21.02.2014 Views

Negotiation for Meaning and Peer Assistance in Second Language ...

Negotiation for Meaning and Peer Assistance in Second Language ...

Negotiation for Meaning and Peer Assistance in Second Language ...

SHOW MORE
SHOW LESS

Create successful ePaper yourself

Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.

PAULINE FOSTER <strong>and</strong> AMY SNYDER OHTA 429<br />

M. H. Long (eds): Classroom Oriented Research<br />

<strong>in</strong> second language acquisition Rowley, MA:<br />

Newbury House Publishers, Inc, pp. 268–86.<br />

Long, M. H. 1980. ‘Input, <strong>in</strong>teraction, <strong>and</strong> second<br />

language acquisition’ Unpublished doctoral<br />

dissertation, UCLA, Department of Applied<br />

L<strong>in</strong>guistics <strong>and</strong> TESL.<br />

Long, M. H. 1985. ‘Input <strong>and</strong> second language<br />

acquisition theory’ <strong>in</strong> S. Gass, <strong>and</strong> C. Madden<br />

(eds): Input <strong>and</strong> <strong>Second</strong> <strong>Language</strong> Acquisition<br />

Rowley. MA: Newbury House, pp. 268–86.<br />

Long, M. H. 1996. ‘The role of the l<strong>in</strong>guistic<br />

environment <strong>in</strong> second language acquisition’ <strong>in</strong><br />

W. C. Ritchie, <strong>and</strong> T. K. Bhatia (eds): H<strong>and</strong>book<br />

of research on <strong>Language</strong> Acquisition: <strong>Second</strong> language<br />

acquisition.Vol. 2. New York: Academic Press,<br />

pp. 413–68.<br />

Long, M. H., H. Inagaki, <strong>and</strong> L. Ortega. 1998.<br />

‘The role of implicit negative feedback <strong>in</strong> SLA:<br />

Models <strong>and</strong> recasts <strong>in</strong> Japanese <strong>and</strong> Spanish,’<br />

Modern <strong>Language</strong> Journal 82: 357–71.<br />

Lyster, R. 1998. ‘Recasts, repetition, <strong>and</strong> ambiguity<br />

<strong>in</strong> L2 classroom discourse,’ Studies <strong>in</strong> <strong>Second</strong><br />

<strong>Language</strong> Acquisition 20: 51–81.<br />

Mackey, A., S. Gass, <strong>and</strong> K. McDonough. 2000.<br />

‘Do learners recognize implicit negative feedback<br />

as feedback?’ Studies <strong>in</strong> <strong>Second</strong> <strong>Language</strong><br />

Acquisition 22: 471–97.<br />

Morris, F. A. <strong>and</strong> E. E. Tarone. 2003. ‘Impact<br />

of classroom dynamics on the effectiveness of<br />

recasts <strong>in</strong> second language acquisition,’ <strong>Language</strong><br />

Learn<strong>in</strong>g 53/2: 325–68.<br />

Nakahama, Y., A. Tyler, <strong>and</strong> L. Van Lier. 2001.<br />

‘Negotiat<strong>in</strong>g mean<strong>in</strong>g <strong>in</strong> conversational <strong>and</strong><br />

<strong>in</strong><strong>for</strong>mation-gap activities: A comparative discourse<br />

analysis,’ TESOL Quarterly 35/3.<br />

Ohta, A. S. 1995. ‘Apply<strong>in</strong>g sociocultural theory<br />

to an analysis of learner discourse: Learner–<br />

learner collaborative <strong>in</strong>teraction <strong>in</strong> the zone<br />

of proximal development,’ Issues <strong>in</strong> Applied<br />

L<strong>in</strong>guistics 6/2: 93–121.<br />

Ohta, A. S. 1997. ‘The development of pragmatic<br />

competence <strong>in</strong> learner–learner <strong>in</strong>teraction’ <strong>in</strong><br />

L. Bouton (ed.): Pragmatics <strong>and</strong> <strong>Language</strong> Learn<strong>in</strong>g,<br />

Vol. 8. Urbana-Champaign: University of Ill<strong>in</strong>ois,<br />

pp. 223–42.<br />

Ohta, A. S. 2000a. ‘Re-th<strong>in</strong>k<strong>in</strong>g <strong>in</strong>teraction <strong>in</strong><br />

SLA: Developmentally appropriate assistance<br />

<strong>in</strong> the zone of proximal development <strong>and</strong><br />

the acquisition of L2 grammar’ <strong>in</strong> J. P. Lantolf<br />

(ed.): Sociocultural Theory <strong>and</strong> <strong>Second</strong> <strong>Language</strong><br />

