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    • Plusieurs versions

    Practice and Progression in Second Language Research Methods

    Mackey, Alison
    AILA review, 2014, Vol.27, p.80 [Revue évaluée par les pairs]

    • Plusieurs versions

    Handbooks: (How) Can We Keep Them Current, Comprehensible, and Accessible?

    Abbuhl, Rebekha, Mackey, Alison
    Modern Language Journal, December 2011, Vol.95(4), pp.643-644 [Revue évaluée par les pairs]

    • Plusieurs versions

    Older Learners in SLA Research: A First Look at Working Memory, Feedback, and L2 Development

    Mackey, Alison, Sachs, Rebecca
    Language Learning, September 2012, Vol.62(3), pp.704-740 [Revue évaluée par les pairs]

    • Plusieurs versions

    Research Methodology in Second Language Studies: Trends, Concerns, and New Directions

    King, Kendall A., Mackey, Alison
    Modern Language Journal, January 2016, Vol.100(S1), pp.209-227 [Revue évaluée par les pairs]

    • Plusieurs versions

    Scarce Human Capital in Managerial Labor Markets

    Mackey, Alison, Molloy, Janice C, Morris, Shad S
    Journal of Management, February 2014, Vol.40(2), pp.399-421 [Revue évaluée par les pairs]

    • Plusieurs versions

    Creativity and EFL Students’ Language Use During a Group Problem‐Solving Task

    Mcdonough, Kim, Crawford, William J., Mackey, Alison
    TESOL Quarterly, March 2015, Vol.49(1), pp.188-199 [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]
    Wiley (via CrossRef)
    Disponible
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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)

    • Plusieurs versions

    The effect of CEOs on firm performance

    Mackey, Alison
    Strategic Management Journal, December 2008, Vol.29(12), pp.1357-1367 [Revue évaluée par les pairs]

    • Plusieurs versions

    Exploring the Relationship Between Modified Output and Working Memory Capacity

    Mackey, Alison, Adams, Rebecca, Stafford, Catherine, Winke, Paula
    Language Learning, September 2010, Vol.60(3), pp.501-533 [Revue évaluée par les pairs]

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    The Case against the Case against Recasts

    Goo, Jaemyung, Mackey, Alison
    Studies in second language acquisition, March 2013, Vol.35(1), p.127 [Revue évaluée par les pairs]
    ERIC (U.S. Dept. of Education)
    Disponible
    Plus…
    Titre: The Case against the Case against Recasts
    Auteur: Goo, Jaemyung; Mackey, Alison
    Sujet: Prior Learning ; Teaching Methods ; Feedback (Response) ; Laboratories ; Error Correction ; Second Language Learning ; Linguistic Input ; Language Research ; Grammar ; Second Language Instruction ; Role ; Languages & Literatures
    Description: In the previous 20 years, more than 60 studies have been carried out within the input and interaction approach to SLA (Long, 2007; Mackey 2012), many of which have found positive associations between different types of recasts and the learning of a range of linguistic forms for a number of different second languages (L2s), in different learning contexts, with adults and with children. However, the following claims also appear: (a) recasts are not effective, (b) recasts are effective only in laboratories and not in classrooms, and (c) other types of feedback are more effective when compared with recasts. We demonstrate important methodological and interpretative problems in the small number of studies on which these negative claims are based, including issues with (a) modified output opportunities, (b) single-versus-multiple comparisons, (c) form-focused instruction, (d) prior knowledge, and (e) out-of-experiment exposure. We conclude by suggesting that making a case against recasts...
    Fait partie de: Studies in second language acquisition, March 2013, Vol.35(1), p.127
    Identifiant: 0272-2631 (ISSN); 1470-1545 (E-ISSN); 10.1017/S0272263112000708 (DOI)