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Effects of Recasts on Perception and Production of Primary Stress In a Classroom Environment

https://doi.org/10.2139/ssrn.4674266
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Outgoing claims: the papers this work cites, builds on, or argues with.

inferredcites →https://doi.org/10.1002/9780470757024.ch11openalex-extracted
Lexical Stress
inferredcites →https://doi.org/10.1006/jpho.1998.0088openalex-extracted
Stress, duration, and intonation in Arabic word-level prosody
inferredcites →https://doi.org/10.1006/jpho.2001.0151openalex-extracted
Comparing stress, lexical focus, and segmental focus: patterns of variation in Arabic vowel duration
inferredcites →https://doi.org/10.1016/b978-012589042-7/50015-3openalex-extracted
The Role of the Linguistic Environment in Second Language Acquisition
inferredcites →https://doi.org/10.1016/j.jml.2017.01.001openalex-extracted
Balancing Type I error and power in linear mixed models
inferredcites →https://doi.org/10.1016/j.neuropsychologia.2007.03.010openalex-extracted
The where and when of linguistic word-level prosody
inferredcites →https://doi.org/10.1016/j.system.2007.11.004openalex-extracted
The listener: No longer the silent partner in reduced intelligibility
inferredcites →https://doi.org/10.1016/j.system.2010.01.005openalex-extracted
Relative salience of suprasegmental features on judgments of L2 comprehensibility and accentedness
inferredcites →https://doi.org/10.1016/j.system.2016.08.004openalex-extracted
Learners' oral corrective feedback preferences in relation to their cultural background, proficiency level and types of error
inferredcites →https://doi.org/10.1017/9781108886901.012openalex-extracted
Production of English Lexical Stress by Arabic Speakers
inferredcites →https://doi.org/10.1017/s0142716400066029openalex-extracted
Two procedures for training a novel second language phonetic contrast
inferredcites →https://doi.org/10.1017/s0142716414000502openalex-extracted
Second language speech production: Investigating linguistic correlates of comprehensibility and accentedness for learners at different ability levels
inferredcites →https://doi.org/10.1017/s0261444812000365openalex-extracted
Oral corrective feedback in second language classrooms
inferredcites →https://doi.org/10.1017/s0272263100004010openalex-extracted
HOW DO LEARNERS PERCEIVE INTERACTIONAL FEEDBACK?
inferredcites →https://doi.org/10.1017/s0272263103000020openalex-extracted
RECASTS AND SECOND LANGUAGE DEVELOPMENT
inferredcites →https://doi.org/10.1017/s0272263106060104openalex-extracted
LEARNERS' INTERPRETATIONS OF RECASTS
inferredcites →https://doi.org/10.1017/s0272263106060268openalex-extracted
ONE SIZE FITS ALL?: Recasts, Prompts, and L2 Learning
inferredcites →https://doi.org/10.1017/s0272263112000150openalex-extracted
DECONSTRUCTING COMPREHENSIBILITY
inferredcites →https://doi.org/10.1017/s0272263112000666openalex-extracted
REEXAMINING EFFECTS OF FORM-FOCUSED INSTRUCTION ON L2 PRONUNCIATION DEVELOPMENT
inferredcites →https://doi.org/10.1017/s0272263112000708openalex-extracted
THE CASE AGAINST THE CASE AGAINST RECASTS
inferredcites →https://doi.org/10.1017/s0272263114000114openalex-extracted
COMMUNICATIVE FOCUS ON FORM AND SECOND LANGUAGE SUPRASEGMENTAL LEARNING
inferredcites →https://doi.org/10.1017/s0272263115000194openalex-extracted
THE EFFECTS OF CORRECTIVE FEEDBACK ON INSTRUCTED L2 SPEECH PERCEPTION
inferredcites →https://doi.org/10.1017/s027226311500025xopenalex-extracted
SYNCHRONOUS COMPUTER-MEDIATED COMMUNICATION AND INTERACTION
inferredcites →https://doi.org/10.1017/s0272263116000310openalex-extracted
THE IMPACT OF RECASTS ON THE DEVELOPMENT OF PRIMARY STRESS IN A SYNCHRONOUS COMPUTER-MEDIATED ENVIRONMENT
inferredcites →https://doi.org/10.1017/s0272263119000317openalex-extracted
EFFECTS OF IMPLICIT VERSUS EXPLICIT CORRECTIVE FEEDBACK ON MANDARIN TONE ACQUISITION IN A SCMC LEARNING ENVIRONMENT
inferredcites →https://doi.org/10.1017/s0272263197001034openalex-extracted
CORRECTIVE FEEDBACK AND LEARNER UPTAKE
inferredcites →https://doi.org/10.1017/s0272263199004027openalex-extracted
INPUT, INTERACTION, AND SECOND LANGUAGE DEVELOPMENT
inferredcites →https://doi.org/10.1027/1614-2241.1.3.86openalex-extracted
Sufficient Sample Sizes for Multilevel Modeling
inferredcites →https://doi.org/10.1044/2016_jslhr-h-15-0340openalex-extracted
English Listeners Use Suprasegmental Cues to Lexical Stress Early During Spoken-Word Recognition
inferredcites →https://doi.org/10.1075/lllt.17openalex-extracted
Language experience in second language speech learning in honor of James Emil Flege
inferredcites →https://doi.org/10.1075/lllt.42openalex-extracted
Pronunciation Fundamentals
inferredcites →https://doi.org/10.1080/02687038.2018.1454884openalex-extracted
Statistical analysis in Small-N Designs: using linear mixed-effects modeling for evaluating intervention effectiveness
inferredcites →https://doi.org/10.1093/applin/9.2.198openalex-extracted
Integrating Research Areas: A Framework for Second Language Studies1
inferredcites →https://doi.org/10.1093/applin/ams049openalex-extracted
‘Co-constructing’ Explicit L2 Knowledge with High School Spanish Learners through Guided Induction
