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E-grāmata: Corrective Feedback, Individual Differences and Second Language Learning

4.20/5 (5 ratings by Goodreads)
  • Formāts: PDF+DRM
  • Sērija : Educational Linguistics 13
  • Izdošanas datums: 15-Sep-2020
  • Izdevniecība: Springer
  • Valoda: eng
  • ISBN-13: 9789400705487
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Corrective Feedback, Individual Differences and Second Language LearningPalielināt
  • Formāts: PDF+DRM
  • Sērija : Educational Linguistics 13
  • Izdošanas datums: 15-Sep-2020
  • Izdevniecība: Springer
  • Valoda: eng
  • ISBN-13: 9789400705487
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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.



This thorough exploration of the conceptual framework behind both oral and written feedback in ESL classrooms provides a historical perspective on past research, synthesizes current work on the topic, and details an original study into the effects of feedback.

Recenzijas

From the reviews:

A book intended for both researchers and teachers in applied linguistics. The book is very well organized with very clear headings and subheadings. all of the charts in the book are easily readable. covers a great deal of information that the second language teacher needs to know about CF. Overall, I would recommend the book to beginning SLA researchers . I believe students would also benefit from the manner in which Sheen explains step-by-step how her scientific studies were conducted. (Christopher D. Sams, The Linguist, September, 2011)

The author explores the various aspects of corrective feedback (CF) in a classroom setting, aiming to reveal the complex relationships between individual learner characteristics and the interaction taking place in the classroom. providing guidelines for teachers, drawing on a range of different sources, including methodologists recommendations and observed practices as well as teachers and students beliefs regarding error correction. the significance of the book is emphasized and pedagogical recommendations are provided, so that research on CF can be made relevant for language teachers. (Nadia Mifka-Profozic, eLanguage, November, 2011)

