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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 4 Hits 1 – 20 of 64 1 Explicit versus implicit corrective feedback during videoconferencing: effects on the accuracy and fluency of L2 speech Shirani, Reza. - 2020 BASE Show details 2 Investigating the effect of corrective feedback on second language pragmatics: face-to-face vs. technology-mediated communication Yousefi, Marziyeh. - 2020 BASE Show details 3 The role of storytelling in the development of pronunciation of Brazilian learners of English as a foreign language Rezende Lucarevschi, Claudio. - 2018 BASE Show details 4 Corrective feedback in second language teaching and learning : research, theory, applications, implications Nassaji, Hossein (Herausgeber); Kartchava, Eva (Herausgeber). - London : Routledge, 2017 BLLDB UB Frankfurt Linguistik Show details 5 Interactional fedback in synchronous computermediated comunication:A review of the state of the art Ziegler, Nicole; Mackey, Alison. - : Routledge, 2017 BASE Show details 6 Interactional feedback in computer-mediated communication:A review and state of the art Ziegler, Nicole; Mackey, Alison Jayne. - : Routledge, 2017 BASE Show details 7 Com integrar un focus en la gramàtica a les classes comunicatives de llengua ; How to integrate a focus on grammar into communicative language classrooms Nassaji, Hossein In: Caplletra. Revista Internacional de Filologia.; Caplletra 63 (Tardor 2017); 165-188 ; Caplletra. Revista Internacional de Filologia; Caplletra 63 (Tardor 2017); 165-188 ; 2386-7159 ; 0214-8188 (2017) BASE Show details 8 Language instruction and language acquisition: A complex interplay Nassaji, Hossein. - : Language Teaching Research, 2017 BASE Show details 9 Com integrar un focus en la gramàtica a les classes comunicatives de llengua Nassaji, Hossein In: Caplletra. Revista Internacional de Filologia; Núm. 63 (2017); p. 165-188 ; 0214-8188 (2017) BASE Show details 10 The interactional feedback dimension in instructed second language learning : linking theory, research, and practice Nassaji, Hossein. - London [u.a.] : Bloomsbury, 2015 BLLDB UB Frankfurt Linguistik Show details 11 The interactional feedback dimension in instructed second language learning Nassaji, Hossein. - London : Bloomsbury, 2015 IDS Bibliografie zur Gesprächsforschung 12 Lexical inferencing strategies: The case of successful versus less successful inferencers Hu, Hsueh-chao Marcella; Nassaji, Hossein In: System. - Amsterdam : Elsevier 45 (2014), 27-38 OLC Linguistik Show details 13 The effects of direct and indirect written corrective feedback (CF) on English-as-a-second-language (ESL) students’ revision accuracy and writing skills Karim, Khaled Mahmud Rezaul. - 2014 BASE Show details 14 Incidental focus-on-form and learner extraversion Kim, Jongmin. - 2014 BASE Show details 15 World of Warcraft as a Medium for Intermediate-Level English Language Acquisition: Leveling up Accuracy, Fluency, and Lexical Complexity Zariski, Ross. - 2014 BASE Show details 16 Participation Structure and Incidental Focus on Form in Adult ESL Classrooms Nassaji, Hossein In: Language learning. - Hoboken, NJ : Wiley 63 (2013) 4, 835-869 OLC Linguistik Show details 17 The grammar dimension in instructed second language learning Lee, James F.; Nassaji, Hossein; Rothman, Jason. - London : Bloomsbury Academic, 2013 BLLDB UB Frankfurt Linguistik Show details 18 Ease of inferencing, learner inferential strategies, and their relationship with the retention of word meanings inferred from context Nassaji, Hossein; Hu, Hsueh-chao Marcella In: Canadian modern language review. - Toronto : Ontario Modern Language Teachers Association 68 (2012) 1, 54-77 BLLDB OLC Linguistik Show details 19 A comparative study of the use of request strategies by learners and native speakers of Japanese Kaneko, Kyoko. - 2012 BASE Show details 20 Corrective feedback and learner uptake in a Chinese as a foreign language class: do perceptions and the reality match? Fu, Tingfeng. - 2012 Abstract: The goal of this study is to examine teacher feedback, learner uptake, and feedback perceptions in an adult Chinese as a Foreign Language (CFL) context. A 200-level Chinese reading course was observed for data collection. Participants included 13 students and one teacher. Thirteen class sessions (10 hours) were video-taped. A short survey, given at the end of each of the last six class sessions, was designed to elicit the teacher’s and the students’ perceptions of feedback frequency. The participants were not informed of the focus of this research at the beginning of data collection. Video-recorded data was fully transcribed and coded using Panova and Lyster’s (2002) feedback categorization. The teacher’s response to the survey was compared to that of the students’ regarding perceptions of feedback frequency. The results showed that the teacher provided feedback to 68.1% of all students’ errors. On average there was one feedback move every 2.4 minutes. All feedback types in Panova and Lyster’s model were present, and there were a few new moves, namely “asking a direct question,” “directing question to other students,” and “using L1-English.” A total of 245 teacher feedback moves occurred during the observation. Recasts accounted for 56.7% of all feedback moves, followed by metalinguistic feedback which accounted for 10.6%. Elicitation moves achieved the highest uptake rate (94.1%). Next, explicit correction and metalinguistic feedback had 88.9% and 53.8% uptake rate respectively. Concerning perceptions of feedback, the teacher was more accurate in perceiving four types of feedback while the students were accurate about three. It was concluded that recast was the predominant type of feedback in this study. Other explicit types of feedback were more successful in leading to learner uptake. The teacher and the students were generally not accurate in perceiving the frequency of each feedback type, due to the challenge of remembering the feedback move after the lesson had finished. The pedagogical implication is that teachers should consider a wide range of feedback techniques, especially more explicit types, to better engage students in a reading class. ; Graduate Keyword: corrective feedback; feedback perceptions; learner uptake URL: http://hdl.handle.net/1828/4253 BASE Hide details Page: 1 2 3 4

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