Search Results for "written-corrective-feedback-for-l2-development"

Written Corrective Feedback for L2 Development

Written Corrective Feedback for L2 Development

  • Author: Dr. John Bitchener,Dr. Neomy Storch
  • Publisher: Multilingual Matters
  • ISBN: 1783095067
  • Category: Language Arts & Disciplines
  • Page: 149
  • View: 940
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Written corrective feedback (CF) is a written response to a linguistic error that has been made in the writing of a text by a second language (L2) learner. This book aims to further our understanding of whether or not written CF has the potential to facilitate L2 development over time. Chapters draw on cognitive and sociocultural theoretical perspectives and review empirical research to determine whether or not, and the extent to which, written CF has been found to assist L2 development. Cognitive processing conditions are considered in the examination of its effectiveness, as well as context-related and individual learner factors or variables that have been hypothesised and shown to facilitate or impede the effectiveness of written CF for L2 development.

Written Corrective Feedback for L2 Development: Emerging Research and Opportunities

Written Corrective Feedback for L2 Development: Emerging Research and Opportunities

Emerging Research and Opportunities

  • Author: Guo, Qi
  • Publisher: IGI Global
  • ISBN: 1522551042
  • Category: Education
  • Page: 167
  • View: 1720
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The application of evaluations in classroom settings has equipped educators with innovative tools and techniques for effective teaching practices. Integrating feedback helps to enrich students’ learning experience and maximize competency in language learning. Written Corrective Feedback for L2 Development: Emerging Research and Opportunities examines the use of written corrective feedback to assist in students’ comprehension and internalization in language learning. Highlighting a range of pertinent topics, such as knowledge internalization, linguistic forms, and cognitive comprehension, this book is a vital resource for educational researchers, teachers, professors, and language teachers seeking current research on the application of written corrective feedback in language learning.

Corrective Feedback in Second Language Teaching and Learning

Corrective Feedback in Second Language Teaching and Learning

Research, Theory, Applications, Implications

  • Author: Hossein Nassaji,Eva Kartchava
  • Publisher: Taylor & Francis
  • ISBN: 1317219945
  • Category: Foreign Language Study
  • Page: 190
  • View: 8807
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Bringing together current research, analysis, and discussion of the role of corrective feedback in second language teaching and learning, this volume bridges the gap between research and pedagogy by identifying principles of effective feedback strategies and how to use them successfully in classroom instruction. By synthesizing recent works on a range of related themes and topics in this area and integrating them into a single volume, it provides a valuable resource for researchers, graduate students, teachers, and teacher educators in various contexts who seek to enhance their skills and to further their understanding in this key area of second language education.

Schreibkompetenzen in der Fremdsprache

Schreibkompetenzen in der Fremdsprache

Aufgabengestaltung, kriterienorientierte Bewertung und Feedback

  • Author: Bettina Akukwe,Rüdiger Grotjahn,Stefan Schipolowski
  • Publisher: Narr Francke Attempto Verlag
  • ISBN: 3823300598
  • Category: Language Arts & Disciplines
  • Page: 304
  • View: 4296
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Kompetenzorientierter Unterricht und heterogene Klassenzusammensetzungen erfordern u. a. von Lehrkräften, eigene Aufgaben zu entwickeln, die von unterschiedlich leistungsstarken Lernenden gelöst werden können. Dieser Band unterstützt Lehrende, Fortbildende, Studierende und Vertreterinnen und Vertreter der Fachdidaktiken bei der Entwicklung eigener Schreibaufgaben für die Fremdsprache. Neben praxisorientierten Beispielen werden auch die Rahmenbedingungen der Testung von Schreibkompetenz sowie Möglichkeiten der Rückmeldung an Lernende ausführlich beschrieben.

Teaching Writing for Academic Purposes to Multilingual Students

Teaching Writing for Academic Purposes to Multilingual Students

Instructional Approaches

  • Author: John Bitchener,Neomy Storch,Rosemary Wette
  • Publisher: Taylor & Francis
  • ISBN: 1351979752
  • Category: Education
  • Page: 234
  • View: 4768
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Examining what is involved in learning to write for academic purposes from a variety of perspectives, this book focuses in particular on issues related to academic writing instruction in diverse contexts, both geographical and disciplinary. Informed by current theory and research, leading experts in the field explain and illustrate instructional programs, tasks, and activities that help L2/multilingual writers develop knowledge of different genres, disciplinary expectations, and expertise in applying what they have learned in both educational and professional contexts.

