others. The Interaction Hypothesis suggests that negotiated interaction can facilitate SLA and that one reason for this could be that, during interaction, learners may receive feedback on their utterances. An interesting issue, which has challenged interactional research, concerns how learners perceive feedback and whether their perceptions affect their subsequent L2 development. The present research addresses the first of these issues-learners' perceptions about interactional feedback. The study, involving 10 learners of English as a second language and 7 learners of Italian as a foreign language, explores learners' perceptions about feedback provided to them through task-based dyadic interaction. Learners received feedback focused on a range of morphosyntactic, lexical, and phonological forms. After completing the tasks, learners watched videotapes of their previous interactions and were asked to introspect about their thoughts at the time the original interactions were in progress. The results showed that learners were relatively accurate in Funding for part of this project was provided by a Federal Grant to establish a National Foreign Language Resource Center at Michigan State University, grant #P229A60012. We are grateful to Sarah Lemelin for her assistance with the collection and transcription of the Italian data. We are also grateful for the extremely helpful and thought-provoking comments of the anonymous SSLA reviewers, Patsy Lightbown, and Jennifer Leeman. All errors remain our own.

Previous research has shown that second language (L2) learners reflect on language form when carrying out collaborative activities in L2 classrooms. This study explored which language forms Korean as a second language (KSL) learners focused on and how their linguistic issues were resolved when collaborating with interlocutors from different proficiency levels. Eight intermediate Korean L2 learners interacted with an intermediate interlocutor (n= 8) and with an advanced interlocutor (n = 8). Their collaborative dialogue was analyzed in terms of (a) the occurrence and resolution of lexical and grammatical language-related episodes (LREs) and (b) the patterns of interaction with their interlocutors. Results showed that the collaborative dialogue with advanced interlocutors contained significantly more lexical LREs and correctly resolved LREs. In terms of their patterns of interaction, the learners showed different pair dynamics when collaborating with interlocutors from different proficiency levels. The findings are discussed in terms of the pedagogical implications for the use of collaborative tasks in L2 classrooms.

Swain's (1985, 1995, 2000) output hypothesis states that language production is facilitative of second language (L2) learning. An important component of the output hypothesis involves pushing learners to produce appropriate, accurate, and complex language (Swain, 1993), which may occur when interlocutors provide learners with negative feedback (Gass, 1997, 2003; Long, 1996; Mackey, in press; Pica, 1994; Swain & Lapkin, 1995). When learners modify their previous utterances in response to negative feedback, learning opportunities are created by both the provision of negative feedback and the production of modified output. Consequently, it is difficult to determine how these interactional features—alone or in combination—positively impact L2 development. The current study examines the impact of negative feedback and learners' responses on English as a second language (ESL) question development, which is operationalized as stage advancement in Pienemann and Johnston's developmental sequence for ESL question formation (Pienemann & Johnston, 1987; Pienemann, Johnston, & Brindley, 1988). Thai English as a foreign language (EFL) learners (n = 60) carried out a series of communicative tasks with native English speakers in four conditions that provided different negative feedback and modified output opportunities and also completed four oral production tests over an 8-week period. Analysis of the treatment data identified the amount of modified output involving developmentally advanced question forms produced by the learners, and analysis of the test data revealed whether the learners' stage assignment changed over time. Logistic regression indicated that the only significant predictor of ESL question development was the production of modified output involving developmentally advanced question forms in response to negative feedback.I am grateful to Alison Mackey for her insightful comments on this paper and on the dissertation research on which it is based. I also thank Rhonda Oliver, Jeff Connor-Linton, Jennifer Leeman, Jenefer Philp, Ana-Maria Nuevo, and the anonymous SSLA reviewers for their valuable comments. Any errors, of course, are my own.

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Although a number of studies have associated recasts with second language development, the actual mechanisms by which recasts work to impact learning are still little understood. In particular, researchers have sought to gain a deeper understanding of the connections among recasts, learners' responses to recasts, and subsequent development. To this end, the current study examines the impact of recasts and different types of responses on English as a second language (ESL) question development. In a pretest/posttest design, 58 Thai English as a foreign language university students carried out a series of communicative tasks with native English speakers and completed four tests over a 9-week period. The learners' treatment task data were analyzed for the occurrence of recasts and responses to recasts that targeted developmentally advanced question forms. Their test data were examined for evidence of advancement to a higher stage in the developmental sequence for question formation. Results indicate that recasts were a significant predictor of ESL question development. Learners' responses in the form of primed production of the question

Although many studies have described the L2 learning opportunities created by individual tasks, considerably less research has investigated task-based syllabi and courses (Bruton, 2002;Candlin, 2001;Ellis, 2003;Skehan, 2003). This case study investigated teachers' and learners' reactions to a task-based EFL course at a Thai university. A team of Thai EFL teachers created the syllabus, which was pilot tested and revised before being introduced universitywide. For this study, we collected the teachers' and learners' impressions about the course over a 12-month period during the pilot testing and revision phases. We identified their reactions using a qualitative analysis of oral and written data elicited through (a) task evaluations, (b) learning notebooks, (c) observations, (d) course evaluations, and (e) interviews. The findings indicate that, despite initial reservations, they believed the course encouraged learners to become more independent and addressed their real world academic needs. Implications for the implementation of task-based language teaching in other EFL contexts are discussed.

Interaction research about the role of language production in second language (L2) development has focused largely on modified output, specifically learners' responses to negative feedback (

In second language (L2) writing classrooms, prewriting discussions are one of the most commonly used collaborative activities (Fernández Dobao, 2012;Storch, 2005), yet there has been little research about their relationship to students' written texts. Recent L2 writing research has examined the textual features of co). The current study investigates the relationship between interaction during collaborative prewriting tasks and students' written texts in an English for academic purposes (EAP) course. The findings indicate that structured collaborative prewriting tasks elicited student talk about content and organization, but there is only a moderate relationships between these prewriting discussions and the students' written texts. Implications for the use of collaborative prewriting discussions in EAP contexts are discussed. #