This comparative analysis of teacher-student interaction in two different instructional settings at the elementary-school level (18.3 hr in French immersion and 14.8 hr Japanese immersion) investigates the immediate effects of explicit correction, recasts, and prompts on learner uptake and repair. The results clearly show a predominant provision of recasts over prompts and explicit correction, ...

relativity (that language influences but does not necessarily determine thinking), as has been explicated in the work of Slobin and others. The interesting question is whether L2 learners can appropriate new ways of meaning and therefore thinking through the new language and can this ability be taught and learned in the classroom setting? Kramsch concludes that, minimally, teachers can model an...

Determining which factors promote or impede the sharing of knowledge within organizations constitutes an important area of research. This paper examines knowledge sharing through the lens of equity theory. The study will explore the impact of three types of justice – distributional, procedural and interactional – on knowledge sharing. Hypotheses regarding the influence of distributional, proced...

Over the past decade, there has been an increasing interest in the study of interactional metadiscourse markers in different contexts. However, not much research has been conducted about the discourse of journal author guidelines, especially the use of meta-discourse markers in this genre. Therefore, this corpus-based study had three main aims: 1) to delve deep into the types, frequencies and f...

Consonants in word onsets are, in English and Dutch, more frequently misspoken than consonants in other positions, and also more frequently than expected from the relative numbers of onset consonants and other consonants. We argue here that relative numbers of segments in specific positions in the word is not a valid predictor of relative frequencies of segmental speech errors. A more valid pre...