Hostname: page-component-89b8bd64d-sd5qd Total loading time: 0 Render date: 2026-05-07T10:46:21.538Z Has data issue: false hasContentIssue false
  • English
  • Français

Oral corrective feedback in second language classrooms

Published online by Cambridge University Press:  28 November 2012

Roy Lyster ,
Kazuya Saito  and
Masatoshi Sato
Roy Lyster
Affiliation:
McGill University, Montreal, Canadaroy.lyster@mcgill.ca
Kazuya Saito
Affiliation:
Waseda University, Tokyo, Japankazuya.saito@waseda.jp
Masatoshi Sato
Affiliation:
Universidad Andres Bello, Santiago, Chilemasatoshi.sato@unab.cl
Get access Rights & Permissions [Opens in a new window]

Abstract

This article reviews research on oral corrective feedback (CF) in second language (L2) classrooms. Various types of oral CF are first identified, and the results of research revealing CF frequency across instructional contexts are presented. Research on CF preferences is then reviewed, revealing a tendency for learners to prefer receiving CF more than teachers feel they should provide it. Next, theoretical perspectives in support of CF are presented and some contentious issues addressed related to the role of learner uptake, the role of instruction, and the overall purpose of CF: to initiate the acquisition of new knowledge or to consolidate already acquired knowledge. A brief review of laboratory studies assessing the effects of recasts is then presented before we focus on classroom studies assessing the effects of different types of CF. Many variables mediate CF effectiveness: of these, we discuss linguistic targets and learners' age in terms of both previous and prospective research. Finally, CF provided by learners and the potential benefits of strategy training for strengthening the role of CF during peer interaction are highlighted.

Information

Type
State-of-the-Art Article
Information
Language Teaching , Volume 46 , Issue 1 , January 2013 , pp. 1 - 40
Copyright
Copyright © Cambridge University Press 2012

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Abrahamsson, N. & Hyltenstam, K. (2008). The robustness of aptitude effects in near-native second language acquisition. Studies in Second Language Acquisition 30, 481–509.CrossRefGoogle Scholar
Adams, R. (2007). Do second language learners benefit from interacting with each other? In Mackey, A. (ed.), 29–51.Google Scholar
Algarawi, B. S. (2010). The effects of repair techniques on L2 learning as a product and as process: A CA-for-SLA investigation of classroom interaction. Ph.D. dissertation, University of Newcastle Upon Tyne.Google Scholar
Aljaafreh, A. & Lantolf, J. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal 78.4, 465–483.CrossRefGoogle Scholar
Ammar, A. (2008). Prompts and recasts: Differential effects on second language morphosyntax. Language Teaching Research 12.2, 183–210.CrossRefGoogle Scholar
Ammar, A. & Sato, M. (2010). How should noticing be measured? Evidence from classroom research on corrective feedback. Paper presented at the annual conference of the American Association for Applied Linguistics, Atlanta, GA.Google Scholar
Ammar, A. & Spada, N. (2006). One size fits all? Recasts, prompts and L2 learning. Studies in Second Language Acquisition 28.4, 543–574.CrossRefGoogle Scholar
Anderson, J. (1980). Cognitive psychology and its implications. San Francisco, CA: Freeman.Google Scholar
Austin, J. (1962). How to do things with words. Oxford: Oxford University Press.Google Scholar
Ayoun, D. (2001). The role of negative and positive feedback in the second language acquisition of the passé composé and the imparfait. The Modern Language Journal 85.2, 226–243.CrossRefGoogle Scholar
Baleghizadeh, S. & Rezaei, S. (2010). Pre-service teacher cognition on corrective feedback: A case study. Journal of Technology & Education 4.4, 321–327.Google Scholar
Basturkmen, H., Loewen, S. & Ellis, R. (2004). Teachers’ stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics 25.2, 243–272.CrossRefGoogle Scholar
Bell, T. (2005). Behaviors and attitudes of effective foreign language teachers: Results of a questionnaire study. Foreign Language Annals 38.2, 259–270.CrossRefGoogle Scholar
Bigelow, M., delMas, R., Hansen, K. & Tarone, E. (2006). Literacy and the processing of oral recasts in SLA. TESOL Quarterly 40.4, 665–689.CrossRefGoogle Scholar
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what teachers think, know, believe, and do. Language Teaching 36.1, 81–109.CrossRefGoogle Scholar
Bardovi-Harlig, K. & Dörnyei, Z. (1998). Do language learners recognize pragmatic violations? Pragmatic vs. grammatical awareness in instructed L2 learning. TESOL Quarterly 32, 233–259.CrossRefGoogle Scholar
Brandl, K. (1995). Strong and weak students’ preferences for error feedback options and responses. The Modern Language Journal 79.2, 194–211.CrossRefGoogle Scholar
Brock, C., Crookes, G., Day, R. & Long, M. (1986). The differential effects of corrective feedback in native speaker-nonnative speaker conversation. In Day, R. (ed.), Talking to learn. Rowley, MA: Newbury House, 229–236.Google Scholar
Brown, A. (2009). Students’ and teachers’ perceptions of effective foreign language teaching: A comparison of ideals. The Modern Language Journal 93.1, 46–60.CrossRefGoogle Scholar
