___

• Afshari, S. (2012). Reexamining the role of implicit and explicit focus on form: Iranian EFL context. International Journal of Linguistics, 4, 306-322.
• Braidi, S. (2002). Reexamining the role of recasts in native-speaker/non-native speaker interactions. Language Learning, 52, 1-42.
• Carroll, S., & Swain, M. (1993). Explicit and implicit negative feedback. An empirical study of the learning of linguistic generalizations. Studies in Second Language Acquisition, 15, 357-386.
• Doughty, C., & Williams, J. (1998a). Issues and terminology. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 1-11). New York, NY: Cambridge University Press.
• Doughty, C., & Williams, J. (1998b). Pedagogical choices in focus on form. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 197-262). New York, NY: Cambridge University Press.
• DuBois, J., Schuetze-Coburn, S., Cumming, S., & Paolino, D. (1993). Outline of discourse transcription. In J. Edwards & M. D. Lambert (Eds.), Talking data: Transcription and coding in discourse research (pp. 45-90). Hillsdale, NJ: Lawrence Earlbaum Associates.
• Egi, T. (2004). Recasts, perceptions, and l2 development. Unpublished doctoral dissertation, Georgetown University, Washington, DC.
• Ellis, R. (2007). The differential effects of corrective feedback on two grammatical structures. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 407-452). Oxford: Oxford University Press.
• Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28, 339-369.
• Ellis, R. & Sheen, Y. (2006). Re-examining the role of recasts in L2 acquisition. Studies in Second Language Acquisition, 28, 575-600.
• Ishida, M. (2004). Effects of recasts on the acquisition of the aspectual form -te i-(ru) by learners of Japanese as a foreign language. Language Learning, 54, 311-394.
• Iwashita, N. (2003). Negative feedback and positive evidence in task-based interaction: Differential effects on L2 development. Studies in Second Language Acquisition, 25, 1-36.
• Leeman, J. (2003). Recasts and second language development: Beyond negative evidence. Studies in Second Language Acquisition, 25, 37-63.
• Lochtman, K. (2005). Negative feedback and learner uptake in analytic foreign language teaching. In A. Housen & M. Pierrard (Eds.), Investigations in instructed second language acquisition (pp. 307-326). New York, NY: Mouton de Gruyter.
• Loewen, S., & Philp, J. (2006). Recasts in the adult English L2 classroom: Characteristics, explicitness, and effectiveness. Modern Language Journal, 90, 536-556.
• Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413-468). San Diego, CA: Academic Press.
• Long, M. H., Inagaki, S., & Ortega, L. (1998). The role of negative feedback in SLA: Models and recasts in Japanese and Spanish. Modern Language Journal, 82, 537-371.
• Long, M. H., & Robinson, P. (1998). Focus on form: Theory, research and practice. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 15-41). New York, NY: Cambridge University Press.
• Lyster, R. (2004). Differential effects of prompts and recasts in form-focused instruction. Studies in Second Language Acquisition, 26, 399-432.
• Lyster, R., & Izquierdo, J. (2009). Prompts versus recasts in dyadic interaction. Language Learning, 59, 453-498
• Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 37-66.
• Mackey, A. (2006). Feedback, noticing, and second language development: An empirical study of L2 classroom interaction. Applied Linguistics, 27, 405-430.
• Mackey, A., Gass, S. M., & McDonough, K. (2000). How do learners perceive interactional feedback? Studies in Second Language Acquisition, 22, 471-497.
• Mackey, A., & Philp, J. (1998). Conversational interaction and second language development: Recast responses, and red herring? Modern Language Journal, 82, 338-356.
• Moroishi, M. (2001). Nihongo kyooshi no iinaoshi no shiyoo no koosatsu (Consideration of the use of recasts by Japanese language teachers). Gengogaku to Nihongo Kyooiku II (Linguistics and Japanese Language Education II), 237-252.
• Morris, F. A. (2002). Negotiation and recasts in relation to error types and learner repair. Foreign Language Annals, 35, 395-404.
• Nassaji, H. (2007). Elicitation and reformulation and their relationship with learner repair in dyadic interaction. Language Learning, 57, 511-548.
• Nassaji, H. (2009). Effects of recasts and elicitations in dyadic interaction and the role of feedback explicitness. Language Learning, 59, 411-452.
• Ohta, A. S. (1999). Interactional routines and the socialization of interactional style in adult learners of Japanese. Journal of Pragmatics, 31, 1493-1512.
• Ortega, L. (2009). Understanding second language acquisition. London: Hodder Education.
• Oskoz, A., & Liskin-Gasparro, J. (2002). Corrective feedback, learner uptake, and teacher's beliefs: A pilot study. In X. Bonch-Bruevich, W. J. Crawford, J. Hellermann, C. Higgins & H. Nguyen (Eds.), The past, present and future of second language research selected proceedings of the 2000 second language research forum (pp. 209- 228). Somerville, MA: Cascadilla Press.
• Philp, J. (2003). Constraints on 'noticing the gap': Nonnative speakers' noticing of recasts in NS-NNS interaction. Studies in Second Language Acquisition, 25, 99-126.
• Richards, J., Platt, J., & Platt, H. (1992). Longman dictionary of applied linguistics (2nd. ed.). London: Longman Group Ltd.
• Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-158.
• Schmidt, R. W. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In R. Schmidt (Ed.), Attention and awareness in foreign language learning (pp. 1-63). Honolulu, HI: University of Hawai'i.
• Schmidt, R. W. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3-32). Cambridge, UK: Cambridge University Press.
• Sharwood-Smith, M. (1993). Input enhancement in instructed SLA: Theoretical bases. Studies in Second Language Acquisition, 15, 165-179.
• Sheen, Y. (2004). Corrective feedback and learner uptake in communicative classrooms across instructional settings. Language Teaching Research, 8, 263-300.
• Sheen, Y. (2006). Exploring the relationship between characteristics of recasts and learner uptake. Language Teaching Research, 10, 361-392.
• Sheen, Y. (2007). The effects of corrective feedback, language aptitude and learner attitudes on the acquisition of English articles. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 301-322). Oxford: Oxford University Press.
• Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. M. Gass & C. G. Madden (Eds.), Input in second language acquisition (pp. 235- 253). Rowley, MA: Newbury House.
• Takahashi, N. (2007). The differential effects of perceptual saliency on recasts in L2 Japanese: Learners' noticing, interpretation, detection, and subsequent oral production. Unpublished doctoral dissertation, The University of Iowa, Iowa City, IA.
• Yang, Y., & Lyster, R. (2010). Effects of form-focused practice and feedback on Chinese EFL learners' acquisition of regular and irregular past tense forms. Studies in Second Language Acquisition, 32, 235-263.