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Roy Lyster

Professor

roy [dot] lyster [at] mcgill [dot] ca (E-mail)
Phone: 514-398-5942

Room 304, Education Building
Web site

Areas of interest

    • Second language acquisition
    • Content-based language teaching
    • Biliteracy development
    • Classroom discourse
    • Corrective feedback


      Description of research/teaching activities

      My research examines content-based second language instruction and the effects of instructional interventions—such as teacher scaffolding and corrective feedback—designed to counterbalance form-focused and content-based approaches. My research interests also include collaboration among language teachers for integrated language learning and biliteracy development.


      Selected publications/presentations

      Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46 (1), 1-40.

      Sato, M., & Lyster, R. (2012). Corrective feedback and peer interaction for accuracy and fluency development: Monitoring, practice, and proceduralization. Studies in Second Language Acquisition, 34 (4), 591-626.

      Saito, K., & Lyster, R. (2012). Effects of form-focused instruction and corrective feedback on L2 pronunciation development of /ɹ/ by Japanese learners of English. Language Learning, 62, 595-633.

      Lyster, R., & Ballinger, S. (2011). Content-based language teaching: Convergent concerns across divergent contexts. Language Teaching Research, 15, 279-288.

      Lyster, R. (2010). Enseignement centré sur la forme et acquisition du genre grammatical en français L2. Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 13, 73-93.

      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.

      Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32, 265-302.

      Lyster, R., Collins, L., & Ballinger, S. (2009). Linking languages through a bilingual read-aloud project. Language Awareness, 18, 366-383.

      Lyster, R., & Izquierdo, J. (2009). Prompts versus recasts in dyadic interaction. Language Learning, 59, 453-498.

      Lyster, R. (2007). Learning and teaching languages through content: A counterbalanced approach. Amsterdam/Philadelphia: John Benjamins.

      Lyster, R. (2007). Learning and teaching languages through content: A counterbalanced approach. Amsterdam/Philadelphia: John Benjamins.

      Lyster, R. (2006). Predictability in French gender attribution: A corpus analysis. Journal of French Language Studies, 16. 69-92.

      Lyster, R., & Mori, H. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition, 28. 269-300.

      Lyster, R. (2004). Research on form-focused instruction in immersion classrooms: Implications for theory and practice. Journal of French Language Studies, 14 (3). 321-341

      Lyster, R. (2004). Differential effects of prompts and recasts in form-focused instruction. Studies in Second Language Acquisition, 26. 399-432.

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