Buckwalter, P. (2001). Repair sequences in Spanish L2 dyadic discourse: A descriptive study. The Modern Language Journal 85.3, 380–397.CrossRefGoogle Scholar
Busch, D. (2010). Pre-service teacher beliefs about language learning: The second language acquisition course as an agent for change. Language Teaching Research 14.3, 318–337.CrossRefGoogle Scholar
Carpenter, H., Jeon, S., MacGregor, D. & Mackey, A. (2006). Recasts as repetitions: Learners' interpretations of native speaker responses. Studies in Second Language Acquisition, 28.2, 209–236.CrossRefGoogle Scholar
Cathcart, R. & Olsen, J. (1976). Teachers’ and students’ preferences for correction of classroom conversation errors. In Fanselow, J. & Crymes, R. (eds.), On TESOL '76. Washington, DC: TESOL, 41–53.Google Scholar
Chaudron, C. (1977). A descriptive model of discourse in the corrective treatment of learners' errors. Language Learning 27, 29–46.CrossRefGoogle Scholar
Chaudron, C. (1988). Second language classrooms. New York: Cambridge University Press.CrossRefGoogle Scholar
Chenoweth, N. A., Day, R., Chun, A. E. & Luppescu, S. (1983). Attitudes and preferences of ESL students to error correction. Studies in Second Language Acquisition 6.1, 79–87.CrossRefGoogle Scholar
Clark, S. (1995). The generation effect and the modeling of associations in memory. Memory & Cognition 23, 442–455.CrossRefGoogle ScholarPubMed
Davis, R. (1997). Group work is NOT busy work: Maximizing success of group work in the L2 classroom. Foreign Language Annals 30.2, 265–279.CrossRefGoogle Scholar
de Bot, K. (1996). The psycholinguistics of the output hypothesis. Language Learning 46.3, 529–555.CrossRefGoogle Scholar
DeKeyser, R. (1998). Beyond focus on form: Cognitive perspectives on learning and practicing second language grammar. In Doughty, C. & Williams, J. (eds.), Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press, 42–63.Google Scholar
DeKeyser, R. (2001). Automaticity and automatization. In Robinson, P. (ed.), Cognition and second language instruction. New York: Cambridge University Press, 125–151.CrossRefGoogle Scholar
DeKeyser, R. (ed.) (2007). Practice in a second language: Perspectives from applied linguistics and cognitive psychology. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
de la Fuente, M. (2002). Negotiation and oral acquisition of L2 vocabulary: The role of input and output in the receptive and productive acquisition of words. Studies in Second Language Acquisition 24, 81–112.CrossRefGoogle Scholar
deWinstanley, P. & Bjork, E. (2004). Processing strategies and the generation effect: Implications for making a better reader. Memory & Cognition 36.2, 945–955.CrossRefGoogle Scholar
Dilans, G. (2010). Corrective feedback and L2 vocabulary development: Prompts and recasts in the adult ESL classroom. The Canadian Modern Language Review 66, 787–815.CrossRefGoogle Scholar
Donato, R. (1994). Collective scaffolding in second language learning. In Lantolf, J. & Appel, G. (eds.), Vygotskian approaches to second language research. Norwood, NJ: Ablex, 33–56.Google Scholar
Doughty, C. (1994). Fine-tuning of feedback by competent speakers to language learners. In Alatis, J. (ed.), Georgetown University Round Table 1993: Strategic interaction and language acquisition. Washington, DC: Georgetown University Press: 96–108.Google Scholar
Doughty, C. (2001). Cognitive underpinnings of focus on form. In Robinson, P. (ed.), Cognition and second language instruction. New York: Cambridge University Press, 206–257.CrossRefGoogle Scholar
Doughty, C. & Varela, E. (1998). Communicative focus on form. In Doughty, C. & Williams, J. (eds.), Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press, 114–138.Google Scholar
Doyle, W. (1983). Academic work. Review of Educational Research 53.2, 159–199.CrossRefGoogle Scholar
Egi, T. (2007). Interpreting recasts as linguistic evidence: The role of linguistic target, length, and degree of change. Studies in Second Language Acquisition 29.4, 511–537.CrossRefGoogle Scholar
Egi, T. (2010). Uptake, modified output, and learner perceptions of recasts: Learner responses as language awareness. The Modern Language Journal 94.1, 1–21.CrossRefGoogle Scholar
Elgort, I. (2011). Deliberate learning and vocabulary acquisition in a second language. Language Learning 61, 367–413.CrossRefGoogle Scholar
Ellis, N. (2005). At the interface: Dynamic interactions of explicit and implicit language knowledge. Studies in Second Language Acquisition 27.2, 305–352.CrossRefGoogle Scholar
Ellis, R. (1994). A theory of instructed second language acquisition. In Ellis, N. (ed.), Implicit and explicit learning of languages. New York: Academic Press, 79–114.Google Scholar
Ellis, R. (2001). Introduction: Investigating form-focused instrucion. Language Learning 51 (Supplement 1), 1–46.CrossRefGoogle Scholar
Ellis, R. (2006). Researching the effects of form-focussed instruction on L2 acquisition. AILA Review 19, 18–41.CrossRefGoogle Scholar
Ellis, R. (2007). The differential effects of corrective feedback on two grammatical structures. In Mackey, A. (ed.), 339–360.Google Scholar
