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    • Plusieurs versions

    EPILOGUE: From Introspections, Brain Scans, and Memory Tests to the Role of Social Context: Advancing Research on Interaction and Learning

    Mackey, Alison
    Studies in Second Language Acquisition, 2006, Vol.28(2), pp.369-379 [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

    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]

    • Plusieurs versions

    Conversational Interaction and Second Language Development: Recasts, Responses, and Red Herrings?

    Mackey, Alison, Philp, Jenefer
    Modern Language Journal, September 1998, Vol.82(3), pp.338-356 [Revue évaluée par les pairs]

    • Plusieurs versions

    INPUT, INTERACTION, AND SECOND LANGUAGE DEVELOPMENT An Empirical Study of Question Formation in ESL

    Mackey, Alison
    Studies in Second Language Acquisition, 1999, Vol.21(4), pp.557-587 [Revue évaluée par les pairs]

    • Plusieurs versions

    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]

    • Plusieurs versions

    SYNTACTIC PRIMING AND ESL QUESTION DEVELOPMENT

    Mcdonough, Kim, Mackey, Alison
    Studies in Second Language Acquisition, 2008, Vol.30(1), pp.31-47 [Revue évaluée par les pairs]

    • Plusieurs versions

    Beyond production: learners’ perceptions about interactional processes

    Mackey, Alison
    International journal of educational research, 2002, Vol.37(3), pp.379-394 [Revue évaluée par les pairs]

    • Dissertation
    Sélectionner

    Synchronous computer-mediated communication and interaction: A research synthesis and meta-analysis

    Ziegler, Nicole
    ProQuest Dissertations and Theses
    © ProQuest LLC All rights reserved, ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection, Linguistics and Language Behavior Abstracts, ProQuest Dissertations and Theses Global A&I: The Humanities and Social Sciences Collection, Linguistics Database, ProQuest Dissertations & Theses Full Text, ProQuest Dissertations & Theses A&I, Linguistics & Language Behavior Abstracts (LLBA), ProQuest Social Sciences Premium Collection, ProQuest Dissertations & Theses: Global, Linguistics Collection, ProQuest Central (new), ProQuest Central Korea, Social Science Premium Collection, ProQuest One Academic
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    Titre: Synchronous computer-mediated communication and interaction: A research synthesis and meta-analysis
    Auteur: Ziegler, Nicole
    Contributeur: Mackey, Alison (advisor); Chen, Rusan (committee member); Smith, Bryan (committee member)
    Editeur: ProQuest Dissertations Publishing
    Date: 2013
    Sujet: Linguistics ; Linguistics ; Language, Literature and Linguistics ; Computer-Assisted Language Learning ; Computer-Mediated Communication ; Interaction ; Second Language Acquisition
    Description: The interaction approach to second language acquisition (SLA) suggests that changes that occur during conversation facilitate second language development by providing learners with opportunities to receive modified comprehensible input and interactional feedback, to produce output, and to notice gaps between their interlanguage and the target language through negotiation for meaning (Gass & Mackey, 2007; Long, 1996). Numerous empirical studies and meta-analyses have demonstrated positive effects for interaction (e.g Keck et al., 2006; Mackey & Goo, 2007). However, despite an increasing body of evidence examining synchronous computer-mediated communication (SCMC) from an interactionist perspective (e.g. Blake, 2000; Smith, 2004; Yilmaz, 2012), the efficacy of interaction in computer-mediated contexts has been less clear so far. The current study reports on a synthesis and meta-analysis on the relative effectiveness of interaction in SCMC and face-to-face (FTF) contexts. The primary studies...
    Fait partie de: ProQuest Dissertations and Theses
    Identifiant: 978-1-303-25961-6 (ISBN)

    • Dissertation
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    Corrective feedback, individual variation in cognitive capacities, and L2 development: Recasts vs. metalinguistic feedback

    Goo, Jaemyung
    ProQuest Dissertations and Theses
    © ProQuest LLC All rights reserved, ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection, ProQuest Dissertations and Theses Global A&I: The Humanities and Social Sciences Collection, ProQuest Dissertations & Theses Full Text, ProQuest Dissertations & Theses A&I, ProQuest Dissertations & Theses: Global, ProQuest One Academic
    Disponible
    Plus…
    Titre: Corrective feedback, individual variation in cognitive capacities, and L2 development: Recasts vs. metalinguistic feedback
    Auteur: Goo, Jaemyung
    Contributeur: Mackey, Alison (advisor); Rebuschat, Patrick (committee member); Sanz, Cristina (committee member)
    Editeur: ProQuest Dissertations Publishing
    Date: 2011
    Sujet: Linguistics ; English As a Second Language ; Linguistics ; English As a Second Language ; Education ; Language, Literature and Linguistics ; Attention Control ; Corrective Feedback ; Interaction ; Metalinguistic Feedback ; Recasts ; Working Memory
    Description: This dissertation explores how the type of structure is related to the effectiveness of different forms of corrective feedback provided during interaction and whether/how individual differences in working memory (WM) and attention control mediate the extent to which L2 learners benefit from corrective feedback. Recasts were compared with metalinguistic feedback in terms of their relative effects on the acquisition of two target structures in an EFL setting: the English that-trace filter and the past unreal conditional. Eighty-three Korean L1 learners of English were randomly assigned to one of three treatment conditions: recasts, metalinguistic feedback, and control. Each learner carried out a series of tasks and tests: a WM span task (operation span), an attention control task (task-set switching), a dyadic intensive treatment activity, oral production tests, and grammaticality judgment tests. Results show that metalinguistic feedback was more effective than recasts at facilitating accuracy...
    Fait partie de: ProQuest Dissertations and Theses
    Identifiant: 978-1-124-59847-5 (ISBN)