Chapter 4. The role of language analytic ability in the effectiveness of different feedback timing conditions

[1]  Bryan Smith.  Computer–Mediated Negotiated Interaction: An Expanded Model , 2003 .

[2]  R. Schmidt.  Cognition and Second Language Instruction: Attention , 2001 .

[3]  Satomi Kawaguchi,et al.  Negotiation of meaning and corrective feedback in Japanese/English eTandem , 2011 .

[4]  R. Lyster,et al.  ORAL FEEDBACK IN CLASSROOM SLA , 2010, Studies in Second Language Acquisition.

[5]  Richard G. Kern.  Restructuring Classroom Interaction with Networked Computers: Effects on Quantity and Characteristics of Language Production , 1995 .

[6]  Vaclav Brezina,et al.  Is There a Core General Vocabulary? Introducing the "New General Service List". , 2015 .

[7]  Shawn Loewen,et al.  Corrective feedback in the chatroom: An experimental study , 2006 .

[8]  R. Lyster,et al.  CORRECTIVE FEEDBACK AND LEARNER UPTAKE , 1997, Studies in Second Language Acquisition.

[9]  J. Hulstijn,et al.  Under what conditions does explicit knowledge of a second language facilitate the acquisition of implicit knowledge? A research proposal , 1994 .

[10]  Melissa Baralt,et al.  EXPLORING LEARNER PERCEPTION AND USE OF TASK-BASED INTERACTIONAL FEEDBACK IN FTF AND CMC MODES , 2013, Studies in Second Language Acquisition.

[11]  Gisela Granena,et al.  The role of cognitive aptitudes for explicit language learning in the relative effects of explicit and implicit feedback* , 2015, Bilingualism: Language and Cognition.

[12]  J. Rolin-Ianziti.  The organization of delayed second language correction , 2010 .

[13]  J. Leeman.  RECASTS AND SECOND LANGUAGE DEVELOPMENT , 2003, Studies in Second Language Acquisition.

[14]  Shaofeng Li.  The Effectiveness of Corrective Feedback in SLA: A Meta-Analysis. , 2010 .

[15]  R. Ellis,et al.  REEXAMINING THE ROLE OF RECASTS IN SECOND LANGUAGE ACQUISITION , 2006, Studies in Second Language Acquisition.

[16]  Michael H. Long.  Focus on Form: A Design Feature in Language Teaching Methodology , 1991 .

[17]  T. Egi.  INTERPRETING RECASTS AS LINGUISTIC EVIDENCE: The Roles of Linguistic Target, Length, and Degree of Change , 2007, Studies in Second Language Acquisition.

[18]  R. Ellis,et al.  IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2 GRAMMAR , 2006, Studies in Second Language Acquisition.

[19]  Tatsuya Nakata,et al.  Effects of feedback timing on second language vocabulary learning: Does delaying feedback increase learning? , 2015 .

[20]  Roy Lyster,et al.  Practice in a Second Language: A cognitive approach to improving immersion students' oral language abilities: The Awareness-Practice-Feedback sequence , 2007 .

[21]  P. Robinson.  APTITUDE AND SECOND LANGUAGE ACQUISITION , 2005, Annual Review of Applied Linguistics.

[22]  Shannon Sauro,et al.  COMPUTER-MEDIATED CORRECTIVE FEEDBACK AND THE DEVELOPMENT OF L2 GRAMMAR , 2009 .

[23]  Christopher Blake.  Potential of Text-Based Internet Chats for Improving Oral Fluency in a Second Language. , 2009 .

[24]  Yucel Yilmaz,et al.  Effects of communication mode and salience on recasts: A first exposure study , 2011 .

[25]  Melissa Baralt,et al.  THE IMPACT OF COGNITIVE COMPLEXITY ON FEEDBACK EFFICACY DURING ONLINE VERSUS FACE-TO-FACE INTERACTIVE TASKS , 2013, Studies in Second Language Acquisition.

[26]  Shaofeng Li.  The interactions between the effects of implicit and explicit feedback and individual differences in language analytic ability and working memory , 2013 .

[27]  Gisela Granena.  Language Aptitude and Long-term Achievement in Early Childhood L2 Learners , 2014 .

[28]  Natsuko Shintani,et al.  The Effectiveness of Synchronous and Asynchronous Written Corrective Feedback on Grammatical Accuracy in a Computer-Mediated Environment. , 2016 .

[29]  Yucel Yilmaz.  Relative Effects of Explicit and Implicit Feedback: The Role of Working Memory Capacity and Language Analytic Ability , 2013 .

[30]  T. Pica.  Interlanguage Adjustments as an Outcome of NS‐NNS Negotiated Interaction , 1988 .

[31]  Yucel Yilmaz.  The Relative Effects of Explicit Correction and Recasts on Two Target Structures via Two Communication Modes , 2012 .

[32]  S. Gass,et al.  Input, Interaction and Output: An Overview , 2006 .

[33]  Younghee Sheen.  The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners´ Acquisition of Articles. , 2007 .

[34]  Susana M. Sotillo.  Discourse Functions and Syntactic Complexity in Synchronous and Asynchronous Communication , 2000 .

[35]  Alison Mackey,et al.  Conversational Interaction and Second Language Development: Recasts, Responses, and Red Herrings? , 1998 .

[36]  P. Lightbown,et al.  Form‐Focused Instruction: Isolated or Integrated? , 2008 .

[37]  C. Doughty.  Cognitive Underpinnings of Focus on Form , 1999 .