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Expanding individual difference research in the interaction approach
16 references·10 citing·42 second hop
Expanding individual difference research in the interaction approach (2017)Expanding individual difference research …Keeping an Eye on Learning (2014)Keeping an Eye on LearningThe Effectiveness of Corrective Feedback in SLA: A Meta‐Analysis (2010)The Effectiveness of Correcti…Exploring the Relationship Between Modified Output and Working Memory Capacity (2010)Exploring the Relationship Be…Recasts, Language Anxiety, Modified Output, and L2 Learning (2008)Recasts, Language Anxiety, Mo…Feedback, Noticing and Instructed Second Language Learning (2006)Feedback, Noticing and Instru…IDENTIFYING THE IMPACT OF NEGATIVE FEEDBACK AND LEARNERS' RESPONSES ON ESL QUESTION DEVELOPMENT (2005)IDENTIFYING THE IMPACT OF NEG…Interactional Input and The Incorporation of Feedback: An Exploration of NS–NNS and NNS–NNS Adult and Child Dyads (2003)Interactional Input and The I…Input and Interaction (2003)Input and InteractionAttitudes, Motivation, and Second Language Learning: A Meta–Analysis of Studies Conducted by Gardner and Associates (2003)Attitudes, Motivation, and Se…Individual Differences and Instructed Language Learning (2002)Individual Differences and In…Attention (2001)AttentionTHE ROLES OF MODIFIED INPUT AND OUTPUT IN THE INCIDENTAL ACQUISITION OF WORD MEANINGS (1999)THE ROLES OF MODIFIED INPUT A…The Role of Input and Interaction in Second Language Acquisition Introduction to the Special Issue (1998)The Role of Input and Interac…Research on Negotiation: What Does It Reveal About Second‐Language Learning Conditions, Processes, and Outcomes? (1994)Research on Negotiation: What…Classroom Interaction, Comprehension, and the Acquisition of L2 Word Meanings (1994)Classroom Interaction, Compre…The Role of Consciousness in Second Language Learning1 (1990)The Role of Consciousness in …Research methods for IDs and TBLT: A substantive and methodological review (2024)Research methods for IDs and …The Cognition Hypothesis, the Triadic Componential Framework and the SSARC Model (2021)The Cognition Hypothesis, the…From Needs Analysis to Task Selection, Design, and Sequencing (2021)From Needs Analysis to Task S…The role of working memory in blocked and interleaved grammar practice: Proceduralization of L2 syntax (2020)The role of working memory in…Interaction, Feedback and Task Research in Second Language Learning (2020)Interaction, Feedback and Tas…A CALL FOR CAUTIOUS INTERPRETATION OF META-ANALYTIC REVIEWS (2020)A CALL FOR CAUTIOUS INTERPRET…Understanding Vietnamese college students’ self-efficacy beliefs in learning English as a foreign language (2019)Understanding Vietnamese coll…Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology (2019)Optimizing Second Language Pr…The use of course grades as metrics in L2 research: A systematic review (2018)The use of course grades as m…TASK-BASED PRONUNCIATION TEACHING AND RESEARCH (2017)TASK-BASED PRONUNCIATION TEAC…Lectures on Government and Binding (1993)On The Language Instinct (1994)Second Language Acquisition (2001)Interactional context and willingness to communicate: A comparison of behavior in whole class, group and dyadic interaction (2006)ONE SIZE FITS ALL?: Recasts, Prompts, and L2 Learning (2006)Second Language Acquisition and Second Language Learning (1989)Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta‐analysis (2000)Oral corrective feedback in second language classrooms (2012)How Big Is “Big”? Interpreting Effect Sizes in L2 Research (2014)The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research (2020)Studies in Ethnomethodology (1968)The Input Hypothesis: Issues and Implications (1986)Conversational Interaction and Second Language Development: Recasts, Responses, and Red Herrings? (1998)INPUT, INTERACTION, AND SECOND LANGUAGE DEVELOPMENT (1999)DIFFERENTIAL EFFECTS OF PROMPTS AND RECASTS IN FORM-FOCUSED INSTRUCTION (2004)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)CORRECTIVE FEEDBACK AND LEARNER UPTAKE (1997)EPILOGUE (2010)Input in Second Language Acquisition (1986)Second Language Pedagogy (1988)INCIDENTAL VOCABULARY ACQUISITION IN A SECOND LANGUAGE (1999)Incidental and Intentional Learning (2003)Review article: Instructed second language vocabulary learning (2008)The Impact of Interaction on Comprehension (1987)Comprehensible Output as an Outcome of Linguistic Demands on the Learner (1989)Three functions of output in second language learning (1995)NEGOTIATION AND ORAL ACQUISITION OF L2 VOCABULARY (2002)Form-focused Instruction in Second Language Vocabulary Learning: A Case for Contrastive Analysis and Translation (2008)A Comparison of the Effects of Reading and Listening on Incidental Vocabulary Acquisition (2010)Social psychology and second language learning : the role of attitudes and motivation (1985)The Study of Second Language Acquisition (1995)Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications (2003)Willingness to Communicate in the Second Language: Understanding the Decision to Speak as a Volitional Process (2007)Teaching and Researching: Motivation (2013)Implicit and Explicit Learning (2003)The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners' Acquisition of Articles (2007)Instructed SLA: Constraints, Compensation, and Enhancement (2003)Raising the linguistic accuracy level of advanced L2 writers with written corrective feedback (2010)
this work references cited by second hop

