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Sheen, Younghee

Corrective Feedback, Individual Differences and Second Language Learning (Gebundene Ausgabe)

Reihe: Educational Linguistics 13

Springer-Verlag GmbH, Springer Netherland, Februar 2011

200 S. - Sprache: Englisch - 244x163x20 mm Book

ISBN: 9400705476 EAN: 9789400705470

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.

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A historical perspective on the treatment of corrective feedback in second language acquisition research and in language pedagogySynthesizes current research on oral and written corrective feedback Relates research to the practice of corrective feedback in language pedagogy


TABLE OF CONTENTS Chapter 1: Introduction1.1 Background1.2 OverviewChapter 2: Oral CorrectiveFeedback2.1 Oral Corrective Feedback and Second Language Acquisition 2.2 Theoretical Perspectives 2.2.1 Krashen's Input Hypothesis2.2.2 Long's Interaction Hypothesis2.2.3 Swain's Output Hypothesis 2.2.4 Schmidt's Noticing Hypothesis 2.2.5 Input Enhancement2.2.6 Final Comments  2.3 Pedagogical Perspectives2.3.1 Pedagogical Suggestions on Error Correction 2.3.2 Error Correction Practices in the Classroom and Learner Perceptions2.3.3 Shifts in Pedagogical Views on Error Correction2.4 Taxonomies of Corrective Feedback Strategies2.4.1 Learner Uptake2.4.2 Recasts2.4.3 Metalinguistic Feedback 2.5 Empirical Research 2.5.1 Descriptive Studies2.5.2 Experimental Studies2.6 Conclusion  Chapter 3: Written Corrective Feedback 3.1 Written Versus Oral CF: The Scope of my Inquiry into Written CF3.2 Pedagogical Perspectives on Written Corrective Feedback 3.2.1 What Kinds of Errors Do ESL Writers Most Typically Make?3.2.2 What Errors Should Feedback Focus on?3.2.3 Should Error Feedback Be Selective or Comprehensive? 3.2.4 Should Error Feedback Be Direct or Indirect? 3.2.5 Final Comments 3.3 Empirical Research 3.3.1 Descriptive Studies of Written CF  3.3.2 Experimental Studies of Written CF 3.3.3 Methodological Problems 3.4 Conclusion  Chapter 4: Corrective Feedback and Individual Differences4.1 Language Aptitude and Second Language Acquisition 4.1.1 Definition and Measurement of Language Aptitude 4.1.2 A Review of Aptitude Research4.1.3 Language Aptitude and L2 Acquisition 4.1.4 Final Comments4.2 Learner Anxiety and Second Language Acquisition4.2.1 Definition and Measurement of Anxiety4.2.2 Anxiety and Second Language Acquisition 4.2.3 Pedagogical Implications of Learner Anxiety 4.2.4 Final Comments 4.3 Learner Attitudes toward Corrective Feedback 4.3.1 Definition of "Attitudes' 4.3.2 A Review of Research on the Impact of Attitudes on Corrective Feedback4.3.3 Final Comments 4.4 Summary and ConclusionChapter 5: Methodology 5.1 Design5.2 Research Questions5.3 Piloting the Research Instruments and Procedures 5.4 Research Site5.5 Participants5.6 Target Linguistic Structure5.7 Research Instruments and Procedures5.7.1 Narrative Task5.7.2 Oral Corrective Feedback Treatment Procedures  5.7.3 Written Corrective Feedback Treatment Procedures 5.7.4 Testing Instruments and Scoring Guidelines 5.7.5 Test Procedures5.8 Test Reliability5.9 Data AnalysisChapter 6: The Effects of Oral Corrective Feedback6.1 Comparison of Oral Recasts, Oral Metalinguistic and Control Groups6.2 The Effect of Recasts 6.3 The Effect of Metalinguistic Corrective Feedback6.4 The Differential Effects of Recasts and Metalinguistic Corrective Feedback6.5ConclusionChapter 7: The Effects of Written Corrective Feedback7.1 Comparisons of the Treatment and Control Groups 7.2 The Effect of Written CF7.3 The Differential Effects of Written CF7.4 Conclusion Chapter 8: The Differential Effects of Oral and Written Corrective Feedback 8.1 The Distinctions between Oral and Written Corrective Feedback 8.2 Comparisons of Oral Recasts, Written Direct and Control Groups8.3 Discussion: The Differential Effects of Oral Recasts and Written Direct Correction 8.4 Comparisons between Oral Metalinguistic, Written Metalinguistic and Control Groups 8.5 Discussion: The Differential Effects of Oral Metalinguistic Versus Written Metalinguistic Correction 8.6 Conclusion Chapter 9: The Effects of Individual Differences on the Success of Corrective Feedback9.1 The Relationship between Language Aptitude and CF Success9.2 Discussion: The Mediating Effect of Language Aptitude9.3 The Relationship between Language Anxiety and CF Success9.4 Discussion: The Mediating Effect of Language Anxiety9.5 The Relationship between Learner Attitudes and CF Success 9.6 Discussion: The Mediating Effect of Learner Attitudes9.7 Conclusion Chapter 10: Conclusion10.1 Differential Effects of Corrective Feedback10.2 Mediating Effects of Individual Difference Factors 10.3 Implications  10.3.1 Theoretical Implications  10.3.2 Pedagogical Implications10.4 Limitations10.5 Future Research


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)

ISBN 9-400705-47-6, ISBN 9-40-070547-6, ISBN 9-40070-547-6, ISBN 9-400-70547-6, ISBN 9-4007-0547-6

ISBN 978-9-400705-47-0, ISBN 978-9-40-070547-0, ISBN 978-9-40070-547-0, ISBN 978-9-400-70547-0, ISBN 978-9-4007-0547-0

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