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: 2566
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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: 625
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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.

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: 9987
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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.

Feedback in Second Language Writing

Feedback in Second Language Writing

Contexts and Issues

  • Author: Ken Hyland,Fiona Hyland
  • Publisher: Cambridge University Press
  • ISBN: 1108425070
  • Category: Computers
  • Page: 340
  • View: 4295
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Offers an up-to-date analysis of issues related to providing, using and researching feedback, including new developments in technology.

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: 3133
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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.

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: 5926
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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.

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: 4927
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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.

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: 9314
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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