Negative Feedback as Regulation and Second Language Learning in the Zone of Proximal Development

The Modern Language JournalVolume 78, Issue 4 p. 465-483 Negative Feedback as Regulation and Second Language Learning in the Zone of Proximal Development ALI ALJAAFREH, ALI ALJAAFREH Department of Linguistics University of Delaware Newark, DE 19716Search for more papers by this authorJAMES P. LANTOLF, Corresponding Author JAMES P. LANTOLF Department of Modern Languages and Linguistics Cornell University Ithaca, NY 14853E-mail: [email protected]Search for more papers by this author ALI ALJAAFREH, ALI ALJAAFREH Department of Linguistics University of Delaware Newark, DE 19716Search for more papers by this authorJAMES P. LANTOLF, Corresponding Author JAMES P. LANTOLF Department of Modern Languages and Linguistics Cornell University Ithaca, NY 14853E-mail: [email protected]Search for more papers by this author First published: Winter 1994 https://doi.org/10.1111/j.1540-4781.1994.tb02064.xCitations: 479AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat References 1 Aljaafreh Ali. Negative Feedback in Second Language Learning and the Zone of Proximal Development. Diss., Univ. of Delaware, Newark, 1992. Google Scholar 2 Birdsong David. Metalinguistic Performance and Interlinguistic Competence. Berlin: Springer-Verlag, 1989. 10.1007/978-3-642-74124-1 Google Scholar 3 Burt, Marina K. & Carol Kiparsky. The Gooficon: A Repair Manual for English. Rowley, MA: Newbury House, 1972. Google Scholar 4 Campione, Joseph, Ann L. Brown, Roberta A. Ferrera & Nancy R. Bryant “The Zone of Proximal Development: Implications for Individual Differences in Learning. Children's Learning in the “Zone of Proximal Development.” Ed. Barbara Rogoff & James V. Wertsch. San Francisco: Jossy-Bass, 1984: 77–92. Google Scholar 5 Carroll Susanne & Merrill Swain “Explicit and Implicit Negative Feedback: An Empirical Study of the Learning of Linguistic Generalizations. Studies in Second Language Acquisition 15 (1993): 357–86. 10.1017/S0272263100012158 Google Scholar 6 Carroll, Susanne, Merrill Swain & Yves Roberge “The Role of Feedback in Adult Second Language Acquisition: Error Correction and Morphological Generalizations. Applied Psycholinguistics 13 (1992): 173–98. 10.1017/S0142716400005555 Web of Science®Google Scholar 7 Chaudron Craig. Second Language Classrooms: Research on Teaching and Learning. Cambridge: Cambridge Univ. Press, 1988. 10.1017/CBO9781139524469 Google Scholar 8 Chaudron Craig “A Descriptive Model of Discourse in the Corrective Treatment of Learners Errors. Language Learning 27 (1977): 29–46. 10.1111/j.1467-1770.1977.tb00290.x Web of Science®Google Scholar 9 Children's Learning in the “Zone of Proximal Development.” Ed. Barbara Rogoff & James V. Wertsch, San Francisco: Jossy-Bass, 1984. Google Scholar 10 Corder, S. Pit “The Significance of Learners' Errors. International Review of Applied Linguistics 5 (1967): 161–70. 10.1515/iral.1967.5.1-4.161 Web of Science®Google Scholar 11 Day, Richard, N. Ann Chenoweth, Ann E. Chun & Stuart Luppescu “Corrective Feedback in Native-Nonnative Discourse. Language Learning 34 (1984): 19–45. 10.1111/j.1467-1770.1984.tb01002.x Web of Science®Google Scholar 12 De Keyser, Robert M. The Effect of Error Correction on L2 Grammar Knowledge and Oral Proficiency. Modern Language Journal 77 (1993): 501–14. Web of Science®Google Scholar 13 Donato Richard. Beyond Group: Psycholinguistic Rationale for Collective Activity in Second Language Learning. Diss., Univ. of Delaware, Newark, 1988. Google Scholar 14 Error Analysis: Perspectives on Second Language Acquisition. Ed. Jack C. Richards, London: Longman, 1974. Google Scholar 15 Fanselow, John F. The Treatment of Error in Oral Work. Foreign Language Annals 10 (1977): 583–93. 10.1111/j.1944-9720.1977.tb03035.x Web of Science®Google Scholar 16 Frawley William “The Cross-language Study of Private Speech.” Paper, First Conference for Socio-cultural Research. Madrid, June, 1992. Google Scholar 17 Gaskill, William H. Correction in Native Speaker-Nonnative Speaker Conversation. Discourse Analysis in Second Language Research. Ed. Diane Larsen-Freeman. Rowley, MA: Newbury House, 1980: 125–37. Google Scholar 18 George, H. V. Common Errors in Language Learning. Rowley, MA: Newbury House, 1972. Google Scholar 19 Gold, Edward M. Language Identification in the Limit. Information and Control 10 (1976): 467–74. Google Scholar 20 Hendrickson, James M. Error Correction in Foreign Language Teaching: Recent Theory, Research, and Practice. Modern Language Journal 62 (1978): 387–97. 