By Susan M Gass; Alison Mackey
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2000, 2002; Panova and Lyster, 2002). Additional research has sought to determine whether the degree of explicitness of the feedback technique affects either the amount of modified output produced or the degree of interlanguage development. , Loewen and Erlam, 2006; Loewen and Nabei, 2007; Lyster and Izquierdo, 2009; Sachs and Suh, 2007). On the whole, it appears that in meaning-focused classrooms (as opposed to laboratories), students notice and benefit from more explicit feedback techniques, but it needs to be kept in mind that there is no “one size fits all” form of feedback that will work for all learners in all contexts (Ammar and Spada, 2006).
And Mackey, A. (2007a). Input, interaction, and output in second language acquisition. In B. VanPatten and J. ), Theories in second language acquisition: An introduction (pp. 175–200). Mahwah, NJ: Lawrence Erlbaum. Gass, S. and Mackey, A. (2007b). Data elicitation for second and foreign language research. Mahwah, NJ: Lawrence Erlbaum. , and Ross-Feldman, L. (2005). Task-based interactions in classroom and laboratory settings. Language Learning (The best of Language Learning Series), 61, 189–220.
Willis, D. and Willis, J. (2007). Doing task-based teaching. Oxford: Oxford University Press. Yule, G. and Macdonald, D. (1990). Resolving referential conflict in L2 interaction: The effect of proficiency and interactive role. Language Learning, 40, 539–556. , and Macdonald, D. (1992). The variable effects of some task-based learning procedures on L2 communicative effectiveness. Language Learning, 42, 249–277. , 2006; Ishida, 2004; Iwashita, 2003; Leeman, 2007; Loewen, 2005; Loewen and Philp, 2006; Lyster and Izquierdo, 2009; Lyster and Ranta, 1997; Mackey, 1999; Mackey and Philp, 1998; Nassaji, 2009; Philp, 2003; Sheen, 2008; inter alia).