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This Concept Map, created with IHMC CmapTools, has information related to: Leeman_Resp-to-Errors_2007_P5-developmental studies, took part "in communicative tasks with intensive recasting" "produced" "significantly more advanced question forms than" those participants who did not receive recasts.", oral errors with focused recasts, White, 1991 focused on "the effect of negative evidence on the acquisition of adverb placement (SVAO compared to SAVO) in English by L1 speakers of French", "the effects of feedback and modeling on subsequent L2 production" "found that" "leading learners to overgeneralise L2 rules and then providing feedback on errors", experimental methodologies are conducted in the classroom, "meaning-oriented debriefings outperformed SS "who did not receive feedback", Spanish noun-adjective agreement in information-gap tasks, the lab was investigated by White, 1991, developmental studies use quasi-experimental methodologies, meaning- oriented in "post-task debriefing on the development of English articles", the lab was investigated by Leeman, 2003, "the effect of negative evidence on the acquisition of adverb placement (SVAO compared to SAVO) in English by L1 speakers of French" results were better with negative evidence + positive evidence, Jennifer Leeman explains developmental studies, b) outperformed control group, developmental studies use experimental methodologies, a "form-focused analysis" on how they did on their task had significant advantages, the classroom was investigated by Muranoi, 2000, Tomasello and Herron, 1988/1989 compared "the effects of feedback and modeling on subsequent L2 production", Leeman, 2003 comes to the conclusion that "it's the enhanced salience of positive evidence provided by recasts, rather than the negative evidence, that is the crucial factor in recasts." p127, Spanish noun-adjective agreement compared a)