Article published In:
Australian Review of Applied Linguistics
Vol. 26:2 (2003) ► pp.6383
Bitchener, J.
(1999) The negotiation of meaning by advanced ESL learners: The effects of individual learner factors and task type. Unpublished doctoral thesis, The University of Auckland, New Zealand.Google Scholar
Coughlan, P. & Duff, P.
(1994) Same task, different activities: Analysis of SLA task from an activity theory perspective. In J. Lantolf and G. Appel (Eds.) Vygotskian approaches to second language research. Norwood, NJ: Ablex.Google Scholar
Crookes, G. & Rulon, K.
(1988) Topic and feedback in native speaker/non-native speaker conversation. TESOL Quarterly, 221, 675–681. DOI logoGoogle Scholar
Day, R., Chenoweth, N., Chun, A. & Luppescu, S.
(1984) Corrective feedback in native-normative discourse. Language Learning, 341, 19–45. DOI logoGoogle Scholar
Doughty, C. & Pica, T.
(1986) Information gap tasks: Do they facilitate second language acquisition? TESOL Quarterly, 201, 305–325.Google Scholar
Duff, P.
(1986) Another look at interlanguage talk: Taking task to task. In R. Day (Ed.) Talking to learn: Conversation in second language acquisition (pp. 147–181). Rowley, MA: Newbury House.Google Scholar
Ellis, R.
(2000) Task-based research and language pedagogy. Language Teaching Research, 4 (3), 193–220.Google Scholar
Ellis, R. & He, X.
(1999) The roles of modified input and output in the incidental acquisition of word meanings. Studies in Second Language Acquisition, 211, 285–301. DOI logoGoogle Scholar
Ellis, R., Tanaka, Y & Yamazaki, A.
(1994) Classroom interaction, comprehension, and the acquisition of L2 word meanings. Language Learning, 441, 449–491. DOI logoGoogle Scholar
Foster, P.
(1998) A classroom perspective on the negotiation of meaning. Applied Linguistics, 19(1), 1–23.Google Scholar
Foster, P. & Skehan, P.
(1997) Modifying the task: The effects of surprise, time and planning type on task based foreign language instruction. Thames Valley Working Papers in English Language Teaching, 41, 19–45.Google Scholar
Freed, A. & Greenwood, A.
(1996) Women, men, and type of talk: What makes the difference? Language in Society, 251, 1–26. DOI logoGoogle Scholar
Gass, S.
(1997) Input, interaction and the second language learner. Mahwah, NJ: Erlbaum Associates.Google Scholar
Gass, S., & Varonis, E.
(1986) Sex differences in NNS-NNS interactions. In R. Day (Ed.) Talking to learn: Conversations in second language acquisition (pp. 327–351). Rowley, MA: Newbury House.Google Scholar
Gumperz, J.
(1978) The conversational analysis of interethnic communication. In E. Lamar Ross (Ed.) Interethnic communication (pp. 25–43). Athens, GA: University of Georgia Press.Google Scholar
Lantolf, J. & Appel, G.
(Eds.) (1994) Vygotskian approaches to second language research. Norwood, NJ: Ablex.Google Scholar
Long, M.
(1983) Native speaker/normative speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 41, 126–141. DOI logoGoogle Scholar
(1996) The role of the linguistic environment in second language acquisition. In W. Ritchie and T. Bhatia (Eds.), Handbook of language acquisition, Volume II: Second language acquisition (pp. 413–468). New York: Academic Press.Google Scholar
Mackey, A.
(1995) Stepping up the pace: Input, interaction and interlanguage development: An empirical study of questions in ESL. Unpublished doctoral dissertation, University of Sydney, Australia.Google Scholar
(1999) Input, interaction and second language development: An empirical study of question formation in ESL. Studies in Second Language Acquisition, 211, 557–587. DOI logoGoogle Scholar
Nakahama, Y., Tyler, A. & Van Lier, L.
(2001) Negotiation of meaning in conversational and information gap activities: A comparative discourse analysis. TESOL Quarterly, 35 (3), 377–405. DOI logoGoogle Scholar
