The role of incidental unfocused prompts and recasts in improving English as a foreign language learners' accuracy

References

• Allwright, R. 1975. Problems in the study of language teacher's treatment of error. In New Directions in Second-Language Learning, Teaching and Bilingual Education, eds. M. Burt and H. Dulay, 96–109. Washington, DC: TESOL.
   Google Scholar
• Ammar, A. and N. Spada. 2006. One size fits all? Recasts, prompts and L2 learning. Studies in Second Language Acquisition 28, no. 4: 543–574. doi: 10.1017/S0272263106060268
   Web of Science ®Google Scholar
• Bitchener, J. and D. Ferris. 2012. Written Corrective Feedback in Second Language Acquisition and Second Language Writing. New York: Routledge.
   Google Scholar
• Chaudron, C. 1977. A descriptive model of discourse in the corrective treatment of learners’ errors. Language Learning 27, no. 1: 29–46. doi: 10.1111/j.1467-1770.1977.tb00290.x
   Web of Science ®Google Scholar
• Day, E. and S. Shapson. 2001. Integrating formal and functional approaches to language teaching in French immersion: an experimental study. Language Learning 51, no. 1: 47–80. doi: 10.1111/j.1467-1770.2001.tb00014.x
   Web of Science ®Google Scholar
• Dekeyser, R. 1995. Learning second language grammar rules: an experiment with a miniature linguistic system. Studies in Second Language Acquisition 17, no. 3: 379–410. doi: 10.1017/S027226310001425X
   Google Scholar
• Doughty, C.J. 1991. Second language instruction does make difference evidence from an empirical study of SL relativization. Studies in Second Language Acquisition 13, no. 3: 431–469. doi: 10.1017/S0272263100010287
   Google Scholar
• Doughty, C.J. 2003. Instructed SLA: constraints, compensation, and enhancement. In The Handbook of Second Language Acquisition, eds. C.J. Doughty and M.H. Long, 256–310. Oxford: Blackwell.
   Google Scholar
• Ellis, R. 1993. Second language acquisition and the structural syllabus. TESOL Quarterly 27, no. 1: 91–113. doi: 10.2307/3586953
   Web of Science ®Google Scholar
• Ellis, R. 2006. Researching the effects of form-focused instruction on L2 acquisition. AILA Review 19: Themes in SLA Research, 18–41.
   Google Scholar
• Ellis, R. 2009. Corrective feedback and teacher development. L2 Journal 1, no. 1: 3–18.
   Google Scholar
• Ellis, R. 2010. A framework for investigating oral and written corrective feedback. Studies in Second Language Acquisition 32, no. 2: 335–349. doi: 10.1017/S0272263109990544
   Web of Science ®Google Scholar
• Ellis, R. 2012. Language Teaching Research and Language Pedagogy. Malden, MA: Wiley-Blackwell.
   Google Scholar
• Ellis, R. and Y. Sheen. 2006. Re-examining the role of recasts in SLA. Studies in Second Language Acquisition 28, no. 4: 575–600. doi: 10.1017/S027226310606027X
   Web of Science ®Google Scholar
• Ellis, R., S. Loewen and R. Erlam. 2006. Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition 28, no. 2: 339–368. doi: 10.1017/S0272263106060141
   Web of Science ®Google Scholar
• Harley, B. and M. Swain. 1984. The interlanguage of immersion students and its implications for second language teaching. In Interlanguage, eds. A. Davies, C. Criper and A. Howatt, 291–311. Edinburgh, UK: Edinburgh University Press.
   Google Scholar
• Krashen, S. 1982. Principles and Practice in Second Language Acquisition. Oxford: Pergamon.
   Google Scholar
• Lightbown, P.M. and N. Spada. 1990. Focus-on-form and corrective feedback in communicative language teaching: effects on second language learning. Studies in Second Language Acquisition 12, no. 4: 429–448. doi: 10.1017/S0272263100009517
   Google Scholar
• Long, M.H. 1996. The role of the linguistic environment in second language acquisition. In Handbook of Second Language Acquisition, eds. W. Ritchie and T. Bhatia, 413–468. San Diego, CA: Academic Press.
   Google Scholar
• Lyster, R. 2004a. Differential effects of prompts and recasts in form-focused instruction. Studies in Second Language Acquisition 26: 399–432. doi: 10.1017/S0272263104263021
   Web of Science ®Google Scholar
• Lyster, R. 2004b. Research on form-focused instruction in immersion classrooms: implications for theory and practice. Journal of French Language Studies 14, no. 3: 321–341. doi: 10.1017/S0959269504001826
   Google Scholar
• Lyster, R. and K. Saito. 2010. Corrective feedback in classroom SLA: a meta-analysis. Studies in Second Language Acquisition 32, no. 2: 265–302. doi: 10.1017/S0272263109990520
   Web of Science ®Google Scholar
• Ong, J. and Zhang, L. J. 2013. Effects of the manipulation of cognitive processes on EFL writers' text quality. TESOL Quarterly 47, no 2: 375–398. DOI: 10.1002/tesq.55.
   Web of Science ®Google Scholar
• Schmidt, R. 1994. Deconstructing consciousness in search of useful definitions for applied linguistics. AILA Review 11: 11–26.
   Google Scholar
• Sheen, Y. 2007a. The effect of focused written corrective feedback and language aptitude on ESL learners’ acquisition of articles. TESOL Quarterly 41, no. 2: 255–283. doi: 10.1002/j.1545-7249.2007.tb00059.x
   Web of Science ®Google Scholar
• Sheen, Y. 2007b. The effects of corrective feedback, language aptitude and learner attitudes on the acquisition of English articles. In Conversational Interaction in Second Language Acquisition: A Collection of Empirical Studies, eds. A. Mackey, 301–322. New York: Oxford University Press.
   Google Scholar
• Sheen, Y. 2010. Differential effects of oral and written corrective feedback in the ESL classroom. Studies in Second Language Acquisition 32, no. 2: 203–234. doi: 10.1017/S0272263109990507
   Web of Science ®Google Scholar
• Yang, Y. and Lyster, R. 2010. Effects of form-focused practice and feedback on Chinese EFL learners’ acquisition of regular and irregular past tense forms. Studies in Second Language Acquisition 32, no. 2: 235–263. doi: 10.1017/S0272263109990519
   Web of Science ®Google Scholar
• Zhang, L.J. 2010. A dynamic metacognitive systems account of Chinese university students’ knowledge about EFL reading. TESOL Quarterly 44, no. 2: 320–353. doi: 10.5054/tq.2010.223352
   Web of Science ®Google Scholar