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Jost Gippert: Our Featured Linguist!

"Buenos dias", "buenas noches" -- this was the first words in a foreign language I heard in my life, as a three-year old boy growing up in developing post-war Western Germany, where the first gastarbeiters had arrived from Spain. Fascinated by the strange sounds, I tried to get to know some more languages, the only opportunity being TV courses of English and French -- there was no foreign language education for pre-teen school children in Germany yet in those days. Read more



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What is English? And Why Should We Care?

By: Tim William Machan

To find some answers Tim Machan explores the language's present and past, and looks ahead to its futures among the one and a half billion people who speak it. His search is fascinating and important, for definitions of English have influenced education and law in many countries and helped shape the identities of those who live in them.


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Medical Writing in Early Modern English

Edited by Irma Taavitsainen and Paivi Pahta

This volume provides a new perspective on the evolution of the special language of medicine, based on the electronic corpus of Early Modern English Medical Texts, containing over two million words of medical writing from 1500 to 1700.


Academic Paper


Title: Peer Interaction and Corrective Feedback for Accuracy and Fluency Development
Author: Masatoshi Sato
Institution: Universidad Andres Bello
Author: Roy Lyster
Institution: McGill University
Linguistic Field: Applied Linguistics; Language Acquisition
Abstract: This quasi-experimental study is aimed at (a) teaching learners how to provide corrective feedback (CF) during peer interaction and (b) assessing the effects of peer interaction and CF on second language (L2) development. Four university-level English classes in Japan participated (N = 167), each assigned to one of four treatment conditions. Of the two CF groups, one was taught to provide prompts and the other to provide recasts. A third group participated in only peer-interaction activities, and a fourth served as the control group. After one semester of intervention, the two CF groups improved in both overall accuracy and fluency, measured as unpruned and pruned speech rates, whereas the peer-interaction-only group outperformed the control group only on fluency measures. This study draws on monitoring in speech-production theory and the declarative-procedural model of skill-acquisition theory to interpret these results, thus contributing a new theoretical approach to CF research in the context of peer interaction in which learners can be providers of CF. It is concluded that whereas peer interaction offered opportunities for repeated production practice, facilitating proceduralization, CF sharpened learners’ ability to monitor both their own language production and that of their interlocutors.

CUP at LINGUIST

This article appears in Studies in Second Language Acquisition Vol. 34, Issue 4, which you can read on Cambridge's site or on LINGUIST .



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