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    • 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

    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]

    • Article
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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
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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)

    • Plusieurs versions

    Interactional Context and Feedback in Child ESL Classrooms

    Oliver, Rhonda, Mackey, Alison
    Modern Language Journal, December 2003, Vol.87(4), pp.519-533 [Revue évaluée par les pairs]

    • Plusieurs versions

    Task Familiarity and Interactional Feedback in Child ESL Classrooms

    Mackey, Alison, Kanganas, Alec Peter, Oliver, Rhonda
    TESOL Quarterly, June 2007, Vol.41(2), pp.285-312 [Revue évaluée par les pairs]

    • Plusieurs versions

    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]

    • Plusieurs versions

    Feedback, Noticing and Instructed Second Language Learning

    Mackey, Alison
    Applied Linguistics, 2006, Vol.27(3), pp.405-430 [Revue évaluée par les pairs]

    • Plusieurs versions

    Interactional Feedback in Learner-Learner Interactions in a Task-Based EFL Classroom

    Fujii, Akiko, Mackey, Alison
    International review of applied linguistics in language teaching, IRAL, October 2009, Vol.47(3-4), p.267 [Revue évaluée par les pairs]

    • Dissertation
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    Linking Cognition and Emotion: An Appraisal Study of Foreign Language Teacher Anxiety

    Goetze, Julia
    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, ProQuest One Literature
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    Titre: Linking Cognition and Emotion: An Appraisal Study of Foreign Language Teacher Anxiety
    Auteur: Goetze, Julia
    Contributeur: Ryshina-Pankova, Marianna (advisor); Mackey, Alison (committee member); Smith, Craig (committee member)
    Editeur: ProQuest Dissertations Publishing
    Date: 2018
    Sujet: Foreign Language Education ; Pedagogy ; Educational Psychology ; Anxiety ; Polls & Surveys ; Second Language Instruction ; German As a Second Language Learning ; Questionnaires ; English As a Second Language Learning ; Language Teaching Methods ; Student Teacher Relationship ; Psychology ; Emotions ; Beliefs ; Second Language Teachers ; Cognitive Processes ; Foreign Language Education ; Pedagogy ; Educational Psychology
    Description: Anxiety is one of the most researched affective variables in the instructed language learning process in the field of second language acquisition (SLA). Yet, existing studies almost exclusively target the student population, although research established that foreign language (FL) teachers are equally affected by anxiety in the classroom (e.g., Horwitz, 1996), leaving the emotional life of teachers severely understudied (e.g., Mercer & Kostoulas, 2018). Additionally, learner-centered anxiety research is characterized by plethora of construct definitions that originated in psychology and have often been conveniently borrowed without providing a critical examination of the underlying assumptions, thereby often leaving scientific findings incomparable across studies. In the case of (FL) teacher anxiety, a clear and theoretically grounded definition of the construct is entirely absent. Accordingly, this study introduces a definition that is rooted in cognitive psychology, defining (FL) teacher...
    Fait partie de: ProQuest Dissertations and Theses
    Identifiant: 978-0-438-36924-5 (ISBN)

    • Plusieurs versions

    Interactional feedback and children’s L2 development

    Mackey, Alison, Oliver, Rhonda
    System (Linköping), December 2002, Vol.30(4), pp.459-477 [Revue évaluée par les pairs]