Okamoto, S.
(1995) “Tasteless” Japanese. In K. Hall & M. Bucholtz (Eds.) Gender articulated: Language and the socially constructed self (pp. 297–325). New York: Routledge.Google Scholar
Pica, T.
(1991) Do second language learners need negotiation? Working Papers in Educational Linguistics, 101, 1–42.Google Scholar
(1992) The textual outcomes of native speaker-normative speaker negotiation: What do they reveal about language learning? In C. Kramsch & S. McConnell-Ginet (Eds.) Text in context: Cross disciplinary perspectives on language study (pp. 198–237). Lexington, MA: Heath.Google Scholar
(1994) Research on negotiation: What does it reveal about second language learning conditions, processes, and outcomes? Language Learning, 441, 493–527. DOI logoGoogle Scholar
(1996) The essential role of negotiation in the communicative classroom. JALT Journal, 181, 241–268.Google Scholar
Pica, T., Kanagy, R. & Falodun, J.
(1993) Choosing and using communication tasks for second language instruction. In G. Crookes & S. Gass (Eds.) Task-based learning in a second language (pp. 9–34). London: Multilingual Matters.Google Scholar
Pica, T., Holliday, L., Lewis, N., Berducci, D. & Newman, J.
(1991) Language learning through interaction: What role does gender play? Studies in Second Language Acquisition, 131, 343–376. DOI logoGoogle Scholar
Pica, T., Holliday, L., Lewis, N. & Morgenthaler, L.
(1989) Comprehensible out- put as an outcome of linguistic demands on the learner. Studies in Second Language Acquisition, 111, 63–90. DOI logoGoogle Scholar
Pica, T., Lincoln-Porter, F., Paninos, D. & Linnell, J.
(1996) Language learners interaction: How does it address the input, output, and feedback needs of L2 learners? TESOL Quarterly, 301, 59–84. DOI logoGoogle Scholar
Plough, I., & Gass, S.
(1993) Interlocutor and task familiarity: Effects on interactional structure. In G. Crookes & S. Gass (Eds.) Tasks and language learning: Integrating theory and practice (pp. 35–56). Clevedon, UK: Multilingual Matters.Google Scholar
Reynolds, K.
(1990) Female speakers of Japanese in transition. In S. Ide & N. McGloin (Eds.) Aspects of Japanese women’s language (pp. 129–146). Tokyo: Kuroshio.Google Scholar
Sacks, H., Schegloff, E. & Jefferson, L.
(1974) A simplest systematics for the organization of turn-taking for conversation. Language, 501, 696–735. DOI logoGoogle Scholar
Sadow, S.
(1982) Idea bank: Creative activities for the language class. Rowley, MA: Newbury House.Google Scholar
Schmidt, R.
(1990) The role of consciousness in second language learning. Applied Linguistics, 111, 129–158. DOI logoGoogle Scholar
(1994) Awareness and second language acquisition. Annual Review of Applied Linguistics, 121, 206–226.Google Scholar
Scollon, R., & Scollon, S.
(1981) Narrative, literacy, and face in interethnic communication. Norwood, NJ: Ablex.Google Scholar
Skehan, P.
(1998) A cognitive approach to language learning. Oxford: Oxford University Press.Google Scholar
Song, K.
(1993) An interactional sociolinguistic analysis of argument strategies in Korean conversational discourse: Negotiating disagreement and conflict. Unpublished doctoral dissertation, Georgetown University, Washington, DC.Google Scholar
Sparenta, L.
(Ed.) (1980) Towards the creative teaching of English. London: George, Allen and Unwin.Google Scholar
Varonis, E. & Gass, S.
(1985) Nonnative/nonnative conversations: A model for negotiation of meaning. Applied Linguistics, 61, 71–90. DOI logoGoogle Scholar
Cited by

Cited by 1 other publications

Adams, Rebecca & Lauren Ross-Feldman
2021. Gender Effects. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching,  pp. 668 ff. DOI logo

This list is based on CrossRef data as of 23 march 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.