The DOI matches its Crossref record; 10 of the 10 references it cites were found in a registry or an index.
Focus on Form Through Interaction Enhancement: Integrating Formal Instruction Into a Communicative Task in EFL Classrooms
Abstract
This study examines the impact of interaction enhancement (IE) on the learning of English articles. IE is a treatment that guides learners to focus on form by providing interactional modifications and leads learners to produce modified output within a problem‐solving task (strategic interaction). Two different IE treatments were employed: IE plus formal debriefing (IEF), and IE plus meaning‐focused debriefing (IEM). Outcomes of these treatments were compared with the effects of non‐enhanced interaction in a quasi‐experimental study involving 91 Japanese EFL learners. Progress was measured with a pretest and two post‐tests, yielding these major findings: (1) IE had positive effects on the learning of English articles; (2) the IEF treatment had a greater impact than the IEM treatment.
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Citations
Cites
The Role of Consciousness in Second Language Learning1
SCHMIDT, R. W. (1990) · Applied Linguistics · doi:10.1093/applin/11.2.129 · Cited by 5,435 · cited 2×
“The theoretical underpinnings of IE are cognitive models of L2 acquisition (e.g., DeKeyser, 1998; R. Ellis, 1997; Gass, 1988; McLaughlin, 1987, 1990; Schmidt, 1990; Skehan, 1998).”
BackgroundCORRECTIVE 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
Focus on Form: A Design Feature in Language Teaching Methodology
Long, M. (1991) · Studies in Bilingualism · doi:10.1075/sibil.2.07lon · Cited by 1,775 · cited 2×
“Long, Inagaki, and Ortega (1998) reported the results of two experiments conducted to assess the relative utility of models and recasts in L2 Japanese and Spanish.”
BackgroundResultSWAIN, M., & LAPKIN, S. (1995) · Applied Linguistics · doi:10.1093/applin/16.3.371 · Cited by 1,407
INPUT, INTERACTION, AND SECOND LANGUAGE DEVELOPMENT: An Empirical Study of Question Formation in ESL
Mackey, A. (1999) · Studies in Second Language Acquisition · doi:10.1017/s0272263199004027 · Cited by 772
RECASTS, REPETITION, AND AMBIGUITY IN L2 CLASSROOM DISCOURSE
Lyster, R. (1998) · Studies in Second Language Acquisition · doi:10.1017/s027226319800103x · Cited by 718
Doughty, C. (1991) · Studies in Second Language Acquisition · doi:10.1017/s0272263100010287 · Cited by 619
THE ROLES OF MODIFIED INPUT AND OUTPUT IN THE INCIDENTAL ACQUISITION OF WORD MEANINGS
Ellis, R., & He, X. (1999) · Studies in Second Language Acquisition · doi:10.1017/s0272263199002077 · Cited by 449
Using collaborative language production tasks to promote students’ language awareness1
Kowal, M., & Swain, M. (1994) · Language Awareness · doi:10.1080/09658416.1994.9959845 · Cited by 332
Rules and instances in foreign language learning: Interactions of explicit and implicit knowledge
Ellis, N. (1993) · European Journal of Cognitive Psychology · doi:10.1080/09541449308520120 · Cited by 269
Cited by
IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2 GRAMMAR
Ellis, R., Loewen, S., & Erlam, R. (2006) · Studies in Second Language Acquisition · doi:10.1017/s0272263106060141 · Cited by 1,076
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
Interactions between type of instruction and type of language feature: A meta-analysis
Spada, N., & Tomita, Y. (2010) · Language Learning · doi:10.1111/j.1467-9922.2010.00562.x · Cited by 746
RECASTS AND SECOND LANGUAGE DEVELOPMENT: Beyond Negative Evidence
Leeman, J. (2003) · Studies in Second Language Acquisition · doi:10.1017/s0272263103000020 · Cited by 406
Attention and Memory during SLA
Robinson, P. (2003) · The Handbook of Second Language Acquisition · doi:10.1002/9780470756492.ch19 · Cited by 402
Metadata
- Authors
- Muranoi, H.
- Venue
- Language Learning
- Publisher
- Wiley
- Published
- 2000-12
- Volume
- 50
- Issue
- 4
- Pages
- 617-673
- ISSN
- 0023-8333 (ISSN-L)
- 1467-9922
- OpenAlex
- W2114612264
- Cited by
- 252
- References
- 10
- FWCI
- 41.49
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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