WARNING:
JavaScript is turned OFF. None of the links on this concept map will
work until it is reactivated.
If you need help turning JavaScript On, click here.
This Concept Map, created with IHMC CmapTools, has information related to: Leeman_Resp-to-Errors_2007_P4-descriptive studies, "errors" may not be the consequence of "lack of L2 knowledge", descriptive studies by Philip (2003), Roberts (1995) agree that "learners could identify correctly when target of feedback was about lexis or morphology", descriptive studies also investigate uptake in response to feedback, Brock et al., 1986; Chaudron, 1977; Pica et al., 1989 investigated "what type of negative feedback is most benefitial"? p121, "the description of learners errors and responses during interaction" "because" "errors", "noticing of feedback" is "ability to accurately reproduce a recast when cued to do so", descriptive studies focus on "types of feedback provided", modified production seem to suggest "that learners perceive much negative feedback as negative evidence", "what type of negative feedback is most benefitial"? p121 found that "recasts were particularly inlikely to be incorporated in subsequent turns", "what type of negative feedback is most benefitial"? p121 found that "NNS did not consistenly produce modified output in response to negative feedback", Philip (2003) found "no correlation", descriptive studies by Brock et al., 1986; Chaudron, 1977; Pica et al., 1989, "Can learners utilize negative evidence?" found that "recasts were particularly inlikely to be incorporated in subsequent turns", descriptive studies also investigate learner perceptions, "learner priorities" "in the allocation of" "attentional resources", Mackey et al (2000) agree that "learners were often unable to identify target of feedback" p123, Jennifer Leeman concludes p123/124 "pre- and post-tests", descriptive studies by Mackey et al (2000), "errors" "may result from" "task demands"