Chapter published in:
Languaging in Language Learning and Teaching: A collection of empirical studies
Edited by Wataru Suzuki and Neomy Storch
[Language Learning & Language Teaching 55] 2020
► pp. 267286
Bitchener, J., & Knoch, U.
(2008) The value of written corrective feedback for migrant and international students. Language Teaching Research, 12 (3), 409–431. CrossrefGoogle Scholar
Craik, F., & Lockhart, R.
(1972) Level of processing: A framework for memory research. Journal of Verbal Learning & Verbal Behavior, 11 (6), 671–684. CrossrefGoogle Scholar
DiCamilla, F., & Lantolf, J. P.
(1994) The linguistic analysis of private writing. Language Science, 16 (3), 347–369. CrossrefGoogle Scholar
Ellis, R.
(1995) Interpretation tasks for grammar teaching. TESOL Quarterly, 29 (1), 87–106. CrossrefGoogle Scholar
Ferris, D.
(2002) Treatment of error in second language student writing. Ann Arbor, MI: University of Michigan Press.Google Scholar
(2006) Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (pp. 81–104). Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Gug, I., & Kellogg, D.
(2007) The ZPD and whole class teaching: Teacher-led and student-led interactional mediation of tasks. Language Teaching Research, 11 (3), 281–299. CrossrefGoogle Scholar
Knouzi, I., Swain, M., Lapkin, S., & Brooks, L.
(2010) Self-scaffolding mediated by languaging: Microgenetic analysis of high and low performers. International Journal of Applied Linguistics, 20 (1), 23–49. CrossrefGoogle Scholar
Lantolf, J. P., & Thorne, S. L.
(2006) Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.Google Scholar
Mackey, A., & Gass, S. M.
(2005) Second language research: Methodology and design. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Moradian, M. R., Miri, M., & Hossein Nasab, M.
(2017) Contribution of written languaging to enhancing the efficiency of written corrective feedback. International Journal of Applied Linguistics, 27 (2), 406–426. CrossrefGoogle Scholar
Negueruela, E.
(2008) Revolutionary pedagogies: Learning that leads (to) second language development. In J. P. Lantolf & M. E. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp. 189–227). London: Equinox.Google Scholar
(2013) Internalization in second language acquisition: Special perspectives. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1–8). Malden, MA: Blackwell.Google Scholar
Ohta, A. S.
(2001) Second language acquisition processes in the classroom learning Japanese. Mahwah, NJ: Lawrence Erlbaum Associates. CrossrefGoogle Scholar
Richards, J., & Bohlke, D.
(2012) Four corners. Cambridge: Cambridge University PressGoogle Scholar
Qi, D., & Lapkin, S.
(2001) Exploring the role of noticing in a three-stage second language writing task. Journal of Second Language Writing, 10 (4), 277–303. CrossrefGoogle Scholar
Schmidt, R. W.
(1990) The role of consciousness in second language learning. Applied Linguistics, 11 (2), 129–158. CrossrefGoogle Scholar
Schmidt, R.
(2001) Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3–32). Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Storch, N.
(2008) Metatalk in a pair work activity: Level of engagement and implications for language development. Language Awareness, 17 (2), 95–114. CrossrefGoogle Scholar
Suzuki, M.
(2008) Japanese learners’ self -revisions and peer revisions of their written compositions in English. TESOL Quarterly, 42 (2), 209–233. CrossrefGoogle Scholar
Suzuki, W.
(2009) Improving Japanese university students’ second language writing accuracy: Effects of languaging. Annual Review of English Language Education in Japan, 20 , 81–90.Google Scholar
(2012) Written languaging, direct correction and second language writing revision. Language Learning, 62 (4), 1–24. CrossrefGoogle Scholar
Swain, M.
(2000) The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97–114). Oxford: Oxford University Press.Google Scholar
(2006) Languaging, agency and collaboration in advanced language proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95–108). London: Continuum.Google Scholar
(2011) Cognitive and effective enhancement among older adult: The role of languaging. Australian Review of Applied linguistics, 36 (1), 4–19. CrossrefGoogle Scholar
Swain, M., & Lapkin, S.
(1998) Interaction and second language learning: Two adolescent French immersion students working together. Modern Language Journal, 82 (3), 320–337. CrossrefGoogle Scholar
Swain, M., Lapkin, S., Knouzi, I., Suzuki, W., & Brooks, L.
(2009) Languaging: University students learn the grammatical concept of voice in French. Modern Language Journal, 93 (1), 5–29. CrossrefGoogle Scholar
Tocalli-Beller, A., & Swain, M.
(2005) Reformulation: The cognitive conflict and L2 learning it generates. International Journal of Applied Linguistics, 15 (1), 5–28. CrossrefGoogle Scholar
Truscott, J.
(1996) The case against grammar correction in L2 writing classes. Language Learning, 46 (2), 327–369. CrossrefGoogle Scholar
Van Beuningen, C. G., De Jong, N. H., & Kuiken, F.
(2008) The effects of direct and indirect corrective feedback on second language learners’ written accuracy. International Journal of Applied Linguistic, 156 (1), 279–296. CrossrefGoogle Scholar
Van Beuningen, C. G., De Jong, N., & Kuiken, F.
(2012) Evidence on the effectiveness of comprehensive error correction in second language writing. Language Learning, 62 (1), 1–41. CrossrefGoogle Scholar
Van Compernolle, R. A.
(2010) Incidental microgenetic development in second-language teacher-learner talk-in-interaction. Classroom Discourse, 1 (1), 66–81. CrossrefGoogle Scholar
Vygotsky, L. S.
(1978) Mind in society: The development of higher psychological processes (14th ed.). Cambridge, MA: Harvard University Press.Google Scholar
(1987) The collected works of L. S. Vygotsky, Volume 1. Problems of general psychology, including the volume Thinking and speech, R. W. Rieber & A. S. Carton (Eds.). New York, NY: Plenum Press.Google Scholar