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A Comparison of the Effects of Implicit and Explicit Corrective Feedback on Learners’ Performance in Tailor-Made Tests
16 references·0 citing·35 second hop
A Comparison of the Effects of Implicit and Explicit Corrective Feedback on Learners’ Performance in Tailor-Made Tests (2007)A Comparison of the Effects of Implicit a…IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2 GRAMMAR (2006)IMPLICIT AND EXPLICIT CORRECT…Second language research : Methodology and Design (2005)Second language research : Me…DIFFERENTIAL EFFECTS OF PROMPTS AND RECASTS IN FORM-FOCUSED INSTRUCTION (2004)DIFFERENTIAL EFFECTS OF PROMP…Learner Uptake in Communicative ESL Lessons (2001)Learner Uptake in Communicati…Cognitive underpinnings of focus on form (2001)Cognitive underpinnings of fo…Attention (2001)AttentionSecond language classrooms research on teaching and learning (1998)Second language classrooms re…Language Processing and Second Language Development (1998)Language Processing and Secon…Explicit and Implicit Negative Feedback (1993)Explicit and Implicit Negativ…Second Language Instruction Does Make a Difference (1991)Second Language Instruction D…The Role of Consciousness in Second Language Learning1 (1990)The Role of Consciousness in …What is the logical problem of foreign language learning? (1989)What is the logical problem o…Second Language Classrooms (1988)Second Language ClassroomsPsychological Constraints on the Teachability of Languages (1984)Psychological Constraints on …Principles and Practice in Second Language Acquisition (1983)Principles and Practice in Se…SHOULD WE TEACH CHILDREN SYNTAX? (1973)SHOULD WE TEACH CHILDREN SYNT…The Principles of Psychology (1891)ASPECTS OF THE THEORY OF SYNTAX (1964)Knowledge of Language: Its Nature, Origin, and Use. (1988)Research Methods in Applied Linguistics (2021)The Role of the Linguistic Environment in Second Language Acquisition (1996)A Cognitive Approach to Language Learning (1999)ORAL FEEDBACK IN CLASSROOM SLA (2010)Oral corrective feedback in second language classrooms (2012)Principles and Practice in Second Language Acquisition (1983)CORRECTIVE FEEDBACK AND LEARNER UPTAKE (1997)Task-based Language Learning and Teaching (2003)Evidence in support of written corrective feedback (2008)Input in Second Language Acquisition (1986)Input, Interaction, and Second Language Production (1994)Form-Focussed Instruction and Second Language Acquisition: A Review of Classroom and Laboratory Research (1997)Approaches and Methods in Language Teaching (2001)Incidental and Intentional Learning (2003)Noun Phrase Accessibility and Universal Grammar (2014)Evidence for Multicompetence (1992)Introducing Second Language Acquisition (2012)The Acquisition of Heritage Languages (2015)Implicit and Explicit Learning (2003)The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners' Acquisition of Articles (2007)The Effectiveness of Corrective Feedback in SLA: A Meta‐Analysis (2010)Three Approaches to Task-Based Syllabus Design (1992)Learning as dialogue: The dependence of learner autonomy on teacher autonomy (1995)Introduction: Investigating Form‐Focused Instruction (2001)Interviewing as a Data Collection Method: A Critical Review (2014)Translanguaging (2017)Education at a Glance 2021 (2021)Investigating Fluency in EFL: A Quantitative Approach* (1990)The Case Against Grammar Correction in L2 Writing Classes (1996)Legislation by Hypothesis: The Case of Task-Based Instruction (2005)Selective Attention and Transfer Phenomena in L2 Acquisition: Contingency, Cue Competition, Salience, Interference, Overshadowing, Blocking, and Perceptual Learning (2006)Evidence on the Effectiveness of Comprehensive Error Correction in Second Language Writing (2011)
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References

  • 1990The Role of Consciousness in Second Language Learning14,927 cited
  • 1983Principles and Practice in Second Language Acquisition4,453 cited
  • 2005Second language research : Methodology and Design1,879 cited
  • 2001Attention1,321 cited
  • 2006IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2 GRAMMAR1,076 cited
  • 1989What is the logical problem of foreign language learning?1,011 cited
  • 1998Second language classrooms research on teaching and learning955 cited
  • 2004DIFFERENTIAL EFFECTS OF PROMPTS AND RECASTS IN FORM-FOCUSED INSTRUCTION825 cited
  • 1998Language Processing and Second Language Development801 cited
  • 1991Second Language Instruction Does Make a Difference619 cited
  • 1973SHOULD WE TEACH CHILDREN SYNTAX?615 cited
  • 1988Second Language Classrooms602 cited
  • 2001Learner Uptake in Communicative ESL Lessons595 cited
  • 1984Psychological Constraints on the Teachability of Languages584 cited
  • 1993Explicit and Implicit Negative Feedback542 cited
  • 2001Cognitive underpinnings of focus on form

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