Interaction and instructed second language acquisition (2018) · cites this paper as Mackey (2006)
In the citing paper
“She found that learners' reports of noticing related to linguistic development in some areas (e.g.questions) but not in others (e.g.past tense).”
From Interaction and instructed second language acquisition (2018) · cites this paper as Mackey (2006)
In the citing paper
“However, there is also evidence to suggest that when the focus on form leads to learners consciously attending to linguistic forms they are more likely to learn what they have attended to (Mackey, 2006).”
From Focus on form: A critical review (2016) · cites this paper as Mackey, 2006
In the citing paper
“but to date there is little evidence to show a consistent direct effect of such noticing on acquisition (see, for example, Mackey (2006).”
From Focus on form: A critical review (2016) · cites this paper as Mackey (2006)
Citations
Cites
The Role of Consciousness in Second Language Learning1
SCHMIDT, R. W. (1990) · Applied Linguistics · doi:10.1093/applin/11.2.129 · Cited by 5,435
The Role of the Linguistic Environment in Second Language Acquisition
Long, M. H. (1996) · Handbook of Second Language Acquisition · doi:10.1016/b978-012589042-7/50015-3 · Cited by 3,927
CORRECTIVE FEEDBACK AND LEARNER UPTAKE: Negotiation of Form in Communicative Classrooms
Lyster, R., & Ranta, L. (1997) · Studies in Second Language Acquisition · doi:10.1017/s0272263197001034 · Cited by 2,629
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Native speaker/non-native speaker conversation and the negotiation of comprehensible input1
Long, M. H. (1983) · Applied Linguistics · doi:10.1093/applin/4.2.126 · Cited by 1,433
THE ROBUSTNESS OF CRITICAL PERIOD EFFECTS IN SECOND LANGUAGE ACQUISITION
DeKeyser, R. M. (2000) · Studies in Second Language Acquisition · doi:10.1017/s0272263100004022 · Cited by 1,432
SWAIN, M., & LAPKIN, S. (1995) · Applied Linguistics · doi:10.1093/applin/16.3.371 · Cited by 1,407
Schmidt, R. (2001) · Cognition and Second Language Instruction · doi:10.1017/cbo9781139524780.003 · Cited by 1,322
Second language research methods
Seliger, H. W., & Shohamy, E. (1989) · Virtual Defense Library (Ministerio de Defensa) · Cited by 1,071
Stimulated Recall Methodology in Second Language Research
Gass, S. M., Gass, S. M., Mackey, A., & Mackey, A. (2013) · Routledge eBooks · doi:10.4324/9781410606006 · Cited by 969
Self-citation
Research works printed but not linked: 11
- Long, M. H. 2006. ‘Recasts in SLA: The story so far’ in Problems in SLA. Mahwah, NJ: Lawrence Erlbaum Associates (Chapter Four).
- 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.
- 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).
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
Cited by
Sorted by citations
ORAL FEEDBACK IN CLASSROOM SLA: A Meta-Analysis
Lyster, R., & Saito, K. (2010) · Studies in Second Language Acquisition · doi:10.1017/s0272263109990520 · Cited by 838
“1 2 1 2 1 2 1 2 (2) When the study reported proportions of participants who showed improvements, Cohen’s d was calculated based on arcsine transformation (Lipsey & Wilson; see, e.g., Mackey, 2006 ): Cohen’s d = arcsine treatment – arcsine control .”
BackgroundMethodInfluentialInteractions between type of instruction and type of language feature: A meta-analysis
Spada, N., & Tomita, Y. (2010) · Language Learning · doi:10.1111/j.1467-9922.2010.00562.x · Cited by 746
“…examples of these from the primary studies include: free writing tasks (e.g., Bitchener, Young, & Cameron, 2005; Spada et al., 2005), picture description tasks (e.g., Izumi & Lakshmanan, 1998; Mackey, 2006), and picture-cued information gap tasks (e.g., Mackey, 1999, 2006; Mackey & Oliver, 2002).”
BackgroundOral corrective feedback in second language classrooms
Lyster, R., Saito, K., & Sato, M. (2013) · Language Teaching · doi:10.1017/s0261444812000365 · Cited by 741
“Depending on the interactional context, learners are likely to notice the corrective quality of recasts (Oliver & Mackey 2003), especially in cases where the recasts have been shortened and/or provided with added stress to highlight the error. Also beneficial are recasts provided by a teacher to scaffold interaction d…”
BackgroundResultInfluentialGass, S. M., Behney, J., Plonsky, L., Gass, S. M., & Selinker, L. (2001) · Routledge eBooks · doi:10.4324/9781410604651 · Cited by 549
Cao, Y., & Philp, J. (2006) · System · doi:10.1016/j.system.2006.05.002 · Cited by 509
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
- 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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