Publishing Partner: Cambridge University Press CUP Extra Publisher Login

New from Cambridge University Press!


Voice Quality

By John H. Esling, Scott R. Moisik, Allison Benner, Lise Crevier-Buchman

Voice Quality "The first description of voice quality production in forty years, this book provides a new framework for its study: The Laryngeal Articulator Model. Informed by instrumental examinations of the laryngeal articulatory mechanism, it revises our understanding of articulatory postures to explain the actions, vibrations and resonances generated in the epilarynx and pharynx."

New from Oxford University Press!


Let's Talk

By David Crystal

Let's Talk "Explores the factors that motivate so many different kinds of talk and reveals the rules we use unconsciously, even in the most routine exchanges of everyday conversation."

E-mail this page 1

We Have a New Site!

With the help of your donations we have been making good progress on designing and launching our new website! Check it out at!
***We are still in our beta stages for the new site--if you have any feedback, be sure to let us know at***

Dissertation Information

Title: Teachers' Reactions to Foreign Language Learner Output Add Dissertation
Author: Leticia Vicente-Rasoamalala Update Dissertation
Email: click here to access email
Institution: Universitat de Barcelona, Section of General Linguistics
Completed in: 2009
Linguistic Subfield(s): Applied Linguistics;
Subject Language(s): English
Director(s): Carmen PĂ©rez-Vidal

Abstract: The general objective of the dissertation is to develop a better
understanding of one recurrent practice in formal FL instruction: how
teachers react to FL learner output in classroom oral interactions. To this
end, the formal features and phenomena involved in Teacher Reaction
Episodes (TREs) are addressed. 'Teacher reactions' refer to any
instructional strategies that handle learner oral productions. In
traditional SLA research, this teacher practice has been conceptually
examined under the rubric of 'corrective feedback'.This thesis covers
multidisciplinary theoretical and methodological approaches related to
TREs. Video data collected from a case study of two Senegalese
international schools illustrate the differential effects of teacher
reactions on FL learner uptake. Through corpus-based evidence from three
immersion settings, an attempt is made to discover conditions and means for
felicitous TREs in acquisitional terms. Learners receiving metalinguistic
feedback appear to generate more uptake than those receiving recasts.