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    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]

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    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)
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    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)

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    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]

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    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]

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    BRIDGING THE GAP

    Hulstijn, Jan H, Young, Richard F, Ortega, Lourdes, Bigelow, Martha, Dekeyser, Robert, Ellis, Nick C, Lantolf, James P, Mackey, Alison, Talmy, Steven
    Studies in Second Language Acquisition, 2014, Vol.36(3), pp.361-421 [Revue évaluée par les pairs]

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    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]

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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]