Ellis, R. (2012). Language teaching research and language pedagogy. Oxford: Wiley Blackwell.CrossRefGoogle Scholar
Ellis, R., Basturkmen, H. & Loewen, S. (2001). Learner uptake in communicative ESL lessons. Language Learning 51.2, 281–318.CrossRefGoogle Scholar
Ellis, R. & He, X. (1999). The roles of modified input and output in the incidental acquisition of word meanings. Studies in Second Language Acquisition 21.2, 285–301.CrossRefGoogle Scholar
Ellis, R., Loewen, S. & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition 28.3, 339–368.CrossRefGoogle Scholar
Ellis, R. & Sheen, Y. (2006). Reexamining the role of recasts in second language acquisition. Studies in Second Language Acquisition 28.4, 575–600.CrossRefGoogle Scholar
Erlam, R. & Loewen, S. (2010). Implicit and explicit recasts in L2 oral French interaction. The Canadian Modern Language Review 67.4, 877–905.CrossRefGoogle Scholar
Farrar, M. (1990). Discourse and the acquisition of grammatical morphemes. Journal of Child Language 17.3, 607–624.CrossRefGoogle ScholarPubMed
Farrar, M. (1992). Negative evidence and grammatical morpheme acquisition. Developmental Psychology 28.1, 90–98.CrossRefGoogle Scholar
Field, J. (2008). Emergent and divergent: A view of second language listening research. System 36.1, 2–9.CrossRefGoogle Scholar
Flege, J., Munro, M. & MacKay, I. R. A. (1995). Factors affecting degree of perceived foreign accent in a second language. Journal of the Acoustical Society of America 97, 3125–3134.CrossRefGoogle Scholar
Foster, P. (1998). A classroom perspective on the negotiation of meaning. Applied Linguistics 14.1, 1–23.CrossRefGoogle Scholar
Foster, P. & Ohta, A. (2005). Negotiation for meaning and peer assistance in second language classrooms. Applied Linguistics 26.3, 402–430.CrossRefGoogle Scholar
Fujii, A. & Mackey, A. (2009). Interactional feedback in learner–learner interactions in a task-based EFL classroom. International Review of Applied Linguistics in Language Teaching 47.3, 267–301.CrossRefGoogle Scholar
Fujii, A., Mackey, A. & Ziegler, N. (2011). Metacognitive instruction and learning through task-based interaction. Paper presented at the 4th Biennial International Conference on Task-Based Language Teaching. University of Auckland, New Zealand.Google Scholar
Galaczi, E. (2008). Peer–peer interaction in a speaking test: The case of the First Certificate in English Examination. Language Assessment Quarterly 5.2, 89–119.CrossRefGoogle Scholar
García Mayo, M. & García Lecumberri, M. (2003). Age and the acquisition of English as a foreign language. Clevedon, UK: Multilingual Matters.CrossRefGoogle Scholar
García Mayo, M. & Pica, T. (2000). Interaction among proficient learners: Are input, feedback and output needs addressed in a foreign language context? Studia Linguistica 54.2, 272–279.CrossRefGoogle Scholar
Gass, S. (1997). Input, interaction, and the second language learner. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Gass, S. (2004). Context and second language acquisition. In VanPatten, B., Williams, J., Rott, S. & Overstreet, M. (eds.), Form–meaning connections in second language acquisition. Mahwah, NJ: Lawrence Erlbaum, 77–90.Google Scholar
Gass, S. (2010). Interactionist perspectives on second language acquisition. In Kaplan, R. (ed.), The Oxford handbook of applied linguistics. Oxford: Oxford University Press, 217–231.Google Scholar
Gass, S. & Lewis, K. (2007). Perceptions of interactional feedback: Differences between heritage language learners and non-heritage language learners. In Mackey, A. (ed.), 79–99.Google Scholar
Gass, S., Mackey, A. & Ross-Feldman, L. (2005). Task-based interactions in classroom and laboratory settings. Language Learning 55.4, 575–611.CrossRefGoogle Scholar
Gass, S. & Varonis, E. (1989). Incorporated repairs in nonnative discourse. In Eisenstein, M. (ed.), The dynamic interlanguage: Empirical studies in second language variation. New York: Plenum Press, 71–86.CrossRefGoogle Scholar
Gass, S. & Varonis, E. (1990). Miscommunication in nonnative speaker discourse. In Coupland, N., Giles, H. & Wiemann, J. (eds.), ‘Miscommunication’ and problematic talk. London: Sage Publications, 121–145.Google Scholar
Gibbons, P. (2003). Mediating language learning: Teacher interactions with ESL students in content-based classroom. TESOL Quarterly 37.2, 247–273.CrossRefGoogle Scholar
Goo, J. & Mackey, A. (2013). The case against the case against recasts. Studies in Second Language Acquisition 35.1.CrossRefGoogle Scholar
Grotjahn, R. (1991). The research programme: Subjective theories. Studies in Second Language Acquisition 13.2, 187–214.CrossRefGoogle Scholar
Han, Z. (2002). A study of the impact of recasts on tense consistency in L2 output. TESOL Quarterly 36.4, 543–572.CrossRefGoogle Scholar
Harley, B. (2000). Listening strategies in ESL: Do age and L1 make a difference? TESOL Quarterly 34, 769–776.CrossRefGoogle Scholar
Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research 77.1, 81–112.CrossRefGoogle Scholar
Hendrickson, J. (1978). Error correction in foreign language teaching: Recent theory, research, and practice. The Modern Language Journal 62.8, 387–398.Google Scholar