1 Introduction
1(18)
1.1 What Is Corrective Feedback?
1(1)
1.2 Types of Oral Corrective Feedback Strategies
2(3)
1.3 Types of Written Corrective Feedback Strategies
5(2)
1.4 Learner Uptake
7(1)
1.5 Focused and Unfocused Corrective Feedback
8(1)
1.6 Theoretical Issues
8(3)
1.6.1 Oral Corrective Feedback
9(1)
1.6.2 Written Corrective Feedback
10(1)
1.7 Key Issues in the Study of Corrective Feedback
11(8)
1.7.1 Does Corrective Feedback Work?
11(2)
1.7.2 What Types of Corrective Feedback Are Most Effective?
13(2)
1.7.3 What Factors Influence the Effectiveness of Corrective Feedback?
15(1)
1.7.4 How Relevant Is Corrective Feedback Research to Language Pedagogy?
16(2)
Appendix 1 Key Terms Frequently Used in the Corrective Feedback (CF) Literature
18(1)
Appendix 2 Transcription Devices
18(1)
2 Theoretical Perspectives on Corrective Feedback
19(20)
2.1 Introduction
19(1)
2.2 UG (Universal Grammar)-Based Accounts of Corrective Feedback
20(2)
2.3 Cognitive Theories of Oral Corrective Feedback
22(7)
2.3.1 Interaction Hypothesis
22(2)
2.3.2 Output Hypothesis
24(1)
2.3.3 Noticing Hypothesis
25(1)
2.3.4 Skill Learning Theory and Transfer Appropriate Processing
26(2)
2.3.5 Counterbalance Hypothesis
28(1)
2.4 Sociocultural Theory
29(3)
2.5 Conversational Analysis
32(1)
2.6 Second Language Writing and Written Corrective Feedback
33(4)
2.6.1 Role of Corrective Feedback in L2 Writing Development
34(2)
2.6.2 Written Corrective Feedback as a Vehicle for SLA Research
36(1)
2.7 Conclusion
37(2)
3 Pedagogical Perspectives on Corrective Feedback
39(14)
3.1 Introduction
39(1)
3.2 Pedagogical Issues in Oral Grammar Correction
39(4)
3.2.1 Should Oral Errors Be Corrected?
39(1)
3.2.2 When Should Oral Errors Be Corrected?
40(1)
3.2.3 Which Oral Errors Should Be Corrected?
41(1)
3.2.4 How Should Oral Errors Be Corrected?
42(1)
3.3 Pedagogical Issues in Written Grammar Correction
43(7)
3.3.1 Learner Perceptions About Written Feedback
43(1)
3.3.2 Key Issues in Written Corrective Feedback
44(1)
3.3.3 Should Written Errors Be Corrected?
44(1)
3.3.4 When Should Written Errors Be Corrected?
45(1)
3.3.5 Which Written Errors Should Be Corrected?
46(1)
3.3.6 What Strategies Are Available for Correcting Learners' Written Errors?
46(2)
3.3.7 Who Should Do the Correcting -- The Teacher or the Students?
48(1)
3.3.8 Mismatches Between Teachers' Beliefs and Their Practice
49(1)
3.4 Conclusion
50(3)
4 Oral Corrective Feedback Research
53(38)
4.1 Introduction
53(1)
4.2 Background
53(7)
4.2.1 Descriptive Studies
54(3)
4.2.2 Experimental Studies
57(3)
4.3 Sheen's Experimental Study
60(14)
4.3.1 Method
60(9)
4.3.2 Results
69(2)
4.3.3 Discussion
71(2)
4.3.4 Summary and Concluding Comments
73(1)
4.4 Subsequent Experimental Research
74(1)
4.5 Computer Mediated Corrective Feedback Research
75(5)
4.6 Other Approaches to Investigating CF
80(4)
4.6.1 Studies Based on Sociocultural Theory
81(2)
4.6.2 Studies Utilizing Conversational Analysis
83(1)
4.7 Conclusion
84(7)
Appendix 1 Narrative Tasks 1 and 2
87(1)
Appendix 2 Speeded Dictation Test
88(1)
Appendix 3 Error Correction Test
89(2)
5 Written Corrective Feedback Research
91(22)
5.1 Introduction
91(1)
5.2 Background
91(4)
5.2.1 The Efficacy of Written Corrective Feedback: Some Methodological Issues
92(1)
5.2.2 The Relative Efficacy of Different Types of Written Corrective Feedback
93(1)
5.2.3 Insights from SLA
94(1)
5.3 Sheen's Experimental Study
95(10)
5.3.1 Method
95(4)
5.3.2 Results
99(3)
5.3.3 Discussion
102(2)
5.3.4 Summary and Concluding Comments
104(1)
5.4 Subsequent Empirical Research
105(5)
5.4.1 Evidence in Favor of Written CF
105(4)
5.4.2 Evidence Against Written CF
109(1)
5.5 Conclusion
110(3)
6 Comparing Oral and Written Corrective Feedback
113(16)
6.1 Introduction
113(1)
6.2 Background
113(2)
6.3 Sheen's Experimental Study
115(10)
6.3.1 Method
116(3)
6.3.2 Results
119(3)
6.3.3 Discussion
122(2)
6.3.4 Summary and Concluding Comments
124(1)
6.4 Conclusion
125(4)
7 Individual Differences and Corrective Feedback
129(30)
7.1 Introduction
129(1)
7.2 Background
130(8)
7.2.1 Language Aptitude and Second Language Acquisition
130(3)
7.2.2 Learner Anxiety and Second Language Acquisition
133(3)
7.2.3 Learner Attitudes Toward Corrective Feedback
136(2)
7.3 Sheen's Experimental Study
138(14)
7.3.1 Method
138(5)
7.3.2 Results
143(5)
7.3.3 Discussion
148(4)
7.4 Subsequent Experimental Research
152(3)
7.5 Conclusion
155(4)
Appendix 1 Aptitude Test
156(1)
Appendix 2 Questionnaire
157(2)
8 Conclusion
159(18)
8.1 The Significance of This Book
159(1)
8.2 Corrective Feedback and SLA Research
160(4)
8.3 A Summary of the Main Findings
164(2)
8.4 Pedagogical Implications
166(5)
8.4.1 What Language Teachers Need to Know About Error Correction
166(5)
8.5 Making Corrective Feedback Research Relevant for Language Teachers
171(3)
8.6 Final Comments
174(3)
References 177(16)
Index 193
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