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Control Groups	4
Error Correction	4
Feedback (Response)	4
Second Language Learning	4
Statistical Analysis	4
Comparative Analysis	3
English (Second Language)	3
Morphemes	3
Second Language Instruction	3
Experimental Groups	2
Foreign Countries	2
Grammar	2
Oral Language	2
Task Analysis	2
College Students	1
Communicative Competence…	1
Cues	1
Evaluation Methods	1
Generalization	1
Identification	1
Imitation	1
Incidental Learning	1
Instructional Effectiveness	1
Intentional Learning	1
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Studies in Second Language…

Author

Ellis, Rod	2
Erlam, Rosemary	1
Loewen, Shawn	1
Lyster, Roy	1
Saito, Kazuya	1
Shintani, Natsuko	1
Wu, Xianghua	1
Yang, Yingli	1

Publication Type

Journal Articles	4
Reports - Evaluative	2
Reports - Research	2
Information Analyses	1

Education Level

Higher Education

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China

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Communicative Focus on Form and Second Language Suprasegmental Learning: Teaching Cantonese Learners to Perceive Mandarin Tones

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Saito, Kazuya; Wu, Xianghua – Studies in Second Language Acquisition, 2014

The current study examined how form-focused instruction (FFI) with and without corrective feedback (CF) as output enhancement facilitated second language (L2) perception of Mandarin tones at both the phonetic and phonological levels by 41 Cantonese learners of Mandarin. Two experimental groups, FFI only and FFI-CF, received a 90-min FFI treatment…

Descriptors: Mandarin Chinese, Sino Tibetan Languages, Native Language, Second Language Learning

The Incidental Acquisition of English Plural "-S" by Japanese Children in Comprehension-Based and Production-Based Lessons: A Process-Product Study

Peer reviewed

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Shintani, Natsuko; Ellis, Rod – Studies in Second Language Acquisition, 2011

Most studies that have investigated the effects of instruction on the SLA of specific grammatical features have focused on intentional learning. This study investigated incidental acquisition by comparing the relative effects of two types of instruction--comprehension-based instruction (CBI) and production-based instruction (PBI)--on young…

Descriptors: Feedback (Response), Experimental Groups, Control Groups, Nouns

Effects of Form-Focused Practice and Feedback on Chinese EFL Learners' Acquisition of Regular and Irregular Past Tense Forms

Peer reviewed

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Yang, Yingli; Lyster, Roy – Studies in Second Language Acquisition, 2010

Conducted in English-as-a-foreign-language (EFL) classrooms at the university level in China, this quasi-experimental study compared the effects of three different corrective feedback treatments on 72 Chinese learners' use of regular and irregular English past tense. Three classes were randomly assigned to a prompt group, a recast group, or a…

Descriptors: Feedback (Response), Control Groups, Foreign Countries, English (Second Language)

Implicit and Explicit Corrective Feedback and the Acquisition of L2 Grammar

Peer reviewed

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Ellis, Rod; Loewen, Shawn; Erlam, Rosemary – Studies in Second Language Acquisition, 2006

This article reviews previous studies of the effects of implicit and explicit corrective feedback on SLA, pointing out a number of methodological problems. It then reports on a new study of the effects of these two types of corrective feedback on the acquisition of past tense -ed. In an experimental design (two experimental groups and a control…

Descriptors: Feedback (Response), Error Correction, Experimental Groups, Control Groups