inferredcites →https://doi.org/10.1111/1467-9922.00039openalex-extracted
Negotiation of Form, Recasts, and Explicit Correction in Relation to Error Types and Learner Repair in Immersion Classrooms
inferredcites →https://doi.org/10.1111/1467-9922.00210openalex-extracted
Interactional Input and The Incorporation of Feedback: An Exploration of NS–NNS and NNS–NNS Adult and Child Dyads
inferredcites →https://doi.org/10.1111/2041-210x.12512openalex-extracted
piecewiseSEM : Piecewise structural equation modelling in r for ecology, evolution, and systematics
inferredcites →https://doi.org/10.1111/j.1467-1770.1988.tb00401.xopenalex-extracted
Interlanguage Adjustments as an Outcome of NS‐NNS Negotiated Interaction
inferredcites →https://doi.org/10.1111/j.1467-985x.2007.00521_12.xopenalex-extracted
Linear Mixed Models: A Practical Guide using Statistical Software
inferredcites →https://doi.org/10.1111/j.1467-9922.2010.00561.xopenalex-extracted
The Effectiveness of Corrective Feedback in SLA: A Meta‐Analysis
inferredcites →https://doi.org/10.1111/j.1467-9922.2011.00639.xopenalex-extracted
Effects of Form‐Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /ɹ/ by Japanese Learners of English
inferredcites →https://doi.org/10.1111/j.1540-4781.2010.01091.xopenalex-extracted
Suprasegmental Measures of Accentedness and Judgments of Language Learner Proficiency in Oral English
inferredcites →https://doi.org/10.1111/lang.12010openalex-extracted
Measuring Implicit and Explicit Knowledge in Second Language Research
inferredcites →https://doi.org/10.1111/lang.12091openalex-extracted
Processing Determinism
inferredcites →https://doi.org/10.1111/lang.12345openalex-extracted
Effects of Second Language Pronunciation Teaching Revisited: A Proposed Measurement Framework and Meta‐Analysis
inferredcites →https://doi.org/10.1121/1.1923349openalex-extracted
Loudness predicts prominence: Fundamental frequency lends little
inferredcites →https://doi.org/10.1121/1.380986openalex-extracted
Linguistic uses of segmental duration in English: Acoustic and perceptual evidence
inferredcites →https://doi.org/10.1177/00238309020450030101openalex-extracted
Constraints of Lexical Stress on Lexical Access in English: Evidence from Native and Non-native Listeners
inferredcites →https://doi.org/10.1177/1362168814563200openalex-extracted
The type and linguistic foci of oral corrective feedback in the L2 classroom: A meta-analysis
inferredcites →https://doi.org/10.1191/1362168806lr203oaopenalex-extracted
Exploring the relationship between characteristics of recasts and learner uptake
inferredcites →https://doi.org/10.1515/9783110874020openalex-extracted
Stress and Non-Stress Accent
inferredcites →https://doi.org/10.1515/lingvan-2017-0007openalex-extracted
Acoustic correlates of word stress: A cross-linguistic survey
inferredcites →https://doi.org/10.18637/jss.v067.i01openalex-extracted
Fitting Linear Mixed-Effects Models Using lme4
inferredcites →https://doi.org/10.18806/tesl.v19i1.919openalex-extracted
Pronunciation Teaching Practices in Canada
inferredcites →https://doi.org/10.18806/tesl.v29i1.1086openalex-extracted
Survey of the Teaching of Pronunciation in Adult ESL Programs in Canada, 2010
inferredcites →https://doi.org/10.21437/interspeech.2017-1386openalex-extracted
Montreal Forced Aligner: Trainable Text-Speech Alignment Using Kaldi
inferredcites →https://doi.org/10.2307/3588241openalex-extracted
Patterns of Corrective Feedback and Uptake in an Adult ESL Classroom
inferredcites →https://doi.org/10.2307/3588378openalex-extracted
Primary Stress and Intelligibility: Research to Motivate the Teaching of Suprasegmentals
inferredcites →https://doi.org/10.2307/3588487openalex-extracted
Intelligibility and the Listener: The Role of Lexical Stress
inferredcites →https://doi.org/10.32614/cran.package.emmeansopenalex-extracted
emmeans: Estimated Marginal Means, aka Least-Squares Means
inferredcites →https://doi.org/10.3758/s13428-016-0809-yopenalex-extracted
Evaluating significance in linear mixed-effects models in R
inferredcites →https://doi.org/10.4324/9780203808184.ch1openalex-extracted
Interactionist approach
inferredcites →https://doi.org/10.4324/9780203836507-46openalex-extracted
Corrective Feedback in Language Teaching
inferredcites →https://doi.org/10.4324/9780203880852-10openalex-extracted
How Young is too Young? Investigating Negotiation of Meaning and Feedback in Children Aged Five to Seven Years
inferredcites →https://doi.org/10.4324/9781315173252openalex-extracted
Input, Interaction, and the Second Language Learner
inferredcites →https://doi.org/10.4324/9781315813349openalex-extracted
Stimulated Recall Methodology in Applied Linguistics and L2 Research
inferredcites →https://doi.org/10.5334/joc.10openalex-extracted
Power Analysis and Effect Size in Mixed Effects Models: A Tutorial
inferredcites →https://doi.org/10.5539/ijel.v6n6p245openalex-extracted
Corrective Feedback on Pronunciation: Students’ and Teachers’ Perceptions
inferredcites →https://doi.org/10.7916/d8rf66nmopenalex-extracted
Input, interaction, and corrective feedback in L2 learning
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