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AUTHOR INDEX, F-L
Authors of articles, review articles, research notes, and responses are indexed by the last name of the first-named author. Additional authors are cross-referenced.
FAERCH, C. Meta talk in FL classroom discourse. 7 (2). (1985). 184-199.
FAERCH, C., & KASPER, G. Foreign language learning under classroom conditions (Introduction to thematic issue). 7 (2). (1985). 131-133.
FAUDREE, M. C. See Major, R. C. 18 (1). (1996). 69-90.
FEARNOW, S. See Izumi, S. 21 (3). (1999). 421-452.
FELIX, S. W. On the (in)applicability of Piagetian thought to language learning. 3 (2). (1981). 179-192.
FELIX, S., & ZOBL, H. Asymmetries in second language acquisition data: A response to Birdsong (Response). 16 (4). (1994). 475-484.
FELSER, C. See Marinis, T. 27 (1). (2005). 53-78.
FLANIGAN, B. O. Anaphora and relativization in child second language acquisition. 17 (3). (1995). 331-351.
FLEGE, J. E. See Bohn, O.-S. 14 (2). (1992). 131-158.
FLEGE, J. E. See Riney, T. J. 20 (2). (1998). 213-243.
FLEGE, J. E., & BOHN, O.-S. An instrumental study of vowel reduction and stress placement in Spanish-accented English. 11 (1). (1989). 35-62.
FLEGE, J. E., FREIDA, E. M., WALLEY, A. C., & RANDAZZA, L. A. Lexical factors and segmental accuracy in second language speech production. 20 (2). (1998). 155-187.
FLEGE, J. E., & HAMMOND, R. M. Mimicry of nondistinctive phonetic differences between language varieties. 5 (1). (1982). 1-17.
FLEGE, J. E., & LIU, S. The effect of experience on adults’ acquisition of a second language. 23 (4). (2001). 527-552.
FLEGE, J. E., & MACKAY, I. R. A. Perceiving vowels in a second language. 26 (1). (2004). 1-34.
FLEGE, J. E., & MUNRO, M. J. The word unit in second language speech production and perception. 16 (4). (1994). 381-411.
FLOWERDEW, J., & TAUROZA, S. The effect of discourse markers on second language lecture comprehension. 17 (4). (1995). 435-458.
FLYNN, S. Principled theories of L2 acquisition. 7 (1). (1985). 99-107.
FLYNN, S. Production vs. comprehension: Differences in underlying competences. 8 (2). (1986). 135-164.
FOKES, J. See Bond, Z. S. 13 (4). (1991). 471-492.
FRASER, C. A. Lexical processing strategy use and vocabulary learning through reading. 21 (2). (1999). 225-241.
FRAWLEY, W. See Lantolf, J. P. 10 (2). (1988). 181-195.
FRAWLEY, W., & LANTOLF, J. P. Speaking and self-order: A critique of orthodox L2 research. 6 (2). (1984). 143-159.
Freed, B. F., Dewey, D. P., Segalowitz, N., & Halter, R. The language contact profile. 26 (2). (2004). 349-356.
Freed, B. F., Segalowitz, N., & Dewey, D. P. Context of learning and second language fluency in French: Comparing regular classroom, study abroad, and intensive domestic immersion programs. 26 (2). (2004). 275-301.
FREED, B. F. See Collentine, J. 26 (2). (2004). 153-171.
FREED, B. F. See Segalowitz, N. 26 (2). (2004). 173-199.
FRIEDA, E. M. See Flege, F. E. 20 (2). (1998). 155-187.
FUJIWARA, M. See Izumi, S. 21 (3). (1999). 421-452.
GADALLA, B. J. Language acquisition research and the language teacher. 4 (1). (1981). 60-69.
GAIES, S. J. Learner feedback and its effects on communication tasks: A pilot study. 4 (1). (1981). 46-59.
GAIES, S. J. Native speaker-nonnative speaker interaction among academic peers (Research Note). 5 (1). (1982). 74-81.
GARDNER, R. C. See MacIntyre, P. D. 16 (1). (1994). 1-17.
GARDNER, R. C., DAY, J. B., & MACINTYRE, P. D. Integrative motivation, induced anxiety, and language learning in a controlled environment. 14 (2). (1992). 197-214.
