Bringing together state-of-the-art chapters written by leading scholars, this volume provides a comprehensive reference on theory and research of corrective feedback. It will be a key resource for researchers, graduate students, teachers and teacher educators who are interested in the role of feedback in second language teaching and learning.
Corrective feedback is a vital pedagogical tool in language learning. This is the first volume to provide an in-depth analysis and discussion of the role of corrective feedback in second and foreign language learning and teaching. Written by leading scholars, it assembles cutting-edge research and state-of-the-art articles that address recent developments in core areas of corrective feedback including oral, written, computer-mediated, nonverbal, and peer feedback. The chapters are a combination of both theme-based and original empirical studies carried out in diverse second and foreign language contexts. Each chapter provides a concise review of its own topic, discusses theoretical and empirical issues not adequately addressed before, and identifies their implications for classroom instruction and future research. It will be an essential resource for all those interested in the role of corrective feedback in second and foreign language learning and how they can be used to enhance classroom teaching.
Papildus informācija
The first of its kind, this collection provides analysis and discussion of corrective feedback in second language learning and teaching.
Introduction. Corrective feedback in second language teaching and
learning Hossein Nassaji and Eva Kartchava; Part I. Theoretical Perspectives
on Corrective Feedback:
1. Corrective feedback from behaviorist and innatist
perspectives ZhaoHong Han;
2. Interactionist approach to corrective feedback
in second language acquisition Rebekha Abbuhl;
3. Cognitive theoretical
perspectives of corrective feedback Ronald Leow and Meagan Driver;
4.
Corrective feedback from a sociocultural perspective Hossein Nassaji; Part
II. Methodological Approaches in the Study of Corrective Feedback:
5. Tools
to measure the effectiveness of feedback Alison Mackey, Lara Bryfonski, Özgür
Parlak, Ashleigh Pipes, Ayenur Sadē and Bo-Ram Suh;
6. Laboratory-based
oral corrective feedback Shawn Loewen and Susan M. Gass;
7. Classroom-based
research in corrective feedback Antonella Valeo;
8. Meta-analysis and
research synthesis Daniel Brown; Part III. Different Delivery Modes of
Corrective Feedback:
9. Oral corrective feedback Rhonda Oliver and Rebecca
Adams;
10. Written corrective feedback John Bitchener;
11.
Technology-mediated corrective feedback Trude Heift, Phuong Nguyen and Volker
Hegelheimer;
12. Gestures, corrective feedback, and second language
development Kimi Nakatsukasa; Part IV. Feedback Provider, Feedback Focus, and
Feedback Timing:
13. Peer feedback in second language oral interaction Noriko
Iwashita and Phung Dao;
14. Focused versus unfocused corrective feedback
Catherine van Beuningen;
15. Corrective feedback timing and second language
grammatical development: research, theory, and practice Paul Gregory Quinn;
16. Explicit versus implicit oral corrective feedback Rod Ellis; Part V.
Corrective Feedback and Language Skills:
17. Corrective feedback and the
development of second language grammar Helen Basturkmen and Mengxia Fu;
18.
Corrective feedback and the development of second language vocabulary
Nobuhiro Kamiya and Tatsuya Nakata;
19. Effects of corrective feedback on
second language pronunciation development Kazuya Saito;
20. Corrective
feedback in instructional pragmatics Kathleen Bardovi-Harlig and Yucel
Yilmaz;
21. Alphabetic print literacy level and the noticing of oral
corrective feedback in SLA Elaine Tarone; Part VI. Contexts of Corrective
Feedback and their Effects:
22. Corrective feedback in second versus foreign
language contexts Maria de Pilar Garcia Mayo and Ruth Milla;
23. Corrective
feedback in computer-mediated versus face-to-face environments Luis Cerezo;
24. Corrective feedback in mobile technology-mediated contexts Eva Kartchava
and Hossein Nassaji;
25. Corrective feedback in content-based contexts Susan
Ballinger; Part VII. Learners' and Teachers' Feedback Perspectives and
Preferences:
26. Teacher and student beliefs and perspectives towards
corrective feedback YouJin Kim and Tamanna Mostafa;
27. Written corrective
feedback and learners' objects, beliefs and emotions Neomy Storch;
28. The
role of training in feedback provision and effectiveness Eva Kartchava;
29.
Perceptions and noticing of corrective feedback Reiko Yoshida; Part VIII.
Individual Differences, Tasks, and Other Language and Learner-Related
Factors:
30. Age and corrective feedback Alyssa Vuono and Shaofeng Li;
31.
Gender effects Rebecca Adams and Lauren Ross-Feldman;
32. Feedback, aptitude,
and multilingualism Beatriz Lado and Cristina Sanz;
33. Corrective feedback
and affect Jaemyung Goo and Takaaki Takeuchi;
34. Corrective feedback,
developmental readiness and language proficiency Miroslaw Pawlak;
35.
Corrective feedback and grammatical complexity: a research synthesis Gisela
Granena and Yucel Yilmaz;
36. The role of task in the efficacy of corrective
feedback Pauline Foster and Martyn McGettigan.
Hossein Nassaji is Professor of Applied Linguistics in the Department of Linguistics at the University of Victoria, Canada. He maintains active research agenda across various areas of second language teaching and learning and has authored numerous publications on these topics. Eva Kartchava is Associate Professor in the School of Linguistics and Language Studies at Carleton University, Canada. She has published research on the relationship between corrective feedback and second language learning, noticeability of feedback, and the role of individual differences in the language learning process.
