The irrelevance of verbal feedback to language learning

Carroll, Susanne Elizabeth

doi:10.1075/z.73.08car

In:The Current State of Interlanguage: Studies in honor of William E. Rutherford
Edited by Lynn Eubank, Larry Selinker and Michael Sharwood Smith
[Not in series 73] 1995
► pp. 73–88

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The irrelevance of verbal feedback to language learning

Susanne Elizabeth Carroll

Published online: 2 November 1995

https://doi.org/10.1075/z.73.08car

Cited by (14)

Cited by 14 other publications

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Ifantidou, Elly & Tim Wharton

2024. Relevance Theory and Communication Atypicalities. In The Handbook of Clinical Linguistics, Second Edition, ► pp. 29 ff.

Gauthier, Andrea, Laura Benton, Leona Bunting, Elisabeth Herbert, Emma Sumner, Manolis Mavrikis, Andrea Revesz & Asimina Vasalou

2022. CHI Conference on Human Factors in Computing Systems, ► pp. 1 ff.

Kush, Dave & Anne Dahl

2022. L2 transfer of L1 island-insensitivity: The case of Norwegian. Second Language Research 38:2 ► pp. 315 ff.

Foster-Cohen, Susan & Tze Peng Wong

2017. Early Intervention at the Interface: Semantic-Pragmatic Strategies for Facilitating Conversation with Children with Developmental Disabilities. In Semantics and Pragmatics: Drawing a Line [Logic, Argumentation & Reasoning, 11], ► pp. 163 ff.

Li, Yan & Lei Yan

2017. Effects of providing explicit negative evidence on students’ perception of ungrammatical sentences using –le. Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 52:3 ► pp. 232 ff.

Mifka-Profozic, Nadia

2015. Effects of corrective feedback on L2 acquisition of tense-aspect verbal morphology. Language, Interaction and Acquisition 6:1 ► pp. 149 ff.

Kartchava, Eva & Ahlem Ammar

2014. The noticeability and effectiveness of corrective feedback in relation to target type. Language Teaching Research 18:4 ► pp. 428 ff.

Cornillie, Frederik, Ruben Lagatie, Mieke Vandewaetere, Geraldine Clarebout & Piet Desmet

2013. Tools that detectives use: in search of learner-related determinants for usage of optional feedback in a written murder mystery. CALICO Journal ► pp. 22 ff.

Linck, Jared A., Meredith M. Hughes, Susan G. Campbell, Noah H. Silbert, Medha Tare, Scott R. Jackson, Benjamin K. Smith, Michael F. Bunting & Catherine J. Doughty

2013. Hi‐LAB: A New Measure of Aptitude for High‐Level Language Proficiency. Language Learning 63:3 ► pp. 530 ff.

Ignacia Dorronzoro, María & Estela Klett

2008. Le rôle de la grammaire dans l'enseignement de la lecture en langue étrangère. Éla. Études de linguistique appliquée n° 148:4 ► pp. 499 ff.

McDonough, Kim

2005. IDENTIFYING THE IMPACT OF NEGATIVE FEEDBACK AND LEARNERS' RESPONSES ON ESL QUESTION DEVELOPMENT. Studies in Second Language Acquisition 27:1 ► pp. 79 ff.

Shehadeh, Ali

2004. Modified output during task-based pair interaction and group interaction. Journal of Applied Linguistics 1:3 ► pp. 351 ff.

Mackey, Alison, Rhonda Oliver & Jennifer Leeman

2003. Interactional Input and The Incorporation of Feedback: An Exploration of NS–NNS and NNS–NNS Adult and Child Dyads. Language Learning 53:1 ► pp. 35 ff.

Foster-Cohen, Susan H.

2000. Relevance: communication and cognition. Second Language Research 16:1 ► pp. 77 ff.

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