The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
Patterns of Corrective Feedback and Uptake in an Adult ESL Classroom
Open accessAbstract
This article begins by synthesizing findings from observational classroom research on corrective feedback and then presents an observational study of patterns of error treatment in an adult ESL classroom. The study examines the range and types of feedback used by the teacher and their relationship to learner uptake and immediate repair of error. The database consists of 10 hours of transcribed interaction, comprising 1,716 student turns and 1,641 teacher turns, coded in accordance with the categories identified in Lyster and Ranta's (1997) model of corrective discourse. The results reveal a clear preference for implicit types of reformulative feedback, namely, recasts and translation, leaving little opportunity for other feedback types that encourage learner-generated repair. Consequently, rates of learner uptake and immediate repair of error are low in this classroom. These results are discussed in relation to the hypothesis that L2 learners may benefit more from retrieval and production processes than from only hearing target forms in the input.
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Citations
Cites
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 12×
“Lyster and Ranta (1997) identified six subcategories as needs-repair: acknowledgment, same error, different error, off-target, hesitation, and partial repair.”
BackgroundResultInfluentialSelf-citationSWAIN, M., & LAPKIN, S. (1995) · Applied Linguistics · doi:10.1093/applin/16.3.371 · Cited by 1,407
The 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 1×
“…whether or not learners repeat a recast may be inconsequential with respect to L2 learning, as suggested by Mackey and Philp’s (1998) study (but see Swain, 1985, 1993, 1995; Kowal & Swain, 1997, regarding the role of production in moving learners from semantic processing to syntactic processing).”
BackgroundRECASTS, REPETITION, AND AMBIGUITY IN L2 CLASSROOM DISCOURSE
Lyster, R. (1998) · Studies in Second Language Acquisition · doi:10.1017/s027226319800103x · Cited by 718
Self-citationThe Psycholinguistics of the Output Hypothesis
de Bot, K. (1996) · Language Learning · doi:10.1111/j.1467-1770.1996.tb01246.x · Cited by 236
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
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
AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE
Ellis, N. C. (2005) · Studies in Second Language Acquisition · doi:10.1017/s027226310505014x · Cited by 893
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-citationOral corrective feedback in second language classrooms
Lyster, R., Saito, K., & Sato, M. (2013) · Language Teaching · doi:10.1017/s0261444812000365 · Cited by 741
Self-citation
Metadata
- Authors
- Panova, I., & Lyster, R.
- Venue
- TESOL Quarterly
- Publisher
- JSTOR
- Published
- 2002
- Volume
- 36
- Issue
- 4
- Pages
- 573
- ISSN
- 0039-8322 (ISSN-L)
- OpenAlex
- W2011907483
- Cited by
- 569
- References
- 5
- FWCI
- 46.95
- Type
- journal article
- Language
- en
- Open access
- green
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