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Written Corrective Feedback In Second Language Acquisition And Writing

Author: John Bitchener
Publisher: Routledge
ISBN: 113683608X
Size: 20.78 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.

Corrective Feedback In Second Language Teaching And Learning

Author: Hossein Nassaji
Publisher: Routledge
ISBN: 1317219937
Size: 35.44 MB
Format: PDF, ePub
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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 For L2 Development

Author: Dr. John Bitchener
Publisher: Multilingual Matters
ISBN: 1783095067
Size: 72.80 MB
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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.

The Relevance Of Corrective Feedback For The Development Of Writing Competences In Secondary Level Efl Classrooms

Author: Kevin Salzmann
Publisher: GRIN Verlag
ISBN: 3668160945
Size: 42.86 MB
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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.

Handbook Of Second And Foreign Language Writing

Author: Rosa M. Manchón
Publisher: Walter de Gruyter GmbH & Co KG
ISBN: 1614511330
Size: 68.35 MB
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The Handbook of Second and Foreign Language Writing is an authoritative reference compendium of theory and research on L2 writing. Written by leading scholars in the field, chapters situate L2 writing research in its historical context, address key topics in the field, providing state of the art accounts of past achievements, and look into the future of L2 writing theory, research, and pedagogy. This volume will be of value to researchers, professionals, and graduate students.

Written Corrective Feedback For L2 Development Emerging Research And Opportunities

Author: Guo, Qi
Publisher: IGI Global
ISBN: 1522551042
Size: 23.35 MB
Format: PDF, ePub
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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 Individual Differences And Second Language Learning

Author: Younghee Sheen
Publisher: Springer
ISBN: 9789400735446
Size: 20.53 MB
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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 Second Language Writing

Author: Charlene Polio
Publisher: Routledge
ISBN: 1134872011
Size: 39.15 MB
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First Published in 2017. Routledge is an imprint of Taylor & Francis, an Informa company.

The Effect Of Direct And Indirect Written Corrective Feedback On Language Acquisition Of Efl Students

Author: Soudabehsadat Tabatabaei
Publisher: GRIN Verlag
ISBN: 3668397147
Size: 55.34 MB
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Scientific Study from the year 2016 in the subject English - Pedagogy, Didactics, Literature Studies, , language: English, abstract: To study the efficacy of corrective feedback on writing accuracy of Iranian EFL elementary students, a quasi-experimental study was conducted in Mysore, India. For the purpose of the study, 60 Iranian male and female students majoring in different fields, aged 19 to 23, were randomly assigned into three groups: 1- direct (underlying the errors in writing and providing the correction with meta-linguistic explanation), 2- indirect (underlying the errors in writing and pushing the learners to self-edit), and 3- control group with no error correction. A proficiency test was administered prior to the outset of the study in order to homogenize the participants. Throughout the treatment which lasted 2 months, the students were asked to write stories based on different narrative tasks and each experimental group was provided with a specific type of feedback while the participants in the control group just did not receive any feedback. The students’ knowledge of definite and indefinite articles and simple past tense was measured through pretest, immediate posttest and delayed posttest, which consisted of narrative tasks and grammaticality judgment tests. There was a one-week break between the last session of the treatment and immediate posttest and a 4-week break was between immediate posttest and delayed posttest. Analysis of the data and the results of one-way ANOVA, repeated-measures ANOVA, and post hoc Tukey tests indicated that the provision of corrective feedback had beneficial effects on writing development of Iranian EFL elementary students and the effect varies according to the type of feedback and the linguistic feature. The analysis revealed that only in one situation, from pretest to immediate posttest on using simple past tense, indirect error correction group outperformed the other groups. However, in all other tests, the findings indicated the superiority of more explicit correction, which is direct written feedback. As a whole some theoretical and pedagogical implications were suggested to the teachers and researchers. One of the most important ones was integrating direct error correction as a necessary factor in writing processes by the instructors for EFL elementary students.

Language Power

Author: Dana Ferris
Publisher: Macmillan Higher Education
ISBN: 1457650193
Size: 62.15 MB
Format: PDF, Mobi
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Language Power helps students take control of their writing. Diagnostic activities allow students and instructors to pinpoint strengths and areas for improvement. Twenty-five tutorials give students new strategies and tools for understanding and improving vocabulary usage, grammar, and style. Whether students work through Language Power on their own or instructors integrate tutorials into class lessons, the end result is the same—students come to understand their options as writers and make confident choices to communicate with their audience and achieve their goals. Written by UC Davis professor and ESL specialist Dana Ferris, Language Power is ideal for second language learning and first-year composition and for courses that need to address both. It can be the main text for any writing course or a robust supplement.