References

  • 1990The Role of Consciousness in Second Language Learning14,927 cited
  • 2001Attention1,321 cited
  • 1994Research on Negotiation: What Does It Reveal About Second‐Language Learning Conditions, Processes, and Outcomes?1,200 cited
  • 2003Attitudes, Motivation, and Second Language Learning: A Meta–Analysis of Studies Conducted by Gardner and Associates945 cited
  • 2010The Effectiveness of Corrective Feedback in SLA: A Meta‐Analysis940 cited
  • 2002Individual Differences and Instructed Language Learning558 cited
  • 2003Input and Interaction542 cited
  • 2006Feedback, Noticing and Instructed Second Language Learning536 cited
  • 1999THE ROLES OF MODIFIED INPUT AND OUTPUT IN THE INCIDENTAL ACQUISITION OF WORD MEANINGS448 cited
  • 1994Classroom Interaction, Comprehension, and the Acquisition of L2 Word Meanings434 cited
  • 2008Recasts, Language Anxiety, Modified Output, and L2 Learning330 cited
  • 2003Interactional Input and The Incorporation of Feedback: An Exploration of NS–NNS and NNS–NNS Adult and Child Dyads324 cited
  • 2005IDENTIFYING THE IMPACT OF NEGATIVE FEEDBACK AND LEARNERS' RESPONSES ON ESL QUESTION DEVELOPMENT299 cited
  • 1998The Role of Input and Interaction in Second Language Acquisition Introduction to the Special Issue268 cited

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2014
Keeping an Eye on Learning
220 cited
  • 2010Exploring the Relationship Between Modified Output and Working Memory Capacity215 cited
  • Cited by

    • 2019Understanding Vietnamese college students’ self-efficacy beliefs in learning English as a foreign language77 cited
    • 2019Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology63 cited
    • 2017TASK-BASED PRONUNCIATION TEACHING AND RESEARCH50 cited
    • 2020Interaction, Feedback and Task Research in Second Language Learning47 cited
    • 2018The use of course grades as metrics in L2 research: A systematic review43 cited
    • 2024Research methods for IDs and TBLT: A substantive and methodological review42 cited
    • 2020A CALL FOR CAUTIOUS INTERPRETATION OF META-ANALYTIC REVIEWS35 cited
    • 2021The Cognition Hypothesis, the Triadic Componential Framework and the SSARC Model31 cited
    • 2020The role of working memory in blocked and interleaved grammar practice: Proceduralization of L2 syntax30 cited
    • 2021From Needs Analysis to Task Selection, Design, and Sequencing29 cited