This study was funded by the Social Sciences and Humanities Research Council of Canada (410-2006-2212 and 410-2002-0988). Parts of this study were presented at the annual meeting of the American Association for Applied Linguistics in Washington DC on March 31, 2008, and at the annual meeting of the Canadian Association of Applied Linguistics in London, Ontario on May 31, 2005. We are grateful to the participating teacher and students, to José Correa for his assistance with the statistical analyses and to the following research assistants for contributions to various phases of this research: Susan Ballinger, Sophie Beaudoin, Andréanne Gagné, Carl Larouche, Elisa David, Andrea Sterzuk, Jean-Sébastien Vallée, and Yingli Yang. We gratefully acknowledge Iliana Panova, Leila Ranta, and four anonymous Language Learning reviewers for their helpful comments on earlier versions of this article.
Prompts Versus Recasts in Dyadic Interaction
Version of Record online: 8 MAY 2009
© 2009 Language Learning Research Club, University of Michigan
Volume 59, Issue 2, pages 453–498, June 2009
How to Cite
Lyster, R. and Izquierdo, J. (2009), Prompts Versus Recasts in Dyadic Interaction. Language Learning, 59: 453–498. doi: 10.1111/j.1467-9922.2009.00512.x
- Issue online: 8 MAY 2009
- Version of Record online: 8 MAY 2009
- Revised version accepted 15 July 2008
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