Written Corrective Feedback in Second Language Acquisition and Writing

Written Corrective Feedback in Second Language Acquisition and Writing

  • Author: John Bitchener,Dana R. Ferris
  • Publisher: Routledge
  • ISBN: 1136836098
  • Category: Education
  • Page: 232
  • View: 9883
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What should language and writing teachers do about giving students written corrective feedback? This book surveys theory, research, and practice on the important and sometimes controversial issue of written corrective feedback, also known as “error/grammar correction,” and its impact on second language acquisition and second language writing development. Offering state-of-the-art treatment of a topic that is highly relevant to both researchers and practitioners, it critically analyzes and synthesizes several parallel and complementary strands of research — work on error/feedback (both oral and written) in SLA and studies of the impact of error correction in writing/composition courses — and addresses practical applications. Drawing from both second language acquisition and writing/composition literature, this volume is the first to intentionally connect these two separate but important lines of inquiry.

Reflexionen über die Sprache

Reflexionen über die Sprache

  • Author: Noam Chomsky
  • Publisher: N.A
  • ISBN: 9783518277850
  • Category: Language and languages
  • Page: 313
  • View: 9254
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Collaborative Writing in L2 Classrooms

Collaborative Writing in L2 Classrooms

  • Author: Neomy Storch
  • Publisher: Multilingual Matters
  • ISBN: 1847699952
  • Category: Language Arts & Disciplines
  • Page: 211
  • View: 8397
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In this first book-length treatment of collaborative writing in second language (L2) classrooms, Neomy Storch provides a theoretical, pedagogical and empirical rationale for the use of collaborative writing activities in L2 classes, as well as some guidelines about how to best implement such activities in both face-to-face and online mode. The book discusses factors that may impact on the nature and outcomes of collaborative writing, and examines the beliefs about language learning that underpin learners' and teachers' attitudes towards pair and group work. The book critically reviews the available body of research on collaborative writing and identifies future research directions, thereby encouraging researchers to continue investigating collaborative writing activities.

Classroom Writing Assessment and Feedback in L2 School Contexts

Classroom Writing Assessment and Feedback in L2 School Contexts

  • Author: Icy Lee
  • Publisher: Springer
  • ISBN: 9811039240
  • Category: Education
  • Page: 157
  • View: 7495
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While assessment and feedback tend to be treated separately in the L2 writing literature, this book brings together these two essential topics and examines how effective classroom assessment and feedback can provide a solid foundation for the successful teaching and learning of writing. Drawing upon current educational and L2 writing theories and research, the book is the first to address writing assessment and feedback in L2 primary and secondary classrooms, providing a comprehensive, up-to-date review of key issues, such as assessment for learning, assessment as learning, teacher feedback, peer feedback, portfolio assessment, and technology enhanced classroom writing assessment and feedback. The book concludes with a chapter on classroom assessment literacy for L2 writing teachers, outlines its critical components and underscores the importance of teachers undertaking continuing professional development to enhance their classroom assessment literacy. Written in an accessible style, the book provides a practical and valuable resource for L2 writing teachers to promote student writing, and for teacher educators to deliver effective classroom writing assessment and feedback training. Though the target audience is school teachers, L2 writing instructors in any context will benefit from the thorough and useful treatment of classroom assessment and feedback in the book.

Treatment of Error in Second Language Student Writing, Second Edition

Treatment of Error in Second Language Student Writing, Second Edition

  • Author: Dana Ferris
  • Publisher: University of Michigan Press
  • ISBN: 0472034766
  • Category: Education
  • Page: 240
  • View: 5824
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Treatment of Error offers a realistic, well-reasoned account of what teachers of multilingual writers need to know about error and how to put what they know to use. As in the first edition, Ferris again persuasively addresses the fundamental error treatment questions that plague novice and expert writing specialists alike: What types of errors should teachers respond to? When should we respond to them? What are the most efficacious ways of responding to them? And ultimately, what role should error treatment play in the teaching of the process of writing? The second edition improves upon the first by exploring changes in the field since 2002, such as the growing diversity in what is called “L2 writers,” the blurring boundaries between “native” and “non-native” speakers of English, the influence of genre studies and corpus linguistics on the teaching of writing, and the need the move beyond “error” to “second language development” in terms of approaching students and their texts. It also explores what teacher preparation programs need to do to train teachers to treat student error. The second edition features * an updating of the literature in all chapters * a new chapter on academic language development * a postscript on how to integrate error treatment/language development suggestions in Chapters 4-6 into a writing class syllabus * the addition of discussion/analysis questions at the end of each chapter, plus suggested readings, to make the book more useful in pedagogy or teacher development workshops

The Relevance of Corrective Feedback for the Development of Writing Competences in Secondary Level EFL Classrooms

The Relevance of Corrective Feedback for the Development of Writing Competences in Secondary Level EFL Classrooms

