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: 7897
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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: 5598
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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.

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: 8769
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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.

Feedback in Second Language Writing

Feedback in Second Language Writing

Contexts and Issues

  • Author: Ken Hyland,Fiona Hyland
  • Publisher: Cambridge University Press
  • ISBN: 9780521672580
  • Category: Foreign Language Study
  • Page: 291
  • View: 3484
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How to provide appropriate feedback to students on their writing has long been an area of significance to teachers & educators. This text provides scholarly articles on the topic which explore topics such as the socio-cultural assumptions that participants bring to the writing class; feedback delivery & negotiation systems; & more.

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: 8415
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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.

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: 9167
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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

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: 5302
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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.

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: 7769
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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.

Handbook of Research in Second Language Teaching and Learning

Handbook of Research in Second Language Teaching and Learning

  • Author: Eli Hinkel
  • Publisher: Routledge
  • ISBN: 1317508351
  • Category: Education
  • Page: 514
  • View: 8267
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Volume III of the Handbook of Research in Second Language Teaching and Learning, like Volumes I and II, is a comprehensive, state-of-the-art overview of current research into social contexts of second language (L2)/foreign language (FL) teaching and learning; language policy; curriculum; types of instruction; incremental language skills such as listening, speaking, reading, writing, vocabulary, and grammar; international communication; pragmatics; assessment and testing. It differs from earlier volumes in its main purpose—to provide a more in-depth discussion and detailed focus on the development of the essential language skills required for any type of communication: speaking, listening, reading, vocabulary, grammar, and writing. Volume III preserves continuity with previous volumes in its coverage of all the classical areas of research in L2/FL teaching and learning and applied linguistics, but rather than offering a historical review of disciplinary traditions, it explores innovations and new directions of research, acknowledges the enormous complexity of teaching and learning the essential language abilities, and offers a diversity of perspectives. Chapter authors are all leading authorities in their disciplinary areas. What’s new in Volume III? Updates the prominent areas of research, including the sub-disciplines addressed in Volumes I and II, and represents the disciplinary mainstays Considers and discusses perspectives held by different schools of thought on the what, the how, and the why of teaching foundational language skills, including theories, pedagogical principles, and their implementation in practice Captures new and ongoing developments and trends in the key areas of L2/FL teaching and learning, and innovative research topics that have gained substantial recognition in current publications, including the role of corpora, technology, and digital literacy in L2/FL teaching and learning Examines new trends in language pedagogy and research, such as an increased societal emphasis on teaching academic language for schooling, somewhat contradictory definitions of literacy, and the growing needs for instruction in intercultural communication.

Writing an Applied Linguistics Thesis or Dissertation

Writing an Applied Linguistics Thesis or Dissertation

A Guide to Presenting Empirical Research

  • Author: John Bitchener
  • Publisher: Macmillan International Higher Education
  • ISBN: 1137135956
  • Category: Language Arts & Disciplines
  • Page: 232
  • View: 2533
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Once the research is over, the question of exactly how to write each chapter of a thesis or dissertation remains. This invaluable guide introduces first-time thesis writers to the process of writing up empirical research. To help students understand what content and structure are appropriate for the different parts of a thesis, John Bitchener presents a range of options, illustrating them with analyses of and commentary on sections from a real Masters thesis in Applied Linguistics. Highly practical, and relevant across a wide range of disciplines, this step-by-step handbook: • provides guidelines on the type of content typically presented in each section of an empirical thesis, as well as key linguistic and presentation features • explores options for organizing and structuring this material to ensure it is rhetorically and persuasively effective • offers analysed examples with follow up commentary on how each of these aspects have been considered by one successful thesis writer • includes useful answers to FAQs, further reading suggestions and additional activities for students to apply what they have learned.

Stimulated Recall Methodology in Applied Linguistics and L2 Research

Stimulated Recall Methodology in Applied Linguistics and L2 Research

  • Author: Susan M. Gass,Alison Mackey
  • Publisher: Routledge
  • ISBN: 1317801253
  • Category: Language Arts & Disciplines
  • Page: 160
  • View: 3918
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Stimulated Recall Methodology in Applied Linguistics and L2 Research provides researchers and students in second language acquisition and applied linguistics with the only how-to guide on using stimulated recalls in their research practice. This new edition expands on the scope of the previous edition, walking readers step-by-step through a range of studies in applied linguistics in order to demonstrate the history of stimulated recalls and their efficacy as a data collection tool. With its exclusive focus on stimulated recalls, coverage of the most up-to-date research studies, and pedagogically rich text design, Stimulated Recall Methodology in Applied Linguistics and L2 Research supplies researchers and students with the practical skills to elicit richer data in their own research.

Error Correction in the Foreign Language Classroom

Error Correction in the Foreign Language Classroom

Reconsidering the Issues

  • Author: Mirosław Pawlak
  • Publisher: Springer Science & Business Media
  • ISBN: 3642384366
  • Category: Language Arts & Disciplines
  • Page: 288
  • View: 4893
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The book aims to dispel some of the myths surrounding the place of oral and written error correction in language education by providing an exhaustive and up-to-date account of issues involved in this area, taking the stance that the provision of corrective feedback constitutes an integral part of form-focused instruction. This account places an equal emphasis on the relevant theoretical claims, the most recent research findings and everyday pedagogical concerns, particularly as they apply to the teaching of additional languages in the foreign language setting. The book will be of relevance and significance not only to specialists in the field of second language acquisition, but also to graduate and doctoral students carrying out research in the area of form-focused instruction and error correction. Many parts of the volume will also be of considerable interest and utility to teachers of foreign languages at different educational levels.

