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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 Hits 41 – 49 of 49 41 Argument structure and lexicon : cross-linguistic studies in English L2 and Japanese L2 Kawaguchi, Satomi (R7941); Di Biase, Bruno (R7581). - : Japan, JSLS, 2013 BASE Show details 42 The relationship between lexical and syntactic development in English as a second language Kawaguchi, Satomi (R7941). - : Sweden, Lund University, 2013 BASE Show details 43 Accomplishment in the multitude of counsellors : peer feedback in translation training Wang, Kenny (R14429); Han, Chong (R15383). - : Penrith South DC, N.S.W., University of Western Sydney. Interpreting & Translation Research Group, 2013 BASE Show details 44 Processability theory (PT) Kawaguchi, Satomi (R7941); Di Biase, Bruno (R7581). - : U.S.A., Routledge, 2013 BASE Show details 45 The Keys to Academic English Hale, Adrian (R13953); Basides, Helen (R17297). - : South Yarra, Vic., Palgrave Macmillan, 2013 BASE Show details 46 Corrective feedback, negotiation of meaning and grammar development : learner-learner and learner-native speaker interaction in ESL Ma, Yuan (S30232); Kawaguchi, Satomi (R7941). - : U.S.A., Scientific Research, 2012 Abstract: This study aims to investigate the role of corrective feedback and negotiation of meaning within an Interactionist Approach (Long, 1996) in native speaker-Second Language learner and L2 learner-L2 learner interactions. While negotiation of meaning (NoM) and corrective feedback (CF) between native and nonnative speakers has been shown to be helpful for the nonnatives, it remains unclear whether CF and NoM between learners of equivalent or different proficiency produce greater negotiation of meaning and successful uptake of corrective feedback compared to the more traditional native-nonnative interaction. The key issue in this study is whether CF and NoM in different interactional combinations of interlocutors make a difference, in quantitative and qualitative terms. The study adopts a pretest-treatment-posttest design with six participants: two native English speakers, two Chinese L1 NNSs of high English proficiency level (NNS High) and two Chinese L1 NNSs of low English proficiency level (NNS Low). These informants generated 14 different dyads and produced 2377 turns while engaging in task-based interaction. By introducing the notions of group (i.e., NS-NNS versus NNS-NNS groups), combinations (e.g., NS-NNS High versus NNS High-NNS Low), and dyads, it is possible to compare results across groups, combinations and individuals. Results confirm that CF and NoM happen in NNS-NNS interaction yet they differ, qualitatively and quantitatively, according to the type of combination. Significantly, the best rate of success was obtained in the combination of learners with different proficiency levels i.e., the NNS High-NNS Low combination. In addition, error rates decreased from pre-test to post-test in all learners, especially NNS Low, which lends support to the notion that CF and NoM promote second language development also in interaction between learners. Keyword: 200401 - Applied Linguistics and Educational Linguistics; 930101 - Learner and Learning Achievement; correct feedback; English language; grammar; negotiation of meaning; second language acquisition URL: http://handle.uws.edu.au:8081/1959.7/516641 https://doi.org/10.4236/ojml.2012.22008 BASE Hide details 47 Glayol Ekbatani : Measurement and evaluation in post-secondary ESL. Routledge, 2011 Yang, Ping (R15602). - : U.K., Oxford University Press, 2012 BASE Show details 48 Acquiring procedural skills in L2 : Processability theory and skill acquisition Kawaguchi, Satomi (R7941); Di Biase, Bruno (R7581). - : Japan, Kaitakusha, 2012 BASE Show details 49 Beyond canonical order : the acquisition of marked word orders in Italian as a second language Bettoni, Camilla; Di Biase, Bruno (R7581). - : The Netherlands, John Benjamins, 2011 BASE Show details Page: 1 2 3

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