The DOI matches its Crossref record; 10 of the 10 references it cites were found in a registry or an index.
Negotiation of Form, Recasts, and Explicit Correction in Relation to Error Types and Learner Repair in Immersion Classrooms
Open accessAbstract
This article presents a study of the relationships among error types, feedback types, and immediate learner repair in 4 French immersion classrooms at the elementary level. The database is drawn from transcripts of audio‐recordings of 13 French language arts lessons and 14 subject‐matter lessons totaling 18.3 hours and including 921 error sequences. Wecoded the 921 learner errors initiating each sequence as grammatical, lexical, or phonological, or as unsolicited uses of L1 (English) and corrective feedback moves as negotiation of form (i.e., elicitation, metalinguistic clues, clarification requests, or repetition of error), recasts, or explicit correction. Findings indicate that lexical errors favoured the negotiation of form; grammatical and phonological errors invited recasts, but with differential effects in terms of learner repair. Overall, the negotiation of form proved more effective at leading to immediate repair than did recasts or explicit correction, particularly for lexical and grammatical errors, but not for phonological errors. Phonological repairs resulted primarily from recasts.
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Cites
Austin, J. L. (1975) · doi:10.1093/acprof:oso/9780198245537.001.0001 · Cited by 21,496
The Preference for Self-Correction in the Organization of Repair in Conversation
Schegloff, E. A., Jefferson, G., & Sacks, H. (1977) · Language · doi:10.2307/413107 · Cited by 5,150
CORRECTIVE FEEDBACK AND LEARNER UPTAKE: Negotiation of Form in Communicative Classrooms
Lyster, R., & Ranta, L. (1997) · Studies in Second Language Acquisition · doi:10.1017/s0272263197001034 · Cited by 2,629 · cited 5×
“…toward mutual comprehension " (Pica et al., 1989, p. 651, we attributed to the negotiation of form a more didactic function: namely, " the provision of corrective feedback that encourages self-repair involving accuracy and precision and not merely comprehensibility " (Lyster & Ranta, 1997, p. 42).”
BackgroundMethodInfluentialSelf-citationThe Output Hypothesis: Just Speaking and Writing Aren't Enough
Swain, M. (1993) · The Canadian Modern Language Review · doi:10.3138/cmlr.50.1.158 · Cited by 731 · cited 2×
“…& Ellis, 1993; Towell, Hawkins, & Bazergui, 1996) and (b) by drawing learners' attention to form during communicative interaction in ways that allowed them to re-analyze and modify their nontarget output as they tested new hypotheses about the target language (Picaet al., 1989; Swain, 1993,1995).”
BackgroundRECASTS, REPETITION, AND AMBIGUITY IN L2 CLASSROOM DISCOURSE
Lyster, R. (1998) · Studies in Second Language Acquisition · doi:10.1017/s027226319800103x · Cited by 718
Self-citationSpada, N. (1997) · Language Teaching · doi:10.1017/s0261444800012799 · Cited by 632
Manipulating and Complementing Content Teaching To Maximize Second Language Learning
Swain, M. (1988) · TESL Canada Journal · doi:10.18806/tesl.v6i1.542 · Cited by 297
The Psycholinguistics of the Output Hypothesis
de Bot, K. (1996) · Language Learning · doi:10.1111/j.1467-1770.1996.tb01246.x · Cited by 236
Consciousness in second language acquisition: A review of field studies and laboratory experiments
Ellis, N. C. (1995) · Language Awareness · doi:10.1080/09658416.1995.9959876 · Cited by 81
HULSTIJN, J. H. (1990) · Applied Linguistics · doi:10.1093/applin/11.1.30 · Cited by 59
Cited by
Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis
Norris, J. M., & Ortega, L. (2000) · Language Learning · doi:10.1111/0023-8333.00136 · Cited by 2,569
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
The effectiveness of corrective feedback in SLA: A meta-analysis
Li, S. (2010) · Language Learning · doi:10.1111/j.1467-9922.2010.00561.x · Cited by 941
DIFFERENTIAL EFFECTS OF PROMPTS AND RECASTS IN FORM-FOCUSED INSTRUCTION
Lyster, R. (2004) · Studies in Second Language Acquisition · doi:10.1017/s0272263104263021 · Cited by 826
Self-citationIntroduction: Investigating Form‐Focused Instruction
Ellis, R. (2001) · Language Learning · doi:10.1111/j.1467-1770.2001.tb00013.x · Cited by 826
Metadata
- Authors
- Lyster, R.
- Venue
- Language Learning
- Publisher
- Wiley
- Published
- 1998-06
- Volume
- 48
- Issue
- 2
- Pages
- 183-218
- ISSN
- 0023-8333 (ISSN-L)
- 1467-9922
- OpenAlex
- W1994657794
- Cited by
- 679
- References
- 10
- FWCI
- 44.56
- Type
- journal article
- Language
- en
- Open access
- green
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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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