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Written Corrective Feedback In Second Language Acquisition And Writing

Author: John Bitchener
Publisher: Routledge
ISBN: 113683608X
Size: 37.86 MB
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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.

Written Corrective Feedback In Second Language Acquisition And Writing

Author: John Bitchener
Publisher: Routledge
ISBN: 1136836098
Size: 42.42 MB
Format: PDF, Kindle
View: 5118
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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.

Written Corrective Feedback For L2 Development

Author: Dr. John Bitchener
Publisher: Multilingual Matters
ISBN: 1783095067
Size: 44.50 MB
Format: PDF, ePub, Mobi
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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.

Corrective Feedback In Second Language Teaching And Learning

Author: Hossein Nassaji
Publisher: Taylor & Francis
ISBN: 1317219945
Size: 64.20 MB
Format: PDF, Mobi
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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.

Feedback In Second Language Writing

Author: Ken Hyland
Publisher: Cambridge University Press
ISBN: 9780521672580
Size: 49.27 MB
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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.

Treatment Of Error In Second Language Student Writing Second Edition

Author: Dana Ferris
Publisher: University of Michigan Press
ISBN: 0472034766
Size: 24.60 MB
Format: PDF
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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

Corrective Feedback Individual Differences And Second Language Learning

Author: Younghee Sheen
Publisher: Springer
ISBN: 9789400735446
Size: 18.98 MB
Format: PDF
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This book explores current thinking about the role of corrective feedback in language learning and teaching. Corrective feedback is a topic that is of relevance to both theories of second language learning and language pedagogy. Younghee Sheen, an Assistant Professor of Applied Linguistics at the American University in Washington D.C., offers a new perspective by reviewing a wide body of research on both oral and written corrective feedback and its contribution to second language acquisition. She also reports the results of her own study, pointing to the need to examine how individual factors such as anxiety and language aptitude mediate learners’ ability to benefit from the oral and written feedback they receive. This book is an important resource for students and scholars of applied linguistics and second language acquisition. It will also be of interest to language teachers and teacher educators wanting to deepen their understanding of error correction strategies in the classroom.

Teaching Esl Composition

Author: Dana R. Ferris
Publisher: Routledge
ISBN: 1135626936
Size: 13.17 MB
Format: PDF, ePub
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In keeping with the spirit of the first edition, Teaching ESL Composition: Purpose, Process, and Practice, Second Edition presents pedagogical approaches to the teaching of ESL composition in the framework of current theoretical perspectives on second language writing processes, practices, and writers. The text as a whole moves from general themes to specific pedagogical concerns. A primary goal is to offer a synthesis of theory and practice in a rapidly evolving community of scholars and professionals. The focus is on providing apprentice teachers with practice activities that can be used to develop the complex skills involved in teaching second language writing. Although all topics are firmly grounded in reviews of relevant research, a distinguishing feature of this text is its array of hands-on, practical examples, materials, and tasks, which are presented in figures and in the main text. The synthesis of theory and research in a form that is accessible to preservice and in-service teachers enables readers to see the relevance of the field's knowledge base to their own present or future classroom settings and student writers. Each chapter includes: *Questions for Reflection--pre-reading questions that invite readers to consider their own prior experiences as students and writers and to anticipate how these insights might inform their own teaching practice; *Reflection and Review--follow-up questions that ask readers to examine and evaluate the theoretical information and practical suggestions provided in the main discussion; and *Application Activities--a range of hands-on practical exercises, such as evaluating and synthesizing published research, developing lesson plans, designing classroom activities, executing classroom tasks, writing commentary on sample student papers, and assessing student writing. The dual emphasis on theory and practice makes this text appropriate as a primary or supplementary text in courses focusing on second language writing theory, as well as practicum courses that emphasize or include second language writing instruction or literacy instruction more generally. New in the Second Edition: *updated research summaries consider new work that has appeared since publication of the first edition; *revised chapter on research and practice in the use of computers in second language writing courses covers recent developments; *streamlined number and type of Application Activities focus on hands-on practice exercises and critical analysis of primary research; and *revisions throughout reflect the authors' own experiences with the text and reviewers' suggestions for improving the text.

Response To Student Writing

Author: Dana R. Ferris
Publisher: Routledge
ISBN: 1135655774
Size: 60.36 MB
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This volume synthesizes and critically analyzes the literature on response to the writing of second language students, and discusses the implications of the research for teaching practice in the areas of written and oral teacher commentary on student writing, error correction, and facilitation of peer response. The book features numerous examples of student texts and teacher commentary, as well as figures and appendices that summarize research findings and present sample lessons and other teaching materials. It is thus simultaneously comprehensive in its approach to the existing research and highly practical in showing current and future teachers how this material applies to their everyday endeavors of responding to student writing and teaching composition classes. Response to student writing--whether it takes the form of teachers' written feedback on content, error correction, teacher-student conferences, or peer response--is an extremely important component of teaching second language writing. Probably no single activity takes more teacher time and energy. Response to Student Writing is a valuable theoretical and practical resource for those involved in this crucial work, including L2 composition researchers, in-service and preservice teachers of ESOL/EFL writers, and teacher educators preparing graduate students for the teaching of writing.

The Role Of Corrective Feedback In Writing Improvement A Case Of Iranian Efl Learners

Author: Sajad Sadeghi
Publisher: GRIN Verlag
ISBN: 3656862168
Size: 51.66 MB
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Master's Thesis from the year 2014 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 18.50, , course: The Role of Corrective Feedback in Writing Improvement: A Case of Iranian EFL Learners, language: English, abstract: Previous research has shown that corrective feedback on an assignment helps learners reduce their errors during the revision process. Does this finding constitute evidence that learning resulted from the feedback? Differing answers play an important role in the ongoing debate over the effectiveness of error correction, suggesting a need for empirical investigation. In this study, two groups of EFL learners were asked to write an in-class narrative. Their papers were collected, revised and returned to them in the next session. Half of the students had their errors underlined and used this feedback in the revision task while the other half did the same task without feedback. Results matched those of the previous studies: the underlined group was significantly more successful than the control group. Later on, the students were identically taught in 9 sessions. In the 12th session, however, the students were asked to write the same narrative they had produced in the first and second session as a measure of long-term learning. On this measure, the two groups were virtually identical. Thus, successful error reduction during revision is not a predicator of learning as the two groups differed dramatically on the former but were indistinguishable on the later. Improvements made during revision are not evidence on the effectiveness of correction for improving learners’ writing ability in the long run.