GARDNER, R. C., & MACINTYRE, P. D. An instrumental motivation in language study: Who says it isn't effective? 13 (1). (1991). 57-72.
GASS, S. M. Sentence processing by L2 learners. 2 (2). (1979). 85-98.
GASS, S. M. See Varonis, E. M. 4 (2). (1982). 114-136.
GASS, S. M. An interactionist approach to L2 sentence interpretation. 8 (1). (1986). 19-37.
GASS, S. M. The use and acquisition of the second language lexicon (Introduction to thematic issue). 9 (2). (1987). 129-132.
GASS, S. M. See Ard, J. 9 (2). (1987). 233-252.
GASS, S. See Polio, C. 19 (4). (1997). 499-508.
GASS, S. M. Discussion: Incidental vocabulary learning. 21 (2). (1999). 319-333.
GASS, S. See Mackey, A. 22 (4). (2000). 471-497.
GASS, S. M., & ALVAREZ TORRES, M. J. Attention when? An investigation of the ordering effect of input and interaction. 27 (1). (2005). 1-31.
GASS, S. M., and MACKEY, A. Frequency effects and second language acquisition: A complex picture? 24 (2). (2002). 249-260.
GASS, S. M., & VARONIS, E. M. Variation in native speaker speech modification to nonnative speakers. 7 (1). (1985). 37-57.
GASS, S. M., & VARONIS, E. M. Input, interaction, and second language production. 16 (3). (1994). 283-302.
GASSER, M. Connectionism and universals of second language acquisition. 12 (2). (1990). 179-199.
GEESLIN, K. L. The acquisition of Spanish copula choice and its relationship to language change. 24 (3). (2002). 419-450.
GERNSBACHER, M. A. See Tomlin, R. S. 16 (2). (1994). 129-132.
GIACOBBE, J., & CAMMAROTA, M.-A. Learners' hypotheses for the acquisition of lexis. 8 (3). (1986). 327-342.
GIACOMI, A., & VION, R. Metadiscursive processes in the acquisition of a second language. 8 (3). (1986). 355-368.
GIVON, T. See L. R. Yang. 19 (2). (1997). 173-193.
GLAHN, E., HAKANSSON, G., HAMMARBERG, B., HOLMEN, A., HVENEKILDE, A., &
GLEASON, J. L. See Liu, D. 24 (1). (2002). 1-26.
GRANDCOLAS, B., & SOULÉ-SUSBIELLES, N. The analysis of the foreign language classroom. 8 (3). (1986). 293-308.
GREGG, K. R. See Eubank, L. 17 (1). (1995). 35-57.
GREMMO, M. J. See Abe, D. 2 (1). (1979). 99-104.
GROTJAHN, R. Introducing (applied) linguists to statistics: A review of two books and some general remarks (Review Article). 10 (1). (1988). 63-68.
GROTJAHN, R. See Kasper, G. 13 (2). (1991). 109-112.
GROTJAHN, R. The research programme subjective theories: A new approach in second language research. 13 (2). (1991). 187-214.
GUION, S. G. Knowledge of English word stress patterns in early and late Korean-English bilinguals. 27 (4). (2005). 503-533.
GUNDEL, J. K., STENSON, N., & TARONE, E. Acquiring pronouns in a second language: Evidence for hypothesis testing (Research Note). 6 (2). (1984). 215-225.
GUNTERMANN, G. Factors in targeting proficiency levels and an approach to "real" and "realistic" practice. 3 (1). (1980). 34-41.
GUTKNECHT, C. Intonation and language learning: The necessity for an integrative approach. 1 (2). (1978). 25-36.
HA, M. A. See Robinson, P. J. 15 (4). (1993). 413-438.
HAKANSSON, G. See Pienemann, M. 21 (3). (1999). 383-420.
HAKANSSON, G. See Glahn, E. 23 (3). (2001). 389-416.
HALTER, R. See
Freed, B. F. 26 (2). (2004). 349-356.
HAMMARBERG, B. See Glahn, E. 23 (3). (2001). 389-416.
HAMMERLY, H. The need for directed language learning in the FL classroom: A response to Collier (Response). 14 (2). (1992). 215-216.
HAMMOND, R. M. See Flege, J. E. 5 (1). (1982). 1-17.
HANCIN-BHATT, B., & BHATT, R. M. Optimal L2 syllables: Interactions of transfer and development effects. 19 (3). (1997). 331-378.
