Jenefer Philp
Biographic Data
| ID | 6479064 |
|---|---|
| NAME | Jenefer Philp |
| GIVEN NAMES | Jenefer |
| FAMILY NAME | Philp |
| SIGNATURE | PHILP J |
| AFFILIATIONS | University of Auckland |
| ORCID | 0000-0002-3464-9778 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 49 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 3 |
Learner-generated content and engagement in second language task performance
This study investigates the benefits of designing second language (L2) learning tasks to operate on learner-generated content (related to actual content in their lives and experiences) as opposed to teacher-generated content typical of current approaches to L2 task design (fictitious ideas and events created to provide an opportunity for meaningful language use). Thirty-two Japanese learners completed parallel versions of narrative tasks, which o…
Children working it out together: A comparison of younger and older learners collaborating in task based interaction
Talking, tuning in and noticing: Exploring the benefits of output in task-based peer interaction
This study examines whether the process of interacting in a second language, versus observing others interact, may differentially affect learner's awareness of language. This study involved 26 university students of intermediate-level French. Two experimental groups, Interactors and Observers, engaged in three sessions of dyadic task-based interaction. The tasks elicited use of noun-adjective agreement and the passé composé. Although the Interact…
Peer interaction in the foreign language classroom: What factors foster a focus on form
Peer interaction may facilitate acquisition through fostering learner production, feedback, and noticing of form. This study examined learners’ awareness of form during peer interaction in role-play and discussion tasks over a three-week period of a tertiary intermediate-level French class. The data for the study comprised transcribed recordings of pair and group work interaction in class and subsequent primed interviews with seven students. The …
Recasts in the Adult English L2 Classroom: Characteristics, Explicitness, and Effectiveness
A number of descriptive studies of language classrooms have identified recasts as a frequent form of feedback used by teachers following learners' nontarget‐like oral production. Some classroom‐based researchers (e.g., Lyster, 1998 ) have suggested that recasts are less effective than other forms of feedback because of the ambiguity of their potentially corrective purpose. The present study focused on both the provision and the effectiveness of r…
Interactional context and willingness to communicate: A comparison of behavior in whole class, group and dyadic interaction
The impact of planning time on children’s task-based interactions
Constraints on “Noticing the Gap”: Nonnative Speakers' Noticing of Recasts in NS-NNS Interaction
Interaction has been argued to promote noticing of L2 form in a context crucial to learning—when there is a mismatch between the input and the learner's interlanguage (IL) grammar (Gass & Varonis, 1994; Long, 1996; Pica, 1994). This paper investigates the extent to which learners may notice native speakers' reformulations of their IL grammar in the context of dyadic interaction. Thirty-three adult ESL learners worked on oral communication tasks i…
Conversational Interaction and Second Language Development: Recasts, Responses, and Red Herrings?
This article examines the effects of negotiated interaction on the production and development of question forms in English as a second language (ESL). The study focused on one feature of interaction, recasts, which have recently been the topic of interactional work in the SLA literature (Long, 1996; Long, Inagaki, & Ortega, this issue; Lyster & Ranta, 1997; Oliver, 1995). The study compared groups of learners who received interactionally modified…
Interactional context and willingness to communicate: A comparison of behavior in whole class, group and dyadic interaction
The impact of planning time on children’s task-based interactions
Children working it out together: A comparison of younger and older learners collaborating in task based interaction
Conversational Interaction and Second Language Development: Recasts, Responses, and Red Herrings?
This article examines the effects of negotiated interaction on the production and development of question forms in English as a second language (ESL). The study focused on one feature of interaction, recasts, which have recently been the topic of interactional work in the SLA literature (Long, 1996; Long, Inagaki, & Ortega, this issue; Lyster & Ranta, 1997; Oliver, 1995). The study compared groups of learners who received interactionally modified…
Constraints on “Noticing the Gap”: Nonnative Speakers' Noticing of Recasts in NS-NNS Interaction
Interaction has been argued to promote noticing of L2 form in a context crucial to learning—when there is a mismatch between the input and the learner's interlanguage (IL) grammar (Gass & Varonis, 1994; Long, 1996; Pica, 1994). This paper investigates the extent to which learners may notice native speakers' reformulations of their IL grammar in the context of dyadic interaction. Thirty-three adult ESL learners worked on oral communication tasks i…
Recasts in the Adult English L2 Classroom: Characteristics, Explicitness, and Effectiveness
A number of descriptive studies of language classrooms have identified recasts as a frequent form of feedback used by teachers following learners' nontarget‐like oral production. Some classroom‐based researchers (e.g., Lyster, 1998 ) have suggested that recasts are less effective than other forms of feedback because of the ambiguity of their potentially corrective purpose. The present study focused on both the provision and the effectiveness of r…
Interactional context and willingness to communicate: A comparison of behavior in whole class, group and dyadic interaction
The impact of planning time on children’s task-based interactions
Peer interaction in the foreign language classroom: What factors foster a focus on form
Peer interaction may facilitate acquisition through fostering learner production, feedback, and noticing of form. This study examined learners’ awareness of form during peer interaction in role-play and discussion tasks over a three-week period of a tertiary intermediate-level French class. The data for the study comprised transcribed recordings of pair and group work interaction in class and subsequent primed interviews with seven students. The …
Talking, tuning in and noticing: Exploring the benefits of output in task-based peer interaction
This study examines whether the process of interacting in a second language, versus observing others interact, may differentially affect learner's awareness of language. This study involved 26 university students of intermediate-level French. Two experimental groups, Interactors and Observers, engaged in three sessions of dyadic task-based interaction. The tasks elicited use of noun-adjective agreement and the passé composé. Although the Interact…
Learner-generated content and engagement in second language task performance
This study investigates the benefits of designing second language (L2) learning tasks to operate on learner-generated content (related to actual content in their lives and experiences) as opposed to teacher-generated content typical of current approaches to L2 task design (fictitious ideas and events created to provide an opportunity for meaningful language use). Thirty-two Japanese learners completed parallel versions of narrative tasks, which o…
Children working it out together: A comparison of younger and older learners collaborating in task based interaction
EFL/ESL Teaching and Learning (9 works) · Psychology (9 works) · Linguistics (7 works) · Second Language Learning and Teaching (7 works) · Cognitive psychology (5 works) · Computer Science (5 works) · Mathematics education (5 works) · Language, Discourse, Communication Strategies (4 works) · Social Psychology (4 works) · Discourse Analysis in Language Studies (3 works)