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
- Immersion education
- Classroom discourse
- Educational sociolinguistics
- Cross-cultural pragmatics
Description of research/teaching activities
My research is conducted primarily in second and foreign language classrooms and includes both observational and experimental studies of teacher-student interaction, form-focused instruction, and corrective feedback. I am especially interested in content-based second language instruction and the effects of instructional interventions designed to counterbalance form-focused and content-based approaches in ways that promote second language development. My teaching interests range from second language acquisition and pedagogy to educational sociolinguistics and cross-cultural pragmatics.
Selected publications/presentations
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.