HANCOCK, I. See Rickford, J. 7 (3). (1985). 343-350.
HANSEN, J. G. Developmental sequences in the acquisition of English L2 syllable codas: A preliminary study. 26 (1). (2004). 85-124.
HARLEY, B. Instructional strategies and
HARLEY, B., & HART, D. Language Aptitude and second language proficiency in classroom learners of different starting ages. 19 (3). (1997). 379-400.
HARLEY, B., & KING, M. L. Verb lexis in the written compositions of young L2 learners. 11 (4). (1989). 415-439.
HARRINGTON, M. See Juffs, A. 17 (4). (1995). 483-516.
HARRINGTON, M., & DENNIS, S. Input-driven language learning. 24 (2). (2002). 261-268.
HARRINGTON, M., & SAWYER, M. L2 working memory capacity and L2 reading skill. 14 (1). (1992). 25-38.
HART, D. See Harley, B. 19 (3). (1997). 379-400.
HARTFORD, B. S. See Bardovi-Harlig, K. 15 (3). (1993). 279-304.
HARTFORD, B. S. See Bardovi-Harlig, K. 17 (2). (1995). 125-128.
HARTFORD, B. S. Zero anaphora in nonnative texts: Null-object anaphora in Nepali English. 17 (2). (1995). 245-261.
HARTFORD, B. S. See Bardovi-Harlig, K. 18 (2). (1996). 171-188.
HATCH, E. Apply with caution. 2 (1). (1979). 123-143.
HAWKINS, R. See Towell, R. 15 (4). (1993). 439-460.
HAZNEDAR, B. The acquisition of the IP system in child L2 English. 23 (1). (2001). 1-39.
HE, X. See Ellis, R. 21 (2). (1999). 285-301.
HELMS-PARK, R. Evidence of lexical transfer in learner syntax: The acquisition of English causatives by speakers of Hindi-Urdu and Vietnamese. 23 (1). (2001). 41-69.
HELMS-PARK, R. Transfer in SLA and creoles: The implications of causative serial verbs in the interlanguage of Vietnamese ESL learners. 25 (2). (2003). 211-244.
HENDRIKS, H. The acquisition of topic marking in L1 Chinese and L1 and L2 French. 22 (3). (2000). 369-397.
HENRIKSEN, B. Three dimensions of vocabulary development. 21 (2). (1999). 303-317.
HERRON, C. See Tomasello, M. 11 (4). (1989). 385-395.
HERRON, C. See Tomasello, M. 13 (4). (1991). 513-517.
HIRAKAWA, M. L2 acquisition of Japanese unaccusative verbs. 23 (2). (2001). 221-245.
HOLEC, H. Synthése de discussion. 1 (2). (1978). 151-154.
HOLEC, H. Learner-centered communicative language teaching: Needs analysis revisited. 3 (1). (1980). 26-33.
HOLLIDAY, L. See Pica, T. 11 (1). (1989). 63-90.
HOLLIDAY, L. See Pica, T. 13 (3). (1991). 343-376.
HOLMEN, A. See Glahn, E. 23 (3). (2001). 389-416.
HOOPER, J. See Myles, F., et al. 21 (1). (1999). 49-80.
HORIBA, Y. The role of causal reasoning and language competence in narrative comprehension. 15 (1). (1993). 49-81.
HORWITZ, E. K. The relationship between conceptual level and communicative competence in French (Research Note). 5 (1). (1982). 65-73.
HOUSE, J. Developing pragmatic fluency in English as a foreign language: Routines and metapragmatic awareness. 18 (2). (1996). 225-252.
HOUSEN, A., & BAETENS BEARDSMORE, H. Curricular and extra-curricular factors in multilingual education. 9 (1). (1987). 83-102.
HU, G. Psychological constraints on the utility of metalinguistic knowledge in second language production. 24 (3). (2002). 347-386.
HUCKIN, T., & COADY, J. Incidental vocabulary acquisition in a second language: A review. 21 (2). (1999). 181-193.
HUDSON, T. Nothing does not equal zero: Problems with applying developmental sequence findings to assessment and pedagogy. 15 (4). (1993). 461-493.
HUEBNER, T. Linguistic systems and linguistic change in an interlanguage. 6 (1). (1983). 33-53.