Hulstijn, J. (2001). Intentional and incidental second language vocabulary learning: A reappraisal of elaboration, rehearsal, and automaticity. In Robinson, P. (ed.) Cognition and second language instruction. Cambridge: Cambridge University Press, 258–286.CrossRefGoogle Scholar
Isaacs, T. & Trofimovich, P. (in press). Deconstructing comprehensibility: Identifying the linguistic influences on listeners’ L2 comprehensibility ratings. Studies in Second Language Acquisition 34.3, 475–505.CrossRefGoogle Scholar
Ishida, M. (2004). Effects of recasts on the acquisition of the aspectual form of –te i (ru) by learners of Japanese as a foreign language. Language Learning 54.2, 311–394.CrossRefGoogle Scholar
Iwashita, N. (2003). Negative feedback and positive evidence in task-based interaction: Differential effects of L2 development. Studies in Second Language Acquisition 25, 1–36.CrossRefGoogle Scholar
Jean, G. & Simard, D. (2011). Grammar learning in English and French L2: Students’ and teachers’ beliefs and perceptions. Foreign Language Annals 44.4, 465–492.Google Scholar
Jensen, E. & Vinther, T. (2003). Exact repetition as input enhancement in second language acquisition. Language Learning 53, 373–428.CrossRefGoogle Scholar
Jeon, E. & Kaya, T. (2006). Effects of L2 instruction on interlanguage pragmatic development: A meta-analysis. In Norris, J. & Ortega, L. (eds.), Synthesizing research on language learning and teaching. Philadelphia, PA: John Benjamins, 165–211.CrossRefGoogle Scholar
Kartchava, E. (2012). Noticeability of corrective feedback, L2 development, and learners' beliefs. Ph.D. dissertation, Université de Montréal.Google Scholar
Kasper, G. & Rose, K. (2002). Pragmatic development in a second language. Oxford: Blackwell.Google Scholar
Kim, J. & Han, Z. (2007). Recasts in communicative EFL classes: Do teacher intent and learner interpretation overlap? In Mackey, A. (ed.), 269–297.Google Scholar
Koike, D. & Pearson, L. (2005). The effect of instruction and feedback in the development of pragmatic competence. System 33, 481–501.CrossRefGoogle Scholar
Kormos, J. (1999). Monitoring and self-repair in L2. Language Learning 49.2, 303–342.CrossRefGoogle Scholar
Kowal, M. & Swain, M. (1994). Using collaborative language production tasks to promote students’ awareness. Language Awareness 3.1, 73–93.CrossRefGoogle Scholar
Lasagabaster, D. & Sierra, J. M. (2005). Error correction: Students’ versus teachers’ perceptions. Language Awareness 14, 112–127.CrossRefGoogle Scholar
Lee, J. (2007). Corrective feedback and learner uptake in English immersion classrooms at the primary level in Korea. English Teaching 62.4, 311–334.Google Scholar
Leeman, J. (2003). Recasts and L2 development: Beyond negative evidence. Studies in Second Language Acquisition 25.1, 37–63.CrossRefGoogle Scholar
Leeser, M. (2004). Learner proficiency and focus on form during collaborative dialogue. Language Teaching Research 8.1, 55–81.CrossRefGoogle Scholar
Levelt, W. (1983). Monitoring and self-repair in speech. Cognition 14.1, 41–104.CrossRefGoogle ScholarPubMed
Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning 60.2, 309–365.CrossRefGoogle Scholar
Lightbown, P. (1991). What have we here? Some observations on the influence of instruction on L2 learning. In Phillipson, R., Kellerman, E., Selinker, L., Sharwood-Smith, M. & Swain, M. (eds.), Foreign/second language pedagogy research. Clevedon, UK: Multilingual Matters, 197–212.Google Scholar
Lightbown, P. (1998). The importance of timing in focus on form. In Doughty, C. & Williams, J. (eds.), Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press, 177–196.Google Scholar
Lightbown, P. (2008a). Transfer appropriate processing as a model for class second language acquisition. In Han, Z. (ed.), Understanding second language process. Clevedon, UK: Multilingual Matters, 27–44.Google Scholar
Lightbown, P. (2008b). Easy as pie? Children learning languages. Concordia Working Papers in Applied Linguistics 1, 5–29.Google Scholar
Lightbown, P. & Spada, N. (1990). Focus-on-form and corrective feedback in communicative language teaching: Effects on second language learning. Studies in Second Language Acquisition 12, 429–448.CrossRefGoogle Scholar
Lochtman, K. (2002). Oral corrective feedback in the foreign language classroom: How it affects interaction in analytic foreign language teaching. International Journal of Educational Research 37, 271–283.CrossRefGoogle Scholar
Loewen, S., Li, S., Fei, F., Thompson, A., Nakatsukasa, K., Ahn, S. & Chen, X. (2009). L2 learners' beliefs about grammar instruction and error correction. The Modern Language Journal 93.1, 91–104.CrossRefGoogle Scholar
Loewen, S. & Nabei, T. (2007). Measuring the effects of oral corrective feedback on L2 knowledge. In Mackey, A. (ed.), 361–377.Google Scholar
Loewen, S. & Philp, J. (2006). Recasts in the adult English L2 classroom: Characteristics, explicitness, and effectiveness. The Modern Language Journal 90.4, 536–556.CrossRefGoogle Scholar
Long, M. (1991). Focus on form: A design feature in language teaching methodology. In de, K. Bot, Ginsberg, R. & Kramsch, C. (eds.), Foreign language research in cross-cultural perspective. Amsterdam: John Benjamins, 39–52.CrossRefGoogle Scholar
