| Corrective feedback and learner uptake: Negotiation of form in communicative classrooms R Lyster, L Ranta Studies in Second Language Acquisition 19, 37-66, 1997 | 4790 | 1997 |
| Learning and teaching languages through content: A counterbalanced approach R Lyster John Benjamins, 2007 | 1717* | 2007 |
| Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms R Lyster Language Learning 48 (2), 183-218, 1998 | 1443 | 1998 |
| Differential effects of prompts and recasts in form-focused instruction R Lyster Studies in Second Language Acquisition 26 (3), 399-432, 2004 | 1408 | 2004 |
| Recasts, repetition, and ambiguity in L2 classroom discourse R Lyster Studies in Second Language Acquisition 20 (1), 51-81, 1998 | 1234 | 1998 |
| Oral feedback in classroom SLA: A meta-analysis R Lyster, K Saito Studies in second language acquisition 32 (2), 265-302, 2010 | 1183 | 2010 |
| Oral corrective feedback in second language classrooms R Lyster, K Saito, M Sato Language Teaching 46 (1), 1-40, 2013 | 1167 | 2013 |
| Patterns of corrective feedback and uptake in an adult ESL classroom I Panova, R Lyster TESOL Quarterly 36 (4), 573-595, 2002 | 1141 | 2002 |
| Interactional feedback and instructional counterbalance R Lyster, H Mori Studies in Second Language Acquisition 28 (2), 269-300, 2006 | 920 | 2006 |
| The effect of functional-analytic teaching on aspects of French immersion students' sociolinguistic competence R Lyster Applied Linguistics 15 (3), 263-287, 1994 | 670 | 1994 |
| Effects of form‐focused instruction and corrective feedback on L2 pronunciation development of /ɹ/ by Japanese learners of English K Saito, R Lyster Language Learning 62 (2), 595-633, 2012 | 595 | 2012 |
| Effects of form-focused practice and feedback on Chinese EFL learners' acquisition of regular and irregular past tense forms Y Yang, R Lyster Studies in Second Language Acquisition 32 (02), 235-263, 2010 | 526 | 2010 |
| Prompts versus recasts in dyadic interaction R Lyster, J Izquierdo Language learning 59 (2), 453-498, 2009 | 407 | 2009 |
| A cognitive approach to improving immersion students' oral language abilities: The awareness-practice-feedback sequence L Ranta, R Lyster Practice in a second language: Perspectives from applied linguistics and …, 2007 | 367 | 2007 |
| Peer interaction and corrective feedback for accuracy and fluency development M Sato, R Lyster Studies in Second Language Acquisition 34, 591-626, 2012 | 318 | 2012 |
| Speaking immersion R Lyster Canadian Modern Language Review 43 (4), 697-713, 1987 | 318 | 1987 |
| Content-based language teaching: Convergent concerns across divergent contexts R Lyster, S Ballinger Language teaching research 15 (3), 279-288, 2011 | 292 | 2011 |
| Negotiation in immersion teacher–student interaction R Lyster International Journal of Educational Research 37 (3-4), 237-253, 2002 | 265 | 2002 |
| Research on form-focused instruction in immersion classrooms: Implications for theory and practice R Lyster Journal of French Language Studies 14 (3), 321-341, 2004 | 249 | 2004 |
| Counterpoint piece: The case for variety in corrective feedback research R Lyster, L Ranta Studies in Second Language Acquisition 35 (1), 167-184, 2013 | 208 | 2013 |
Kazuya SaitoUniversity College London在 ucl.ac.uk 的电子邮件经过验证