HUFFINES, M. L. Acquisition strategies in language death. 13 (1). (1991). 43-55.
HÜLLEN, W. Invitations and negative questions: On some problems in the communicative approach to foreign language teaching. 3 (1). (1980). 17-25.
HÜLLEN, W. Teaching German as a second language in Germany: Bilingualism in the Federal Republic. 3 (2). (1981). 97-108.
HULSTIJN, J. H. Second language acquisition research in the laboratory: Possibilities and limitations. 19 (2). (1997). 131-143.
HULSTIJN, J. H. What does the impact of frequency tells us about the language acquisition device? 24 (2). (2002). 269-273.
HULSTIJN, J. H., & MARCHENA, E. Avoidance: Grammatical or semantic causes? 11 (3). (1989). 241-255.
HVENEKILDE, A. See Glahn, E. 23 (3). (2001). 389-416.
INAGAKI, S. Motion verbs with goal PPs in the L2 acquisition of English and Japanese. 23 (2). (2000). 153-170.
INGRAM, E. Applied linguistics, linguistics research and the empirical model. 1 (2). (1978). 37-53.
IOUP, G., BOUSTAGUI, E., EL TIGI, M., & MOSELLE, M. Reexamining the critical period hypothesis: A case study of successful adult SLA in a naturalistic environment. 16 (1). (1994). 73-98.
IWASHITA, N. Negative feedback and positive evidence in task-based interaction: Differential effects on L2 development. 25 (1). (2003). 1-36.
IZUMI, S. Output, input enhancement, and the Noticing Hypothesis: An experimental study on ESL relativization. 24 (4). (2002). 541-577.
IZUMI, S., BIGELOW, M., FUJIWARA, M., & FEARNOW, S. Testing the output hypothesis: Effects of output on noticing and second language acquisition. 21 (3). (1999). 421-452.
JACOBS, B. See Tollefson, J. W. 6 (1). (1983). 1-16.
JACOBS, B. Neurobiological differentiation of primary and secondary language acquisition. 10 (3). (1988). 303-337.
JACOBS, B. Dis-integrating perspectives of language acquisition: A response to Eubank and Gregg (Response). 17 (1). (1995). 65-71.
JAKOBOVITS, L. A. Empiricism married to phenomenology: A review of Carol Kates, Pragmatics and semantics (Review Article). 4 (2). (1982). 205-210.
JAMES, A. See Leather, J. 13 (3). (1991). 305-341.
JARVIS, S. Topic continuity in L2 English article use. 24 (3). (2002). 387-418.
JARVIS, S., & ODLIN, T. Morphological type, spatial reference, and language transfer. 22 (4). (2000). 535-556.
JIANG, N. Form-meaning mapping in vocabulary acquisition in a second language. 24 (4). (2002). 617-637.
JOHANNSON, S. Problems in studying the communicative effect of learners' errors. 1 (1). (1978). 41-52.
JOHNSON, J. S. See Slavoff, G. S. 17 (1). (1995). 1-16.
JOHNSTON, M. See Pienemann, M. 10 (2). (1988). 217-243.
JOHNSTON, M. See Pienemann, M. 15 (4). (1993). 495-503.
JOO, H.-R. See Bley-Vroman, R. 23 (2). (2001). 207-219.
JORDENS, P., DE BOT, K., & TRAPMAN, H. Linguistic aspects of regression in German case marking. 11 (2). (1989). 179-204.
JU, M. K. Overpassivization errors by second language learners: The effect of conceptualizable agents in discourse. 22 (1). (2000). 85-111.
JUFFS, A. Discussion: Verb classes, event structure, and second language learners’ knowledge of semantics-syntax correspondences. 23 (2). (2001). 305-313.
JUFFS, A., & HARRINGTON, M. Parsing effects in second language sentence processing: Subject and object asymmetries in wh-extraction. 17 (4). (1995). 483-516.
KANAGY, R. See Rounds, P. 20 (4). (1998). 509-542.
KASPER, G. Teaching-induced aspects of interlanguage discourse. 4 (2). (1982). 99-113.
KASPER, G. See Faerch, C. 7 (2). (1985). 131-133.
KASPER, G. Repair in foreign language teaching. 7 (2). (1985). 200-215.
KASPER, G. Introduction: Interlanguage pragmatics in SLA (Introduction to thematic issue). 18 (2). (1996). 145-148.
