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Written Corrective Feedback in Second Language Acquisition and Writing [Pehme köide]

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  • Formaat: Paperback / softback, 230 pages, kõrgus x laius: 229x152 mm, kaal: 680 g, 16 Tables, black and white
  • Ilmumisaeg: 26-Sep-2011
  • Kirjastus: Routledge
  • ISBN-10: 0415872448
  • ISBN-13: 9780415872447
Teised raamatud teemal:
Written Corrective Feedback in Second Language Acquisition and WritingSuurem pilt
  • Formaat: Paperback / softback, 230 pages, kõrgus x laius: 229x152 mm, kaal: 680 g, 16 Tables, black and white
  • Ilmumisaeg: 26-Sep-2011
  • Kirjastus: Routledge
  • ISBN-10: 0415872448
  • ISBN-13: 9780415872447
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780415872447.html
Märksõnad:
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.

Arvustused

"As an interdisciplinary scholar working in the fields of foreign language methodology and pedagogy, linguistics, and education, I found that Bitchener and Ferris provide an excellent model for connecting parallel strands of literature in productive and accessible ways."Teachers College Record

Preface viii
Acknowledgments x
PART I Theory and History of Error Treatment in SLA and Composition Studies
1(46)
1 Perspectives on Error and Written Corrective Feedback in SLA
3(25)
Early Perspectives on Error and Written CF in SLA
4(8)
Recent Perspectives on Error and Written CF in SLA
12(8)
Perspectives of L2 Writing Theorists and Researchers on the Role of Written CF in SLA
20(7)
Concluding Remarks
27(1)
2 Perspectives on Error in Composition Studies: L1 and L2 Interactions and Influences
28(19)
Historical Perspectives on Error in L1 Composition Research
28(7)
Studies of Teacher Response to Error
35(5)
The Influence of L1 Composition Studies on L2 Views of Error Treatment
40(4)
Concluding Remarks
44(1)
Notes
45(2)
PART II Analysis of Research on Written CF
47(74)
3 Research on Written CF in Language Classes
49(26)
Can Written CF Facilitate the Acquisition of L2 Forms and Structures?
50(3)
Is Unfocused Written CF More Effective in Treating L2 Errors than Focused Written CF?
53(9)
Does Written CF Target Some Linguistic Error Domains/Categories More Effectively than Others?
62(2)
Are Some Types of Written CF More Effective in Treating L2 Errors than Others?
64(6)
Does the Educational and L2 Learning Background of Learners Determine the Extent to which They Benefit from Written CF?
70(2)
To What Extent Can the Proposals of Socio-cultural Theory Enhance Our Understanding of Effective Written CF?
72(1)
Concluding Remarks
73(2)
4 Research on Written CF in Composition Studies
75(24)
Approach and Analysis
76(1)
General Studies of Teacher Response
77(2)
Types of Errors Marked by Teachers
79(3)
Effects of Written CF on Short-term Revision
82(5)
Effects of Written CF on Long-term Improvement
87(3)
Studies of Different Approaches to Written CF
90(2)
Student Views of Written CF
92(3)
Summary
95(1)
Concluding Remarks
96(1)
Appendix 4.1
97(1)
Notes
98(1)
5 Future Directions in SLA and Composition Research
99(22)
Written CF in SLA Research
99(9)
Summary
108(1)
Written CF in Composition Research
108(11)
Summary
119(1)
Concluding Remarks
119(1)
Notes
119(2)
PART III Practical Applications of Written CF Theory and Research
121(76)
6 From Theory to Practice: Written CF for Language Learners
123(15)
Purpose and Goals of Providing Written CF in a Language Learning Program
124(1)
The Timing and Frequency of Giving Learners Written CF
125(3)
The Amount of Written CF to Provide
128(2)
The Types of Linguistic Form and Structure to Focus On
130(1)
Options in the Delivery of Written CF
131(3)
The Providers of Written CF
134(1)
How Written CF Can Be Supported with Other Approaches to Accuracy
135(2)
How Learners Can Be Actively Involved in Accuracy-oriented Learning Outside the Classroom
137(1)
Concluding Remarks
137(1)
7 From Theory to Practice: Written CF for L2 Student Writers
138(35)
Purpose and Goals of Written CF
139(2)
Timing and Frequency of Written CF
141(3)
Amount of Teacher-provided Written CF
144(1)
Focus of Written CF
145(2)
Form(s) of Written CF
147(6)
Source(s) of Written CF
153(6)
Support Beyond Written CF
159(2)
Follow-up to Written CF
161(1)
Summary
162(1)
Concluding Remarks
162(2)
Appendix 7.1
164(4)
Appendix 7.2
168(2)
Appendix 7.3
170(1)
Notes
171(2)
8 Preparing Teachers for Written CF in Language Learning and Composition Contexts
173(24)
Preparing Language Teachers for Written CF
173(10)
Preparing Composition Instructors for Written CF
183(9)
Concluding Remarks
192(1)
Appendix 8.1
193(1)
Appendix 8.2
194(1)
Appendix 8.3
194(1)
Appendix 8.4
195(1)
Notes
196(1)
References 197(16)
Index 213
John Bitchener is Professor, School of Languages at Auckland University of Technology, New Zealand.

Dana R. Ferris is Professor in the University Writing Program at the University of California, Davis.