  • Author: Kevin Salzmann
  • Publisher: GRIN Verlag
  • ISBN: 3668160945
  • Category: Foreign Language Study
  • Page: 31
  • View: 3557
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Seminar paper from the year 2015 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 1,3, University of Kassel (Institut für Fremdsprachenlehr- und Lernforschung, Interkulturelle Kommunikation), course: Hauptseminar: Error Analysis, language: English, abstract: Given that mistakes and errors are inevitable in second language acquisition, EFL teachers have to provide corrective feedback (CF) for their students to promote writing accuracy. In second language acquisition research, CF is a topic of great interest since Truscott (1996) argued that error correction has no significant effect for students’ new pieces of writing. Ferris (1999) and several other advocates have proven that different types of CF can be beneficial for L2 writing accuracy; however, as this thesis will demonstrate, direct and indirect types, as well as focused and unfocused types of error correction rely on different didactic approaches with different effects in students’ language awareness to be expected. As studies on written corrective feedback present divergent results, further research has to be done to get deeper insight into feedback practices that also include personality factors and other individual learner differences that might affect students’ perceptions of different CF strategies.

Language awareness

Language awareness

  • Author: Diane Schmidt
  • Publisher: GRIN Verlag
  • ISBN: 3638334589
  • Category: Foreign Language Study
  • Page: 18
  • View: 8158
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Studienarbeit aus dem Jahr 2003 im Fachbereich Englisch - Pädagogik, Didaktik, Sprachwissenschaft, Note: 2,0, Universität Erfurt, 7 Quellen im Literaturverzeichnis, Sprache: Deutsch, Abstract: Die englische Sprache ist heute eine der weit verbreitetsten Sprachen der Welt, überall wo man hinkommt, wird Englisch gelernt und gesprochen, viele Worte sind bereits im Englischen Gang und Gebe. Gerade in Deutschland wird erheblich darüber diskutiert, ob und inwiefern es sinnvoll ist, Englisch bereits in der Grundschule zu lehren und wie man sich diese Kenntnisse in den Folgeschulen zu Nutze machen kann. Ein wichtiges Konzept dabei ist die language awareness, oder auch deutsch: Sprachlernbewusstheit, die aus dem Fremdsprachenlernprozess nicht wegzudenken ist, ja sogar Voraussetzung für diesen ist. Language awareness ist eine Form der Sprachbewusstheit, die dann zustande kommt, wenn die eigene Sprache, also die Muttersprache, durch den Kontrast zu einer anderen Sprache bewusst, verinnerlicht und erkannt wird.1 Donmall (1985) betrachtete language awareness als „Sensibilität gegenüber den Struktureigenheiten von Sprache und ihrer Funktion im menschlichen Zusammenleben.“ 2 Eric Hawkins stellte 1981 ein Konzept vor, welches er als Awareness of Language betitelte. Die schlechten Ergebnisse des Unterrichts in der Grundschule sollten durch einen Ergänzungskurs zu dem normalen Fremdsprachenunterricht verbessert werden. Dabei wurde darauf Wert gelegt, dass die Muttersprache verbessert wird und gleichzeitig ein effektiveres Fremdsprachenerlernen stattfindet. Ein sprachbewusster Mensch ist also in der Lage, die eigene Muttersprache genauestens zu analysieren und auszuleben und gleichzeitig lernt er eine, zwei oder gar noch mehr Fremdsprachen, was man in der Umgangssprache auch gern als Sprachbegabtheit bezeichnet. Language awareness bezeichnet also die Sprachbewusstheit, die Sensibilität für verschiedene Sprachen und ihre Merkmale und Funktionen und gilt als ein didaktisches Konzept zur Erziehung zur Mehrsprachigkeit. 3 In unserer Hausarbeit möchten wir vorerst erklären, was language awareness für den Fremdsprachunterricht bedeutet, ob der Englischunterricht in den unteren Schulbereichen wirklich förderlich ist und welche Methoden und Techniken zu ihrer Vermittlung den Grundschullehrern zur Verfügung stehen. 1 Schmid - Schönbein, Gisela: Didaktik Grundschulenglisch- Anglistik- Amerikanistik. Cornelsen Verlag, Berlin 2001, S. 55 2 ebenda, s. 56 3 http://www.learn -line.nrw.de/angebote/portfolio/info/seite_l.html

Lernen sichtbar machen

Lernen sichtbar machen

  • Author: John Hattie
  • Publisher: N.A
  • ISBN: 9783834011909
  • Category: Effective teaching
  • Page: 420
  • View: 1256
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Dialog und (Inter-)Kulturalität