Long, M. (1996). The role of the linguistic environment in second language acquisition. In Ritchie, W. & Bhatia, T. (eds.), Handbook of second language acquisition. San Diego, CA: Academic Press, 413–468.Google Scholar
Long, M. (2007). Problems in SLA. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Long, M., Inagaki, S. & Ortega, L. (1998). The role of implicit negative feedback in SLA: Models and recasts in Japanese and Spanish. The Modern Language Journal 82.3, 357–371.CrossRefGoogle Scholar
Long, M. & Robinson, P. (1998). Focus on form: Theory, research, and practice. In Doughty, C. & Williams, J. (eds.), Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press, 15–41.Google Scholar
Lyster, R. (1998a). The ambiguity of recasts and repetition in L2 classroom discourse. Studies in Second Language Acquisition 20.1, 51–81.CrossRefGoogle Scholar
Lyster, R. (1998b). Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms. Language Learning 48, 183–218.CrossRefGoogle Scholar
Lyster, R. (2004). Differential effects of prompts and recasts in form-focused instruction. Studies in Second Language Acquisition 26.3, 399–432.CrossRefGoogle Scholar
Lyster, R. (2007). Learning and teaching languages through content: A counterbalanced approach. Amsterdam: John Benjamins.CrossRefGoogle Scholar
Lyster, R. & Izquierdo, J. (2009). Prompts versus recasts in dyadic interaction. Language Learning 59.2, 453–498.CrossRefGoogle Scholar
Lyster, R. & Mori, H. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition 28.2, 269–300.CrossRefGoogle Scholar
Lyster, R. & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition 19.1, 37–66.CrossRefGoogle Scholar
Lyster, R. & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition 32.2, 265–302.CrossRefGoogle Scholar
Lyster, R. & Sato, M. (in press). Skill acquisition theory and the role of practice in L2 development. In Mayo, M. G., Gutierrez-Mangado, J. & Adrián, M. M. (eds.), Multiple perspectives on second language acquisition. Amsterdam: John Benjamins.Google Scholar
Mackey, A. (2006). Feedback, noticing and instructed second language learning. Applied Linguistics 27.3, 405–430.CrossRefGoogle Scholar
Mackey, A. (ed.) (2007). Conversational interaction in second language acquisition: A collection of empirical studies. Oxford: Oxford University Press.Google Scholar
Mackey, A., Al-Khalil, M., Atanassova, G., Hama, M., Logan-Terry, A. & Nakatsukasa, K. (2007). Teachers’ intentions and learners' perceptions about corrective feedback in the L2 classroom. Innovation in Language Learning and Teaching 1.1, 129–152.CrossRefGoogle Scholar
Mackey, A., Gass, S. & McDonough, K. (2000). How do learners perceive interactional feedback? Studies in Second Language Acquisition 22.4, 471–497.CrossRefGoogle Scholar
Mackey, A. & Goo, J. (2007). Interaction research in SLA: A meta-analysis and research synthesis. In Mackey, A. (ed.), 407–452.Google Scholar
Mackey, A. & Oliver, R. (2002). Interactional feedback and children's L2 development. System 30, 459–477.CrossRefGoogle Scholar
Mackey, A., Oliver, R. & Leeman, J. (2003). Interactional input and the incorporation of feedback: An exploration of NS–NNS and NNS–NNS adult and child dyads. Language Learning 53.1, 35–66.CrossRefGoogle Scholar
Mackey, A. & Philp, J. (1998). Conversational interaction and second language development: Recasts, responses, and red herrings? The Modern Language Journal 82.3, 338–356.CrossRefGoogle Scholar
Mackey, A., Philp, J., Egi, T., Fujii, A. & Tatsumi, T. (2002). Individual differences in working memory, noticing of interactional feedback and L2 development. In Robinson, P. (ed.), Individual differences and instructed language learning. Amsterdam: John Benjamins, 181–209.CrossRefGoogle Scholar
Marinova-Todd, S., Marshall, B. & Snow, C. (2000). Three misconceptions about age and L2 learning. TESOL Quarterly 34, 9–34.CrossRefGoogle Scholar
McDonough, K. (2004). Learner–learner interaction during pair and small group activities in a Thai EFL context. System 32.2, 207–224.CrossRefGoogle Scholar
McDonough, K. (2007). Interactional feedback and the emergence of simple past activity verbs in L2 English. In Mackey, A. (ed.), 323–338.Google Scholar
McDonough, K. & Mackey, A. (2000). Communicative tasks, conversational interaction, and linguistic form: An empirical study of Thai. Foreign Language Annals 33.1, 82–91.CrossRefGoogle Scholar
McDonough, K. & Mackey, A. (2006). Responses to recasts: Repetitions, primed production, and linguistic development. Language Learning 56.4, 693–720.CrossRefGoogle Scholar
McHoul, A. (1990). The organization of repair in classroom talk. Language in Society 19.3, 349–377.CrossRefGoogle Scholar
Mohan, B. & Beckett, G. (2001). A functional approach to research on content-based language teaching: Recasts in causal explanations. The Canadian Modern Language Review 58.1, 133–155.CrossRefGoogle Scholar
Mori, H. (2002). Error treatment sequences in Japanese immersion classroom interactions at different grade levels. Ph.D. dissertation, University of California.Google Scholar
Muñoz, C. (2006). The effects of age on foreign language learning: The BAF Project. In Muñoz, C. (ed.), Age and the rate of foreign language learning. Clevedon, UK: Multilingual Matters, 1–40.CrossRefGoogle Scholar