10.1111/j.1540-4781.1978.tb02409.x Web of Science®Google Scholar 21 Herron Carol & Michael Tomasello “Learning Grammatical Structures in a Foreign Language: Modelling Versus Feedback. The French Review 61 (1988): 910–23. Web of Science®Google Scholar 22 Kasper Gabriele “Repair in Foreign Language Teaching. Studies in Second Language Acquisition 7 (1985): 200–15. 10.1017/S0272263100005374 Google Scholar 23 Lightbown, Patsy M. & Nina Spada “Focus-on-Form and Corrective Feedback in Communicative Language Teaching: Effects on Second Language Learning. Studies in Second Language Acquisition 12 (1990): 429–48. 10.1017/S0272263100009517 Google Scholar 24 Long, Michael H. Teacher Feedback on Learner Error: Mapping Cognition. On TESOL ‘77. Teaching and Learning English as a Second Language: Trends in Research and Practice. Ed. H. Douglas Brown, Carlos A. Yorio & Ruth H. Crymes. Washington, DC: TESOL, 1977: 278–93. Google Scholar 25 McNeill David. Hand and Mind. What Gestures Reveal about Thought. Chicago: Univ. of Chicago Press, 1992. Google Scholar 26 Newman, Dennis, Peg Griffin & Michael Cole. The Construction Zone: Working for Cognitive Change in School. Cambridge: Cambridge Univ. Press, 1989. Google Scholar 27 Schachter Jacquelyn “Corrective Feedback in Historical Perspective. Second Language Research 7 (1991): 89–102. 10.1177/026765839100700202 Google Scholar 28 Schwartz Bonnie “On Explicit and Negative Data Effecting and Affecting Competence and Linguistic Behavior. Studies in Second Language Acquisition 15 (1993): 147–63. 10.1017/S0272263100011931 Web of Science®Google Scholar 29 Schwartz, Bonnie & Magda Gubala-Ryzak “Learnability and Grammar Reorganization in L2A: Against Negative Evidence Causing the Unlearning of Verb Movement. Second Language Research 8 (1992): 1–38. 10.1177/026765839200800102 Web of Science®Google Scholar 30 Sharwood-Smith, Michael M. Input Enhancement in Instructed SLA. Theoretical Bases. Studies in Second Language Acquisition 15 (1993): 165–79. 10.1017/S0272263100011943 Google Scholar 31 Sharwood-Smith, Michael M. Speaking to Many Minds: On the Relevance of Different Types of Language Information for the L2 Learner. Second Language Research 7 (1991): 118–32. 10.1177/026765839100700204 Google Scholar 32 Spada Nina & Patsy M. Lightbown “Instruction and the Development of Questions in L2 Classrooms. Studies in Second Language Acquisition 15 (1993): 205–24. 10.1017/S0272263100011967 Google Scholar 33 Tharp, Richard G. & Robert Gallimore. Rousing Minds to Life: Teaching, Learning and Schooling in Social Context. Cambridge: Cambridge Univ. Press, 1988. Google Scholar 34 Tomasello Michael & Carol Herron “Feedback for Language Transfer Errors. Studies in Second Language Acquisition 11 (1989): 384–95. 10.1017/S0272263100008408 Google Scholar 35 Tomasello Michael & Carol Herron “Down the Garden Path: Inducing and Correcting Overgeneralization Errors in the Foreign Language Classroom. Applied Psycholinguistics 9 (1988): 237–46. 10.1017/S0142716400007827 Web of Science®Google Scholar 36 van Lier, Leo. The Classroom and the Language Learner. London: Longman, 1988. Google Scholar 37 Vygotsky, Lev S. Thought and Language. Cambridge: MIT Press, 1986. Google Scholar 38 Vygotsky, Lev S. The Genesis of Higher Mental Functions. The Concept of Activity in Soviet Psychology. Ed. James V. Wertsch. New York: M.E. Sharpe, 1981: 144–88. Google Scholar 39 Vygotsky, Lev S. Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard Univ. Press, 1978. 10.1525/eth.1990.18.3.02a00020 Google Scholar 40 Wertsch, James V. Voices of the Mind. Cambridge: Harvard Univ. Press, 1991. Google Scholar 41 Wertsch, James V. Vygotsky and the Social Formation of Mind. Cambridge: Harvard Univ. Press, 1985. Google Scholar 42 Wertsch, James V. The Zone of Proximal Development: Some Conceptual Issues. Children's Learning in the Zone of Proximal Development. Ed. Barbara Rogoff & James V. Wertsch. San Francisco: Jossey-Bass, 1984: 7–18. 10.1002/cd.23219842303 Google Scholar 43 Wertsch, James V. & Maya Hickmann “Problem Solving in Social Interaction: A Microgenetic Analysis. Social and Functional Approaches to Language and Thought. Ed. Maya Hickmann. Orlando: Academic Press, 1987: 251–66. Google Scholar 44 White Lydia “Adverb Placement in Second Language Acquisition: Some Effects of Positive and Negative Evidence in the Classroom. Second Language Research 7 (1991): 133–61. 10.1177/026765839100700205 PubMedGoogle Scholar 45 White Lydia. Universal Grammar and Second Language Acquisition. Amsterdam: John Benjamins, 1989. 10.1075/lald.1 Google Scholar 46 ZinchEnko, V. P. Vygotsky's Ideas about Units for the Analysis of Mind. Culture, Communication and Cognition: Vygotskian Perspectives. Ed. James V. Wertsch. New York: Cambridge Univ. Press, 1985: 94–17. Google Scholar Citing Literature Volume78, Issue4Winter 1994Pages 465-483 ReferencesRelatedInformation