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.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
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
Oral corrective feedback in second language classrooms
Lyster, R., Saito, K., & Sato, M. (2013) · Language Teaching · doi:10.1017/s0261444812000365 · Cited by 741
Self-citationCorrective Feedback and Teacher Development
Ellis, R. (2009) · L2 Journal · doi:10.5070/l2.v1i1.9054 · Cited by 659
“Lyster (1998, 2004) also weighed in against recasts on the grounds that they were often ambiguous (i.e., learners had difficulty in determining when they were corrective and when they were not) and maintained that output-prompting strategies were preferable because they enabled learners to increase…”
BackgroundFeedback, Noticing and Instructed Second Language Learning
Mackey, A. (2006) · Applied Linguistics · doi:10.1093/applin/ami051 · Cited by 536
INTERACTIONAL FEEDBACK AND INSTRUCTIONAL COUNTERBALANCE
Lyster, R., & Mori, H. (2006) · Studies in Second Language Acquisition · doi:10.1017/s0272263106060128 · Cited by 506
Self-citationRecasts as Feedback to Language Learners
Nicholas, H., Lightbown, P. M., & Spada, N. (2001) · Language Learning · doi:10.1111/0023-8333.00172 · Cited by 464
Focus on form: A critical review
Ellis, R. (2016) · Language Teaching Research · doi:10.1177/1362168816628627 · Cited by 417
Form‐Focused Instruction: Isolated or Integrated?
SPADA, N., & LIGHTBOWN, P. M. (2008) · TESOL Quarterly · doi:10.1002/j.1545-7249.2008.tb00115.x · Cited by 396
Exploring the relationship between characteristics of recasts and learner uptake
Sheen, Y. (2006) · Language Teaching Research · doi:10.1191/1362168806lr203oa · Cited by 386
INCIDENTAL FOCUS ON FORM AND SECOND LANGUAGE LEARNING
Loewen, S. (2005) · Studies in Second Language Acquisition · doi:10.1017/s0272263105050163 · Cited by 381
Interaction and instructed second language acquisition
Loewen, S., & Sato, M. (2018) · Language Teaching · doi:10.1017/s0261444818000125 · Cited by 377
REEXAMINING THE ROLE OF RECASTS IN SECOND LANGUAGE ACQUISITION
Ellis, R., & Sheen, Y. (2006) · Studies in Second Language Acquisition · doi:10.1017/s027226310606027x · Cited by 340
Recasts, language anxiety, modified output, and L2 learning
Sheen, Y. (2008) · Language Learning · doi:10.1111/j.1467-9922.2008.00480.x · Cited by 330
Mackey, A., Oliver, R., & Leeman, J. (2003) · Language Learning · doi:10.1111/1467-9922.00210 · Cited by 324
Foreign Accent: The Phenomenon of Non-native Speech
Moyer, A. (2013) · doi:10.1017/cbo9780511794407 · Cited by 304
THE CASE AGAINST THE CASE AGAINST RECASTS
Goo, J., & Mackey, A. (2013) · Studies in Second Language Acquisition · doi:10.1017/s0272263112000708 · Cited by 271
Uptake in Incidental Focus on Form in Meaning‐Focused ESL Lessons
Loewen, S. (2004) · Language Learning · doi:10.1111/j.1467-9922.2004.00251.x · Cited by 270
Position paper: Moving task-based language teaching forward
Ellis, R. (2017) · Language Teaching · doi:10.1017/s0261444817000179 · Cited by 267
Responses to Recasts: Repetitions, Primed Production, and Linguistic Development
McDonough, K., & Mackey, A. (2006) · Language Learning · doi:10.1111/j.1467-9922.2006.00393.x · Cited by 259
MACINTYRE, P. D., BURNS, C., & JESSOME, A. (2011) · The Modern Language Journal · doi:10.1111/j.1540-4781.2010.01141.x · Cited by 190
Eye tracking as a measure of noticing: A study of explicit recasts in SCMC
Smith, B. (2012) · Language Learning & Technology · doi:10.64152/10125/44300 · Cited by 177
Task-Based Versus Task-Supported Language Instruction: An Experimental Study
Li, S., Ellis, R., & Zhu, Y. (2016) · Annual Review of Applied Linguistics · doi:10.1017/s0267190515000069 · Cited by 151
Toth, P. D. (2008) · Language Learning · doi:10.1111/j.1467-9922.2008.00441.x · Cited by 149
Egi, T. (2007) · Studies in Second Language Acquisition · doi:10.1017/s0272263107070416 · Cited by 137
Incidental vocabulary learning in classroom communication tasks
Newton, J. (2013) · Language Teaching Research · doi:10.1177/1362168812460814 · Cited by 99
GURZYNSKI-WEISS, L., & BARALT, M. (2015) · Applied Psycholinguistics · doi:10.1017/s0142716414000320 · Cited by 93
Error Correction: Students’ Versus Teachers’ Perceptions
Lasagabaster, D., & Sierra, J. M. (2005) · Language Awareness · doi:10.1080/09658410508668828 · Cited by 92
Variation in the frequency and characteristics of incidental focus on form
Loewen, S. (2003) · Language Teaching Research · doi:10.1191/1362168803lr129oa · Cited by 76
Saito, K. (2013) · Language Learning · doi:10.1111/lang.12015 · Cited by 75
Acquisition des pronoms d’allocution en classe de français immersif
Lyster, R., & Rebuffot, J. (2002) · Acquisition et interaction en langue étrangère · doi:10.4000/aile.842 · Cited by 72
Self-citationInteractional feedback in learner-learner interactions in a task-based EFL classroom
Fujii, A., & Mackey, A. (2009) · IRAL - International Review of Applied Linguistics in Language Teaching · doi:10.1515/iral.2009.012 · Cited by 71
Incidental focus on form in teacher–learner and learner–learner interactions
Zhao, S. Y., & Bitchener, J. (2007) · System · doi:10.1016/j.system.2007.04.004 · Cited by 69
Parlak, Ö., & Ziegler, N. (2017) · Studies in Second Language Acquisition · doi:10.1017/s0272263116000310 · Cited by 58
Negotiation in immersion teacher–student interaction
Lyster, R. (2002) · International Journal of Educational Research · doi:10.1016/s0883-0355(03)00003-x · Cited by 49
Self-citationImmediate learner repair and its relationship with learning targeted forms in dyadic interaction
Nassaji, H. (2011) · System · doi:10.1016/j.system.2011.01.016 · Cited by 43
The influence of spell-checkers on students’ability to generate repairs of spelling errors
Rimbar, H. (2017) · Journal of Nusantara Studies (JONUS) · doi:10.24200/jonus.vol2iss1pp1-12 · Cited by 27
The Relative Effectiveness of Corrective Feedback in Classroom Interaction
Lyster, R. (2015) · The Handbook of Classroom Discourse and Interaction · doi:10.1002/9781118531242.ch13 · Cited by 16
Self-citation
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
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.
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 ›
Are you an author, or do you see a problem with this page? Request a review
Data sources
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).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