Muñoz, C. (2008). Symmetries and asymmetries of age effects in naturalistic and instructed L2 learning. Applied Linguistics 24, 578–596.CrossRefGoogle Scholar
Nakata, T. (2008). English vocabulary learning with word lists, word cards and computers: Implications from cognitive psychology research for optimal spaced learning. ReCALL 20, 3–20.CrossRefGoogle Scholar
Nassaji, H. (2009). Effects of recasts and elicitations in dyadic interaction and the role of feedback explicitness. Language Learning 59.2, 411–452.CrossRefGoogle Scholar
Nassaji, H. & Swain, M. (2000). A Vygotskyan perspective on corrective feedback in L2: The effect of random versus negotiated help in the learning of English articles. Language Awareness 9.1, 34–51.CrossRefGoogle Scholar
Nguyen, T., Pham, T. & Pham, M. (2012). The relative effects of explicit and implicit form-focused instruction on the development of L2 pragmatic competence. Journal of Pragmatics 44.4, 416–434.CrossRefGoogle Scholar
Nicholas, H., Lightbown, P. & Spada, N. (2001). Recasts as feedback to language learners. Language Learning 51.4, 719–758.CrossRefGoogle Scholar
Nipaspong, P. & Chinokul, S. (2010). The role of prompts and explicit feedback in raising EFL learners' pragmatic awareness. University of Sydney Papers in TESOL 5, 101–146.Google Scholar
Norris, J. & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning 50.3, 417–528.CrossRefGoogle Scholar
Nunan, D. (1989). Hidden agendas: The role of the learner in programme implementation. In Johnson, R. (ed.), The second language curriculum. Cambridge: Cambridge University Press, 176–186.CrossRefGoogle Scholar
Oladejo, J. (1993). Error correction in ESL: Learners' preferences. TESL Canada Journal 10.2, 71–89.CrossRefGoogle Scholar
Oliver, R. (1995). Negative feedback in child NS–NNS conversation. Studies in Second Language Acquisition 17.4, 459–481.CrossRefGoogle Scholar
Oliver, R. (2000). Age differences in negotiation and feedback in classroom and pairwork. Language Learning 50.1, 119–151.CrossRefGoogle Scholar
Oliver, R. & Mackey, A. (2003). Interactional context and feedback in child ESL classrooms. The Modern Language Journal 87.4, 519–543.CrossRefGoogle Scholar
Ortega, L. (2009). Understanding second language acquisition. London: Hodder Education.Google Scholar
Panova, I. & Lyster, R. (2002). Patterns of corrective feedback and uptake in an adult ESL classroom. TESOL Quarterly 36.4, 573–595.CrossRefGoogle Scholar
Philp, J., Walter, S. & Basturkmen, H. (2010). Peer interaction in the foreign language classroom: What factors foster a focus on form? Language Awareness 19.4, 261–279.CrossRefGoogle Scholar
Pica, T. (1994). Research on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes? Language Learning 44.3, 493–527.CrossRefGoogle Scholar
Pica, T., Lincoln-Porter, F., Paninos, D. & Linnell, J. (1996). Language learners' interaction: How does it address the input, output, and feedback needs of L2 learners? TESOL Quarterly 30.1, 59–84.CrossRefGoogle Scholar
Plonsky, L. & Mills, S. (2006). An exploratory study of differing perceptions of error correction between teacher and students: Bridging the gap. Applied Language Learning 16.1, 55–74.Google Scholar
Porter, P. (1986). How learners talk to each other: Input and interaction in task-centered discussions. In Day, R. (ed.), Talking to learn: Conversation in second language acquisition. Rowley, MA: Newbury House, 200–222.Google Scholar
Ranta, L. & Lyster, R. (2007). A cognitive approach to improving immersion students’ oral language abilities: The Awareness–Practice–Feedback sequence. In DeKeyser, R. (ed.), Practice in a second language: Perspectives from applied linguistics and cognitive psychology. Cambridge: Cambridge University Press, 141–160.CrossRefGoogle Scholar
Révész, A., Sachs, R. & Mackey, A. (2011). Task complexity, uptake of recasts, and L2 development. In Robinson, P. (ed.), Second language task complexity: Researching the Cognition Hypothesis of language learning and performance. Amsterdam: John Benjamins, 203–235.CrossRefGoogle Scholar
Robinson, P. (1995). Attention, memory, and the ‘noticing’ hypothesis. Language Learning 45.2, 283–331.CrossRefGoogle Scholar
Robinson, P. (2003). Attention and memory during SLA. In Doughty, C. & Long, M. (eds.), Handbook of research in second language acquisition. Oxford: Blackwell, 631–677.CrossRefGoogle Scholar
Robinson, P. (2011). Second language task complexity, the Cognition Hypothesis, language learning, and performance. In Robinson, P. (ed.), Second language task complexity: Researching the Cognition Hypothesis of language learning and performance. Amsterdam: John Benjamins, 3–38.CrossRefGoogle Scholar
Rolin-Ianziti, J. (2010). The organization of delayed second language correction. Language Teaching Research 14.2, 183–206.CrossRefGoogle Scholar
Russell, J. & Spada, N. (2006). The effectiveness of corrective feedback for the acquisition of L2 grammar. In Norris, J. & Ortega, L. (eds.), Synthesizing research on language learning and teaching. Amsterdam: John Benjamins, 133–162.Google Scholar
Sachs, R. & Suh, B. (2007). Textually enhanced recasts, learner awareness, and L2 outcomes in synchronous computer-mediated interaction. In Mackey, A. (ed.), 197–227.Google Scholar