Learn<strong>in</strong>g Ox<strong>for</strong>d: Ox<strong>for</strong>d University Press,<br />

pp. 51–78.<br />

Ohta, A. S. 2000b. ‘Re-th<strong>in</strong>k<strong>in</strong>g recasts: A learnercentered<br />

exam<strong>in</strong>ation of corrective feedback <strong>in</strong><br />

the Japanese language classroom’ <strong>in</strong> J. K. Hall,<br />

<strong>and</strong> L. Verplaeste (eds): The Construction of <strong>Second</strong><br />

<strong>and</strong> Foreign <strong>Language</strong> Learn<strong>in</strong>g through Classroom<br />

Interaction. Mahwah, NJ: Lawrence Erlbaum<br />

Associates, pp. 47–71.<br />

Ohta, A. S. 2001. <strong>Second</strong> <strong>Language</strong> Acquisition<br />

Processes <strong>in</strong> the Classroom: Learn<strong>in</strong>g Japanese.<br />

Mahwah, NJ: Lawrence Erlbaum Associates.<br />

Ohta, A. S. 2005. ‘Confirmation checks: A discourse<br />

analytic reanalysis,’ Japanese <strong>Language</strong> <strong>and</strong><br />

Literature 39: 383–412.<br />

Oliver, R. 1995. ‘Negative feedback <strong>in</strong> child<br />

NS-NNS conversation,’ Studies <strong>in</strong> <strong>Second</strong> <strong>Language</strong><br />

Acquisition 17: 459–81.<br />

Pica, T. 1987. ‘<strong>Second</strong>-language acquisition,<br />

social <strong>in</strong>teraction, <strong>and</strong> the classroom,’ Applied<br />

L<strong>in</strong>guistics 8: 3–21.<br />

Pica, T. 1992. ‘The textual outcomes of native<br />

speaker—nonnative speaker negotiation: what<br />

do they reveal about second language learn<strong>in</strong>g’<br />

<strong>in</strong> C. Kramsch, <strong>and</strong> S. McConnell-G<strong>in</strong>et (eds):<br />

Text <strong>and</strong> Context: Cross-Discipl<strong>in</strong>ary Perspectives<br />

<strong>in</strong> <strong>Language</strong> Study. Lex<strong>in</strong>gton, MA: D. C. Heath<br />

<strong>and</strong> Company.<br />

Pica, T. 1994. ‘Research on negotiation: What<br />

does it reveal about second language learn<strong>in</strong>g<br />

conditions, processes, outcomes?’ <strong>Language</strong><br />

Learn<strong>in</strong>g 44/3: 493–527.<br />

Pica, T. 1996. ‘The essential role of negotiation<br />

<strong>in</strong> the second language classroom,’ JALT Journal<br />

78: 241–68.<br />

Pica, T. <strong>and</strong> C. Doughty. 1986. ‘Input <strong>and</strong><br />

<strong>in</strong>teraction <strong>in</strong> the communicative language<br />

classroom: A comparison of teacher-fronted<br />

<strong>and</strong> group activities’ <strong>in</strong> S. Gass, <strong>and</strong> C. Madden<br />

(eds): Input <strong>and</strong> <strong>Second</strong> <strong>Language</strong> Acquisition.<br />

Rowley, MA: Newbury House, pp. 115–32.<br />

Pica, T., L. Halliday, N. Lewis, <strong>and</strong><br />

L. Morgenthaler. 1989. ‘Comprehensible<br />

output as an outcome of l<strong>in</strong>guistic dem<strong>and</strong>s on<br />

the learner,’ Studies <strong>in</strong> <strong>Second</strong> <strong>Language</strong> Acquisition<br />

11: 63–90.<br />

Pica, T., R. Kanagy, <strong>and</strong> J. Falodun. 1993.<br />

‘Choos<strong>in</strong>g <strong>and</strong> us<strong>in</strong>g communication tasks <strong>for</strong><br />

second language research <strong>and</strong> <strong>in</strong>struction’ <strong>in</strong><br />

S. M. Gass, <strong>and</strong> G. Crookes (eds): Task-based<br />

Learn<strong>in</strong>g <strong>in</strong> a <strong>Second</strong> <strong>Language</strong> Clevedon, Avon:<br />

Multil<strong>in</strong>gual Matters, pp. 9–34.<br />

Polio, C. <strong>and</strong> S. Gass. 1997. ‘Replication <strong>and</strong><br />

report<strong>in</strong>g: A commentary,’ Studies <strong>in</strong> <strong>Second</strong><br />

<strong>Language</strong> Acquisition 19: 499–508.

Hooray! Your file is uploaded and ready to be published.

Saved successfully!

Ooh no, something went wrong!