Teaching L2 Composition

Teaching L2 Composition

Purpose, Process, and Practice

  • Author: Dana R. Ferris,John Hedgcock
  • Publisher: Routledge
  • ISBN: 1136696644
  • Category: Foreign Language Study
  • Page: 425
  • View: 913
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This popular, comprehensive theory-to-practice text is designed to help teachers understand the task of writing, L2 writers, the different pedagogical models used in current composition teaching, and reading–writing connections. Moving from general themes to specific pedagogical concerns, it includes practice-oriented chapters on the role of genre, task construction, course and lesson design, writing assessment, feedback, error treatment, and classroom language (grammar, vocabulary, style) instruction. Although all topics are firmly grounded in relevant research, a distinguishing feature of the text is the array of hands-on, practical examples, materials, and tasks that pre- and in-service teachers can use to develop the complex skills involved in teaching second language writing. Each chapter includes Questions for Reflection, Further Reading and Resources, Reflection and Review, and Application Activities. An ideal text for L2 teacher preparation courses, courses that include both L1 and L2 students, and workshops for instructors of L2 writers in academic (secondary and postsecondary) settings, the accessible synthesis of theory and research enables readers to see the relevance of the field’s knowledge base to their own present or future classroom settings and student writers.

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: 9703
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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.

Learning-to-write and Writing-to-learn in an Additional Language

Learning-to-write and Writing-to-learn in an Additional Language

  • Author: Rosa Manchón
  • Publisher: John Benjamins Publishing
  • ISBN: 9027213038
  • Category: Foreign Language Study
  • Page: 263
  • View: 9454
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Bridges the gap between the fields of second language acquisition (SLA) and second and foreign language (L2) writing. This title intends to advance our understanding of written language learning by collecting theoretical meta-reflections and empirical studies that shed light on two crucial dimensions of the theory and research in the field

Input, Interaction and Corrective Feedback in L2 Learning - Oxford Applied Linguistics

Input, Interaction and Corrective Feedback in L2 Learning - Oxford Applied Linguistics

  • Author: Alison Mackey
  • Publisher: Oxford University Press
  • ISBN: 0194423018
  • Category: Study Aids
  • Page: 288
  • View: 3827
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A study of the role of language input, interaction, and corrective feedback in second-language learning and Second Language Acquisition research

A Guide to Supervising Non-native English Writers of Theses and Dissertations

A Guide to Supervising Non-native English Writers of Theses and Dissertations

Focusing on the Writing Process

  • Author: John Bitchener
  • Publisher: Routledge
  • ISBN: 1136218394
  • Category: Education
  • Page: 166
  • View: 7411
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Focused on the writing process, A Guide to Supervising Non-native English Writers of Theses and Dissertations presents approaches that can be employed by supervisors to help address the writing issues or difficulties that may emerge during the provisional and confirmation phases of the thesis/dissertation journey. Pre-writing advice and post-writing feedback that can be given to students are explained and illustrated. A growing number of students who are non-native speakers of English are enrolled in Masters and PhD programmes at universities across the world where English is the language of communication. These students often encounter difficulties when writing a thesis or dissertation in English – primarily, understanding the requirements and expectations of the new academic context and the conventions of academic writing. Designed for easy use by supervisors, this concise guide focuses specifically on the relationship between reading for and preparing to write the various part-genres or chapters; the creation of argument; making and evaluating claims, judgements and conclusions; writing coherent and cohesive text; meeting the generic and discipline-specific writing conventions; designing conference abstracts and PowerPoint presentations; and writing journal articles.

Vocabulary Myths

Vocabulary Myths

Applying Second Language Research to Classroom Teaching

  • Author: Keith S. Folse
  • Publisher: University of Michigan Press
  • ISBN: 9780472030293
  • Category: Education
  • Page: 185
  • View: 6401
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What every ESL teacher should know about teaching vocabulary

Key Topics in Second Language Acquisition

Key Topics in Second Language Acquisition

  • Author: Vivian Cook,David Singleton
  • Publisher: Multilingual Matters
  • ISBN: 1783091800
  • Category: Language Arts & Disciplines
  • Page: 168
  • View: 6356
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This textbook offers an introductory overview of eight hotly-debated topics in second language acquisition research. It offers a glimpse of how SLA researchers have tried to answer common questions about second language acquisition rather than being a comprehensive introduction to SLA research. Each chapter comprises an introductory discussion of the issues involved and suggestions for further reading and study. The reader is asked to consider the issues based on their own experiences, thus allowing them to compare their own intuitions and experiences with established research findings and gain an understanding of methodology. The topics are treated independently so that they can be read in any order that interests the reader.

Language Learning, Discourse and Communication

Language Learning, Discourse and Communication

Studies in Honour of Jan Majer

  • Author: Weronika Szubko-Sitarek,Łukasz Salski,Piotr Stalmaszczyk
  • Publisher: Springer Science & Business Media
  • ISBN: 3319004190
  • Category: Language Arts & Disciplines
  • Page: 272
  • View: 3990
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This volume brings together papers on a wide spectrum of topics within the broad area of language acquisition, stressing the interconnections between applied and theoretical linguistics, as well as language research methodology. These contributions in honor of Professor Jan Majer have been grouped in two sections: language learning, and discourse and communication. The former discusses issues varying from aspects of first, second, and third language acquisition, individual learner differences (i.e. gender, attitudes, learning strategies), and second language research methodology to the analysis of features of learner spoken language, the role of feedback in foreign language instruction, and the position of culture in EFL textbooks. The second part of the volume offers a theoretical counterbalance to the applied nature of the first one. Here, the contributions touch upon spoken and written language analysis, language awareness, and aspects of the English language; also, selected issues of language philosophy are discussed. The wide range of topics covered in the publication, authored by specialists in their respective areas, reflects Professor Majer’s academic interests and corresponds to the complex nature of the general field the volume aims to portray.