Sagarra, N. (2007). From CALL to face-to-face interaction: The effect of computer-delivered recasts and working memory on L2 development. In Mackey, A. (ed.), 229–248.Google Scholar
Saito, K. (2013). Re-examining effects of form-focused instruction on L2 pronunciation development: The role of explicit phonetic information. Studies in Second Language Acquisition 35.1.CrossRefGoogle Scholar
Saito, K. & Lyster, R. (2012a). Effects of form-focused instruction and corrective feedback on L2 pronunciation development of /ʴ/ by Japanese learners of English. Language Learning 62.2, 595–633.CrossRefGoogle Scholar
Saito, K. & Lyster, R. (2012b). Investigating the pedagogical potential of recasts for L2 vowel acquisition. TESOL Quarterly 46.2, 385–396.CrossRefGoogle Scholar
Sato, M. (2007). Social relationships in conversational interaction: A comparison between learner–learner and learner–NS dyads. JALT Journal 29.2, 183–208.CrossRefGoogle Scholar
Sato, M. (2011). Constitution of form-orientation: Contributions of context and explicit knowledge to learning from recasts. Canadian Journal of Applied Linguistics 14.1, 1–28.Google Scholar
Sato, M. (in press). Beliefs about peer interaction and peer corrective feedback: Feedback training in classrooms. The Modern Language Journal.Google Scholar
Sato, M. & Ballinger, S. (2012). Raising language awareness in peer interaction: A cross-context, cross-method examination. Language Awareness 21.1–2, 157–179.CrossRefGoogle Scholar
Sato, M. & Lyster, R. (2007). Modified output of Japanese EFL learners: Variable effects of interlocutor vs. feedback types. In Mackey, A. (ed.), 123–142.Google Scholar
Sato, M. & Lyster, R. (2012). Peer interaction and corrective feedback for accuracy and fluency development: Monitoring, practice, and proceduralization. Studies in Second Language Acquisition 34.4, 591–626.CrossRefGoogle Scholar
Schachter, J. (1981). The hand signal system. TESOL Quarterly 15.2, 125–138.CrossRefGoogle Scholar
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics 11.2, 129–158.CrossRefGoogle Scholar
Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In Schmidt, R. (ed.), Attention and awareness in foreign language learning. Honolulu, HI: University of Hawaii, Second Language Teaching and Curriculum Center, 1–63.Google Scholar
Schmitt, N. (2008). State of the art: Instructed second language vocabulary acquisition. Language Teaching Research 12, 329–363.CrossRefGoogle Scholar
Schulz, R. (1996). Focus on form in the foreign language classroom: Students' and teachers’ views on error correction and the role of grammar. Foreign Language Annals 29.3, 343–364.CrossRefGoogle Scholar
Schulz, R. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar instruction and corrective feedback: USA–Colombia. The Modern Language Journal 85.2, 244–258.CrossRefGoogle Scholar
Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. Oxford: Blackwell.Google Scholar
Segalowitz, N. (1997). Individual differences in second language acquisition. In de Groot, A. & Kroll, J. (eds.), Tutorials in bilingualism: Psycholinguistic perspectives. Mahwah, NJ: Lawrence Erlbaum, 85–112.Google Scholar
Segalowitz, N. (2000). Automaticity and attentional skill in fluent performance. In Riggenbach, H. (ed.), Perspectives on fluency. Ann Arbor, MI: The University of Michigan Press, 200–219.Google Scholar
Sheen, Y. (2004). Corrective feedback and learner uptake in communicative classrooms across instructional settings. Language Teaching Research 8.3, 263–300.CrossRefGoogle Scholar
Sheen, Y. (2006). Exploring the relationship between characteristics of recasts and learner uptake. Language Teaching Research 8.4, 361–392.CrossRefGoogle Scholar
Sheen, Y. (2007). The effects of corrective feedback, language aptitude, and learner attitudes on the acquisition of English articles. In Mackey, A. (ed.), 301–322.Google Scholar
Sheen, Y. (2008). Recasts, language anxiety, modified output, and L2 learning. Language Learning 58.4, 835–874.CrossRefGoogle Scholar
Sheen, Y. (2011). Corrective feedback, individual differences and second language learning. New York: Springer.CrossRefGoogle Scholar
Sheen, Y. & Ellis, R. (2011). Corrective feedback in language teaching. In Hinkel, E. (ed.), Handbook of research in second language teaching and learning, Vol. 2. New York: Routledge, 593–610.Google Scholar
Shehadeh, A. (1999). Non-native speakers’ production of modified comprehensible output and second language learning. Language Learning 49.4, 627–675.CrossRefGoogle Scholar
Simard, D. & Jean, G. (2011). An exploration of L2 teachers’ use of pedagogical interventions devised to draw L2 learners' attention to form. Language Learning 61.3, 759–785.CrossRefGoogle Scholar
Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.Google Scholar
Spada, N. & Lightbown, P. (1993). Instruction and the development of questions in L2 classrooms. Studies in Second Language Acquisition 15.2, 205–224.CrossRefGoogle Scholar
Spada, N. & Lightbown, P. (2008). Form-focused instruction: isolated or integrated? TESOL Quarterly 42.2, 181–207.CrossRefGoogle Scholar