KASPER, G., & DAHL, M. Research methods in interlanguage pragmatics. 13 (2). (1991). 215-247.
KASPER, G., & GROTJAHN, R. Methods in second language research (Introduction to thematic issue). 13 (2). (1991). 109-112.
KASPER, G., & SCHMIDT, R. Developmental issues in interlanguage pragmatics. 18 (2). (1996). 149-169.
KAWADE, S. See Tanaka, S. 5 (1). (1982). 18-33.
KELCH, K. Modified input as an aid to comprehension (Research Note). 7 (1). (1985). 81-90.
KELLERMAN, E. Transfer and non-transfer: Where we are now. 2 (1). (1979). 37-57.
KELLERMAN, E. See Bongaerts, T. 9 (2). (1987). 171-199.
KEMPE, V., & MACWHINNEY, B. The acquisition of case marking by adult learners of Russian and German. 20 (4). (1998). 543-587.
KERN, R. G. The role of mental translation in second language reading. 16 (4). (1994). 441-461.
KHANJI, R. See Labarca, A. 8 (1). (1986). 68-79.
KING, M. L. See Harley, B. 11 (4). (1989). 415-439.
KLEIN, W. A theory of language acquisition is not so easy. 12 (2). (1990). 219-231.
KLEIN, W. See Perdue, C. 14 (3). (1992). 259-272.
KODA, K. The use of L1 reading strategies in L2 reading: Effects of L1 orthographic structures in L2 phonological recoding strategies. 12 (4). (1990). 393-410.
KOHN, K. Beyond output: The analysis of interlanguage development. 4 (2). (1982). 137-152.
KORMOS, J. The timing of self-repairs in second language speech production. 22 (2). (2000). 145-167.
KOUWENBERG, S., & PATRICK, P. L. Introduction (Introduction to thematic issue). 25 (2). (2003). 175-184.
KRAEMER, R. Social psychological factors related to the study of Arabic among Israeli high school students: A test of Gardner's socioeducational model. 15 (1). (1993). 83-105.
KRAMSCH, C. J. Classroom interaction and discourse options. 7 (2). (1985). 169-183.
KRAMSCH, C. J. The proficiency movement: Second language acquisition perspectives (Review Article). 9 (3). (1987). 355-362.
KRUMM, H.-J. Communicative processes in the foreign language classroom: Preconditions and strategies. 3 (1). (1980). 71-80.
KRUSE, H., PANKHURST, J., & SHARWOOD SMITH, M. A multiple word association probe in second language acquisition research. 9 (2). (1987). 141-154.
KRZESZOWSKI, T. P. English reference grammar for Polish learners. 1 (1). (1978). 85-94.
LABARCA, A., & KHANJI, R. On communication strategies: Focus on interaction (Research Note). 8 (1). (1986). 68-79.
LAFAYETTE, R. C., & BUSCAGLIA, M. Students learn language via a civilization course--A comparison of second language classroom environments (Research Note). 7 (3). (1985). 323-342.
Lafford, B. A. The effect of the context of learning on the use of communication strategies by learners of Spanish as a second language. 26 (2). (2004). 201-225.
LAKSHMANAN, U. Child second language acquisition of syntax (State of the Art). 17 (3). (1995). 301-329.
LAMENDELLA, J. T. See Selinker, L. 3 (2). (1981). 201-220.
LANTOLF, J. P. See Frawley, W. 6 (2). (1984). 143-159.
LANTOLF, J. P., & FRAWLEY, W. Proficiency: Understanding the construct. 10 (2). (1988). 181-195.
LAPKIN, S. An analysis of French verb errors made by second language learners in a bilingual program. 2 (2). (1979). 65-84.
LAPORTE, C. See Brown, C., et al. 21 (2). 259-283.
LARDIERE, D. Representation and processing really are stuck with each other (Review article). 26 (3). (2004). 461-467.
LARSEN-FREEMAN, D. Making sense of frequency. 24 (2). (2002). 275-285.
LAUFER, B. See Dagut, M. 7 (1). (1985). 73-80.
LAUFER, B., & ELIASSON, S. What causes avoidance in L2 learning: L1-L2 difference, L1-L2 similarity, or L2 complexity? 15 (1). (1993). 35-48.
