Skip to main content
    • Aa
    • Aa
  • Get access
    Check if you have access via personal or institutional login
  • Cited by 48
  • Cited by
    This article has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Bagheridoust, Esmaeil and Kotlar, Ali Mohammadi 2015. The Impact of Dynamic Corrective Feedback in Developing Speaking Ability of Iranian Intermediate EFL Learners. Journal of Language Teaching and Research, Vol. 6, Issue. 5, p. 1063.

    Shooshtari, Zohreh G. and Shahri, Somaiyeh 2014. Down the Garden Path: An Effective Kind of EFL Grammar Instruction. Procedia - Social and Behavioral Sciences, Vol. 98, p. 1777.

    Lyster, Roy and Ranta, Leila 2013. COUNTERPOINT PIECE: THE CASE FOR VARIETY IN CORRECTIVE FEEDBACK RESEARCH. Studies in Second Language Acquisition, Vol. 35, Issue. 01, p. 167.

    Holme, Randal 2012. Cognitive Linguistics and the Second Language Classroom. TESOL Quarterly, Vol. 46, Issue. 1, p. 6.

    2012. Language Teaching Research and Language Pedagogy.

    Strapp, Chehalis M. Helmick, Augusta L. Tonkovich, Hayley M. and Bleakney, Dana M. 2011. Effects of Negative and Positive Evidence on Adult Word Learning. Language Learning, Vol. 61, Issue. 2, p. 506.

    KANG, HYUN-SOOK 2010. Negative Evidence and Its Explicitness and Positioning in the Learning of Korean as a Heritage Language. The Modern Language Journal, Vol. 94, Issue. 4, p. 582.

    Kang, Hyun-Sook 2009. The relative efficacy of explicit and implicit feedback in the learning of a less-commonly-taught foreign language. IRAL - International Review of Applied Linguistics in Language Teaching, Vol. 47, Issue. 3-4,

    박은성, 2009. Learners' Perception of Indirect Written Feedback and Its Impact on Their Classroom Performance. Bilingual Research, Issue. 41, p. 179.

    Ellis, Rod 2008. The Handbook of Educational Linguistics.

    Sungsoo Jang, 2008. Enhancement in Learners’ Perception of Recasts as Corrective Feedback through Explicit Moves. English Teaching, Vol. 63, Issue. 2, p. 23.

    이은하, 2008. Teaching Grammar to Improve EFL Learners’ Written Production Skills: Traditional vs. Communicative Approach. English Language Teaching, Vol. 20, Issue. 2, p. 93.

    Chan, Alice Y. W. 2006. An Algorithmic Approach to Error Correction: An Empirical Study. Foreign Language Annals, Vol. 39, Issue. 1, p. 131.

    Lyster, Roy and Mori, Hirohide 2006. INTERACTIONAL FEEDBACK AND INSTRUCTIONAL COUNTERBALANCE. Studies in Second Language Acquisition, Vol. 28, Issue. 02,

    Ellis, Nick C. 2005. AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE. Studies in Second Language Acquisition, Vol. 27, Issue. 02,

    Tickoo, Asha 2005. The selective marking of past tense: insights from Indian learners of English. International Journal of Applied Linguistics, Vol. 15, Issue. 3, p. 364.

    Bono, Michael A. Daley, Tamara and Sigman, Marian 2004. Relations Among Joint Attention, Amount of Intervention and Language Gain in Autism. Journal of Autism and Developmental Disorders, Vol. 34, Issue. 5, p. 495.

    Han, ZhaoHong 2004. Fossilization: five central issues. International Journal of Applied Linguistics, Vol. 14, Issue. 2, p. 212.

    Rosa, Elena M. and Leow, Ronald P. 2004. Computerized Task-Based Exposure, Explicitness, Type of Feedback, and Spanish L2 Development. The Modern Language Journal, Vol. 88, Issue. 2, p. 192.

    ROSA, ELENA M. and LEOW, RONALD P. 2004. Awareness, different learning conditions, and second language development. Applied Psycholinguistics, Vol. 25, Issue. 02,


Down the Garden Path: Inducing and correcting overgeneralization errors in the foreign language classroom

  • Michael Tomasello (a1) and Carol Herron (a1)
  • DOI:
  • Published online: 28 November 2008

In this study we compared two methods for teaching grammatical exceptions in the foreign language classroom. Thirty-nine students in two sections of an introductory college French course served as subjects. Eight target structures, exemplifying “exceptions to a rule,” were randomly assigned to one of two teaching conditions for a section taught in the spring; each structure was assigned to the opposite teaching condition for a section taught the following fall. In one condition we simply taught the students the exception as an exception. In the other – what we called the Garden Path condition – we presented canonical exemplars encouraging students to induce the rule; we then asked them to generate the form (which we knew to be an exception) and then corrected their resulting overgeneralization error. Analysis of subsequent formal testing showed that students learned the exception better in the Garden Path condition and that this advantage persisted throughout the semesterlong course. We hypothesized that this technique helped students to focus attention both on the rule and on the features of the particular structure that marked it as an exception.

Corresponding author
Michael Tomasello, Department of Psychology, Emory University, Atlanta, GA 30322
Linked references
Hide All

This list contains references from the content that can be linked to their source. For a full set of references and notes please see the PDF or HTML where available.

S. P. Corder (1967). The significance of learners' errors. International Review of Applied Linguistics, 5, 161169.

F. M. Holley , & J. K. King (1971). Imitation and correction in foreign language learning. Modern Language Journal, 55, 494498.

B. McLaughlin , T. Rossman , & B. McLeod (1983). Second language learning: An information processing perspective. Language Learning, 33, 135158.

A. Ramirez , & N. Stromquist (1979). ESL methodology and student language learning in bilingual elementary schools. TESOL Quarterly, 13, 145158.

L. Selinker (1972). Interlanguage. International Review of Applied Linguistics, 10, 209231.

T. D. Terrell (1977). A natural approach to second language acquisition and learning. Modern Language Journal, 66, 121132.

Recommend this journal

Email your librarian or administrator to recommend adding this journal to your organisation's collection.

Applied Psycholinguistics
  • ISSN: 0142-7164
  • EISSN: 1469-1817
  • URL: /core/journals/applied-psycholinguistics
Please enter your name
Please enter a valid email address
Who would you like to send this to? *