Spada, N. & Lightbown, P. (2009). Interaction research in second/foreign language classrooms. In Mackey, A. & Polio, C. (eds.), Multiple perspectives on interaction. New York: Routledge, 157–175.Google Scholar
Spada, N. & Tomita, Y. (2010). Interactions between type of instruction and type of language feature: A meta-analysis. Language Learning 60.2, 263–308.CrossRefGoogle Scholar
Stæhr, L. S. (2009). Vocabulary knowledge and advanced listening comprehension in English as a foreign language. Studies in Second Language Acquisition 31, 577–607.CrossRefGoogle Scholar
Storch, N. (2001). How collaborative is pair work? ESL tertiary students composing in pairs. Language Teaching Research 5.1, 29–53.CrossRefGoogle Scholar
Svalberg, A. (2007). Language awareness and language learning. Language Teaching 40.4, 287–308.CrossRefGoogle Scholar
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In Gass, S. & Madden, C. (eds.), Input in second language acquisition. Rowley, MA: Newbury House, 235–253.Google Scholar
Swain, M. (1988). Manipulating and complementing content teaching to maximize second language learning. TESL Canada Journal 6.1, 68–83.CrossRefGoogle Scholar
Swain, M., Brooks, L. & Tocalli-Beller, A. (2002). Peer–peer dialogue as a means of second language learning. Annual Review of Applied Linguistics 22, 171–185.CrossRefGoogle Scholar
Swain, M. & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal 82.3, 320–337.CrossRefGoogle Scholar
Swain, M. & Lapkin, S. (2001). Focus on form through collaborative dialogue: Exploring task effects. In Bygate, M., Skehan, P. & Swain, M. (eds.), Researching pedagogic tasks: Second language learning, teaching and testing. Harlow, UK: Longman, 99–118.Google Scholar
Swain, M. & Lapkin, S. (2011). Languaging as agent and constituent of cognitive change in an older adult: An example. Canadian Journal of Applied Linguistics 14.1, 104–117.Google Scholar
Takimoto, M. (2006). The effects of explicit feedback on the development of pragmatic proficiency. Language Teaching Research 10, 393–417.CrossRefGoogle Scholar
Takimoto, M. (2008). The effects of deductive and inductive instruction on development of language learners' pragmatic competence. The Modern Language Journal 92, 369–286.CrossRefGoogle Scholar
Tomlin, R. & Villa, V. (1994). Attention in cognitive science and second language acquisition. Studies in Second Language Acquisition 16.2, 193–203.Google Scholar
Toth, P. (2008). Teacher- and learner-led discourse in task-based grammar instruction: Providing procedural assistance for L2 morphosyntactic development. Language Learning 58.2, 237–283.CrossRefGoogle Scholar
Trofimovich, P., Ammar, A. & Gatbonton, E. (2007). How effective are recasts? The role of attention, memory, and analytic ability. In Mackey, A. (ed.), 171–195.Google Scholar
Tsang, W. (2004). Feedback and uptake in teacher–student interaction: An analysis of 18 English lessons in Hong Kong secondary classrooms. Regional Language Centre Journal 35, 187–209.Google Scholar
Vásquez, C. & Harvey, J. (2010). Raising teachers’ awareness about corrective feedback through research replication. Language Teaching Research 14.4, 421–443.CrossRefGoogle Scholar
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching 56, 431–462.Google Scholar
Vandergrift, L., Goh, C., Mareschal, C. & Tafaghodtari, M. H. (2006). The Metacognitive Awareness Listening Questionnaire (MALQ): Development and validation. Language Learning 56, 431–462.CrossRefGoogle Scholar
VanPatten, B. (1996). Input processing and grammar instruction: Theory and research. Norwood, NJ: Lawrence Erlbaum.Google Scholar
Varonis, E. & Gass, S. (1985). Non-native/non-native conversations: A model for negotiation of meaning. Applied Linguistics 6.1, 71–90.CrossRefGoogle Scholar
Vicente-Rasoamalala, L. (2009). Teachers’ reactions to foreign language learner output. Ph.D. dissertation, Universitat de Barcelona.Google Scholar
Webb, S. (2005). Receptive and productive vocabulary learning: The effects of reading and writing on word knowledge. Studies in Second Language Acquisition 27, 33–52.CrossRefGoogle Scholar
Williams, J. (1999). Learner-generated attention to form. Language Learning 49.4, 583–625.CrossRefGoogle Scholar
Yang, Y. (2009). Feedback and uptake in Chinese EFL classrooms: In search of instructional variables. The Journal of ASIA TEFL 6.1, 1–22.Google Scholar
Yang, Y. & Lyster, R. (2010). Effects of form-focused practice and feedback on Chinese EFL learners' acquisition of regular and irregular past tense forms. Studies in Second Language Acquisition 32.2, 235–263.CrossRefGoogle Scholar
Yoshida, R. (2008a). Learners' perception of corrective feedback in pair work. Foreign Language Annals 41.3, 525–541.CrossRefGoogle Scholar
Yoshida, R. (2008b). Teachers’ choice and learners' preference of corrective-feedback types. Language Awareness 17.1, 78–93.CrossRefGoogle Scholar
Yoshida, R. (2010). How do teachers and learners perceive corrective feedback in the Japanese language classroom? The Modern Language Journal 94.2, 293–314.CrossRefGoogle Scholar
Zhao, Y. (1997). The effects of listeners’ control of speech rate on second language comprehension. Applied Linguistics 18, 49–68.CrossRefGoogle Scholar