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    INTRODUCTION

    Mackey, Alison, Gass, Susan
    Studies in Second Language Acquisition, 2006, Vol.28(2), pp.169-178 [Revue évaluée par les pairs]

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    Task-Based Interactions in Classroom and Laboratory Settings: Task-Based Interactions in Two Settings

    Gass, Susan, Mackey, Alison, Ross-Feldman, Lauren
    Language Learning, 06/2011, Vol.61, supplement s1, pp.189-220 [Revue évaluée par les pairs]
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    Titre: Task-Based Interactions in Classroom and Laboratory Settings: Task-Based Interactions in Two Settings
    Auteur: Gass, Susan; Mackey, Alison; Ross-Feldman, Lauren
    Sujet: Laboratory Settings ; Classroom Settings ; Interaction ; Communicative Tasks ; Spanish ; Education ; Languages & Literatures;
    Description: This study was originally motivated by claims by a few classroom researchers (e.g., Foster, 1998, see Foster & Ohta, 2005) that the findings of laboratory‐based studies of second‐language interaction cannot automatically be applied to classroom language learning settings. Instead of simply accepting this assumption, we treated it as an empirical question. Our study was designed to examine the impact of setting—classroom and laboratory—on task‐based interactions. We worked with learners of Spanish as a foreign language. Seventy‐four university‐level learners in dyads completed three interactive tasks. The tasks were designed in partnership with their instructors to be consistent with activities that these learners would do as part of their regular instruction. They were also consistent with activities that second language researchers typically use to elicit data in experimental work. Half of the learners worked in the classroom with their regular teacher and the other half...
    Fait partie de: Language Learning, 06/2011, Vol.61, supplement s1, pp.189-220
    Identifiant: http://dx.doi.org/10.1111/j.1467-9922.2011.00646.x (DOI)

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    Task‐Based Interactions in Classroom and Laboratory Settings

    Gass, Susan, Mackey, Alison, Ross‐Feldman, Lauren
    Language Learning, December 2005, Vol.55(4), pp.575-611 [Revue évaluée par les pairs]

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    FREQUENCY EFFECTS AND SECOND LANGUAGE ACQUISITION A Complex Picture?

    Gass, Susan M., Mackey, Alison
    Studies in Second Language Acquisition, 2002, Vol.24(2), pp.249-260 [Revue évaluée par les pairs]

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    The Role of Input and Interaction in Second Language Acquisition Introduction to the Special Issue

    Gass, Susan M., Mackey, Alison, Pica, Teresa
    Modern Language Journal, September 1998, Vol.82(3), pp.299-307 [Revue évaluée par les pairs]

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    HOW DO LEARNERS PERCEIVE INTERACTIONAL FEEDBACK?

    Mackey, Alison, Perdue, Susan, Mcdonough, Kim
    Studies in Second Language Acquisition, 2000, Vol.22(4), pp.471-497 [Revue évaluée par les pairs]

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    The Effects of Task Repetition on Linguistic Output

    Gass, Susan, Mackey, Alison, Alvarez‐Torres, María José, Fernández‐García, Marisol
    Language Learning, December 1999, Vol.49(4), pp.549-581 [Revue évaluée par les pairs]