Lazar, N. A. A short survey on causal inference, with implications for context of learning studies of second language acquisition. 26 (2). (2004). 329-347.
LEATHER, J., & JAMES, A. The acquisition of second language speech (State of the Art). 13 (3). (1991). 305-341.
LEE, J. F. On the use of the recall task to measure L2 reading comprehension. 8 (2). (1986). 201-211.
LEE, J. F. The incidental acquisition of Spanish: Future tense morphology through reading in a second language. 24 (1). (2002). 55-80.
LEE, J. F., & RILEY, G. L. The effect of prereading, rhetorically-oriented frameworks on the recall of two structurally different expository texts. 12 (1). (1990). 25-41.
LEE, M. See O’GRADY, W. 25 (3). (2003). 433-448.
LEEMAN, J. Recasts and second language development: Beyond negative evidence. 25 (1). (2003). 37-63.
LEESER, M. J. The effects of topic familiarity, mode, and pausing on second language learners’ comprehension and focus on form. 26 (4). (2004). 587-615.
LEE-THOMPSON, L.-C. See Upton, T. A. 23 (4). (2001). 469-495.
LEOW, R. P. To simplify or not to simplify: A look at intake. 15 (3). (1993). 333-355.
LEOW, R. P. Modality and intake in second language acquisition (Replication study). 17 (1). (1995). 79-89.
LEOW, R. P. See BOWLES, M. A. 27 (3). (2005). 415-440.
LEOW, R. P. REPLICATION: A study of the role of awareness in foreign language behavior: Aware versus unaware learners. 22 (4). (2000). 557-584.
LEOW, R. P. NOTES AND DISCUSSION: Models, attention, and awareness in SLA: A
response to Simard and Wong’s “Alertness, orientation, and
detection: The conceptualization of attentional functions in SLA” (
LEOW, R. P., & MORGAN-SHORT, K. To think aloud or not to think aloud: The issue of reactivity in SLA research methodology. 26 (1). (2004). 35-57.
LEPETIT, D. Interlangue intonative et fossilisation (Research Note). 7 (3). (1985). 308-322.
LEVELT, W. J. M. Skill theory and language teaching. 1 (1). (1978). 53-70.
LEVENSTON, E. A. See Blum, S. 2 (2). (1979). 43-63.
LEVENSTON, E. A. See Blum-Kulka, S. 9 (2). 155-170.
LEWIS, N. See Pica, T. 11 (1). (1989). 63-90.
LIGHTBOWN, P. M. See Spada, N. 15 (2). (1993). 205-224.
LIGHTBOWN, P. M., & SPADA, N. Focus-on-form and corrective feedback in communicative language teaching: Effects on second language learning. 12 (4). (1990). 429-448.
LIGHTBOWN, P. M., SPADA, N., & WHITE, L. The role of instruction in second language acquisition (Introduction to thematic issue). 15 (2). (1993). 143-145.
LIU, S. See Flege, J. E. 23 (4). (2001). 527-552.
LIU, D., & GLEASON, J. L. Acquisition of the article the by nonnative speakers of English: An analysis of four nongeneric uses. 24 (1). (2002). 1-26.
LOEWEN, S. Incidental focus on form and second language learning. 27 (3). (2005). 361-386.
LONG, D. R. What you don't know can't help you: An exploratory study of background knowledge and second language listening comprehension. 12 (1). (1990). 65-80.
LONG, M. H. Linguistic and conversational adjustments to nonnative speakers. 5 (2). (1983). 177-193.
LONG, M. H. Maturational constraints on language development (State of the Art). 12 (3). (1990). 251-285.
LOSCHKY, L. Comprehensible input and second language acquisition: What is the relationship? 16 (3). (1994). 303-323.
LOWENBERG, P. H. Nonnative varieties of English: Nativization, norms, and implications. 8 (1). (1986). 1-18.
LUND, K. See Glahn, E. 23 (3). (2001). 389-416.
LUPPESCU, S. See Chenoweth, N. A. 6 (1). (1983). 79-87.
LYSTER, R., & RANTA, L. Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. 19 (1). (1997) 37-66.
LYSTER, R. Recasts, repetition, and ambiguity in L2 classroom discourse. 20 (1). (1998). 51-81.
LYSTER, R. Differential effects of prompts and recasts in form-focused instruction. 26 (3). (2004). 399-432.