Dialog und (Inter-)Kulturalität

  • Author: Simon Rellstab, Daniel Schiewer, Gesine Meier
  • Publisher: BoD – Books on Demand
  • ISBN: 3823369067
  • Category: Language Arts & Disciplines
  • Page: 296
  • View: 5985
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Fachkommunikation im Fokus – Paradigmen, Positionen, Perspektiven

Fachkommunikation im Fokus – Paradigmen, Positionen, Perspektiven

  • Author: Hartwig Kalverkämper
  • Publisher: Frank & Timme GmbH
  • ISBN: 3732902145
  • Category:
  • Page: 1040
  • View: 4416
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Die aus der Fachsprachenforschung hervorgegangene Fachkommunikationsforschung kann zahlreiche wegweisende Erkenntnisse im Themenspektrum < Sprache – Kommunikation – Kognition – Handeln – Kultur > für sich verbuchen. PARADIGMATISCH ist sie eng mit den Methoden der Interdisziplinarität verknüpft. In ihrer WissenschaftsPOSITION oszilliert sie zwischen Linguistik, Translationswissenschaft, Sachfachforschung und Kulturwissenschaft als eigenständige Disziplin mit einem Fokus auf der praxisnahen Angewandtheit. Sie reagiert sensibel auf die Belange der Öffentlichkeit und bietet kreative PERSPEKTIVEN für die fachliche Kommunikation sowie für deren Übersetzung in andere Kulturen. Der vorliegende ‚Tour d’Horizon‘ über PARADIGMEN, POSITIONEN und PERSPEKTIVEN dieser vernetzten Disziplin repräsentiert den aktuellen Stand fachsprachlicher Interessen, fachwissenschaftlicher Fragestellungen und interdisziplinärer Angebote für die prosperierende Gesellschaft.

Sociocultural theory and the genesis of second language development

Sociocultural theory and the genesis of second language development

  • Author: James P. Lantolf,Steven L. Thorne
  • Publisher: Oxford University Press, USA
  • ISBN: 9780194421812
  • Category: Foreign Language Study
  • Page: 398
  • View: 3009
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Integrates theory, research, and practice on the learning of second and foreign languages as informed by sociocultural and activity theory. It familiarizes students, teachers, and other researchers who do not work within the theory with its principal claims and constructs in particular as they relate to second language research. The book also describes and illustrates the use of activity theory to support practical and conceptual innovations in second language education.

Handbook of Automated Essay Evaluation

Handbook of Automated Essay Evaluation

Current Applications and New Directions

  • Author: Mark D. Shermis,Jill Burstein
  • Publisher: Routledge
  • ISBN: 1136334793
  • Category: Psychology
  • Page: 384
  • View: 825
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This comprehensive, interdisciplinary handbook reviews the latest methods and technologies used in automated essay evaluation (AEE) methods and technologies. Highlights include the latest in the evaluation of performance-based writing assessments and recent advances in the teaching of writing, language testing, cognitive psychology, and computational linguistics. This greatly expanded follow-up to Automated Essay Scoring reflects the numerous advances that have taken place in the field since 2003 including automated essay scoring and diagnostic feedback. Each chapter features a common structure including an introduction and a conclusion. Ideas for diagnostic and evaluative feedback are sprinkled throughout the book. Highlights of the book’s coverage include: The latest research on automated essay evaluation. Descriptions of the major scoring engines including the E-rater®, the Intelligent Essay Assessor, the IntellimetricTM Engine, c-raterTM, and LightSIDE. Applications of the uses of the technology including a large scale system used in West Virginia. A systematic framework for evaluating research and technological results. Descriptions of AEE methods that can be replicated for languages other than English as seen in the example from China. Chapters from key researchers in the field. The book opens with an introduction to AEEs and a review of the "best practices" of teaching writing along with tips on the use of automated analysis in the classroom. Next the book highlights the capabilities and applications of several scoring engines including the E-rater®, the Intelligent Essay Assessor, the IntellimetricTM engine, c-raterTM, and LightSIDE. Here readers will find an actual application of the use of an AEE in West Virginia, psychometric issues related to AEEs such as validity, reliability, and scaling, and the use of automated scoring to detect reader drift, grammatical errors, discourse coherence quality, and the impact of human rating on AEEs. A review of the cognitive foundations underlying methods used in AEE is also provided. The book concludes with a comparison of the various AEE systems and speculation about the future of the field in light of current educational policy. Ideal for educators, professionals, curriculum specialists, and administrators responsible for developing writing programs or distance learning curricula, those who teach using AEE technologies, policy makers, and researchers in education, writing, psychometrics, cognitive psychology, and computational linguistics, this book also serves as a reference for graduate courses on automated essay evaluation taught in education, computer science, language, linguistics, and cognitive psychology.