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Author : Ken Hyland,Fiona Hyland
Publisher : Cambridge University Press
Page : 331 pages
File Size : 47,7 Mb
Release : 2019-07-04
Category : Computers
ISBN : 9781108425070
Offers an up-to-date analysis of issues related to providing, using and researching feedback, including new developments in technology.
Author : Ken Hyland,Fiona Hyland
Publisher : Cambridge University Press
Page : 324 pages
File Size : 54,6 Mb
Release : 2006-08-14
Category : Foreign Language Study
ISBN : 0521672589
This collection of scholarly articles by leading researchers offers empirical data and analysis of complex issues related to providing feedback during the writing process.
Author : Ken Hyland,Fiona Hyland
Publisher : Cambridge University Press
Page : 334 pages
File Size : 46,8 Mb
Release : 2006-08-14
Category : Foreign Language Study
ISBN : 0521856639
This collection of scholarly articles by leading researchers offers empirical data and analysis of complex issues related to providing feedback during the writing process.
Author : John Bitchener,Dana R. Ferris
Publisher : Routledge
Page : 242 pages
File Size : 41,5 Mb
Release : 2012-03-15
Category : Education
ISBN : 9781136836084
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.
Author : Hossein Nassaji,Eva Kartchava
Publisher : Routledge
Page : 190 pages
File Size : 53,7 Mb
Release : 2017-04-07
Category : Foreign Language Study
ISBN : 9781317219934
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.
Author : John Bitchener,Neomy Storch
Publisher : Multilingual Matters
Page : 183 pages
File Size : 54,5 Mb
Release : 2016-03-01
Category : Language Arts & Disciplines
ISBN : 9781783095063
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.
Author : Icy Lee
Publisher : Springer
Page : 157 pages
File Size : 41,5 Mb
Release : 2017-03-28
Category : Education
ISBN : 9789811039249
While assessment and feedback tend to be treated separately in the L2 writing literature, this book brings together these two essential topics and examines how effective classroom assessment and feedback can provide a solid foundation for the successful teaching and learning of writing. Drawing upon current educational and L2 writing theories and research, the book is the first to address writing assessment and feedback in L2 primary and secondary classrooms, providing a comprehensive, up-to-date review of key issues, such as assessment for learning, assessment as learning, teacher feedback, peer feedback, portfolio assessment, and technology enhanced classroom writing assessment and feedback. The book concludes with a chapter on classroom assessment literacy for L2 writing teachers, outlines its critical components and underscores the importance of teachers undertaking continuing professional development to enhance their classroom assessment literacy. Written in an accessible style, the book provides a practical and valuable resource for L2 writing teachers to promote student writing, and for teacher educators to deliver effective classroom writing assessment and feedback training. Though the target audience is school teachers, L2 writing instructors in any context will benefit from the thorough and useful treatment of classroom assessment and feedback in the book.
Author : Jun Liu,Jette Hansen Edwards
Publisher : University of Michigan Press ELT
Page : 196 pages
File Size : 41,7 Mb
Release : 2002-05-30
Category : Education
ISBN : UOM:39015055827110
Peer response in which students work together to provide feedback on one another's writing in both written and oral formats through active engagement with each other's progress over multiple drafts, has been discussed in L2 writing literature since the early 1980s. While peer response activities have now become a common feature of L2 writing instruction, much of the research in peer response studies presents conflicting data. There is a need for a comprehensive survey of it in an effort to help teachers sort out what may or may not be useful to them in the classroom. Peer Response in Second Language Writing Classrooms was written to fill that void. Peer Response in Second Language Writing Classrooms will provide teachers with practical guidelines for making peer response effective in the classroom and will offer a theoretical grounding on the purposes and importance of peer review, or feedback, as it relates to current writing instruction pedagogy.
Author : Mimi Li
Publisher : Springer Nature
Page : 253 pages
File Size : 40,9 Mb
Release : 2022-01-10
Category : Language Arts & Disciplines
ISBN : 9783030877101
This book presents a comprehensive approach to issues related to researching and teaching second language (L2) writing in digital environments. In the digital age, new technologies have revolutionized the ways we communicate and construct knowledge, and have also reshaped the traditional notions of writing and literacy, posing new challenges and opportunities for L2 teachers and students. This book provides up-to-date coverage of the main areas of L2 writing and technology, including digital multimodal composing, computer-mediated collaborative writing, online teacher and peer feedback, automated writing evaluation, and corpus-based writing instruction. It synthesizes the relevant literature, analyzes theoretical perspectives, compiles relevant resources, and offers research and pedagogical recommendations to guide scholars in undertaking new L2 writing research and instructional practice in technologically-supported educational contexts. This book will be of relevance and interest to researchers, language teachers, and graduate students in applied linguistics and education.
Author : Maureen S. Andrade,Norman W. Evans
Publisher : Routledge
Page : 242 pages
File Size : 51,7 Mb
Release : 2013
Category : Education
ISBN : 9780415897013
This book introduces a framework that applies the theory of self-regulated learning to guide second language writing teachers' response to learners at all stages of the writing process and offers practical activities and suggestions for implementing it.
Author : Barbara Kroll
Publisher : Cambridge University Press
Page : 256 pages
File Size : 41,9 Mb
Release : 1990-10-26
Category : Foreign Language Study
ISBN : 9780521383837
This text is a highly accessible and authoritative approach to the theory and practice of teaching writing to students of English.
Author : Rosa M. Manchón
Publisher : John Benjamins Publishing Company
Page : 442 pages
File Size : 43,6 Mb
Release : 2020-11-15
Category : Language Arts & Disciplines
ISBN : 9789027260581
The current volume aspires to add to previous research on the connection between writing and language learning from a dual perspective: It seeks to reflect current progress in the domain as well as to foster future developments in theory and research. The theoretical postulations contained in Part I identify and expand in novel ways the diverse lenses through which the varied, multi-faceted dimensions of the connection between writing and language learning can be explored. The methodological reflections put forward in Part III signal theoretically-grounded and pedagogically-relevant paths along which future empirical work can grow. The empirical studies reported in Part II illuminate the myriad of individual, educational, and task-related variables that (may) mediate short-term and long-term language learning outcomes. These studies examine diverse forms of writing, performed in varied environments (including pen-and-paper and digital writing), conditions (writing individually and/or collaboratively), and instructional settings (academic settings – including secondary school and college level institutions – as well as out-of-school contexts).
Author : Tony Silva,Paul Kei Matsuda
Publisher : Routledge
Page : 252 pages
File Size : 48,9 Mb
Release : 2012-12-06
Category : Education
ISBN : 9781135660673
On Second Language Writing brings together internationally recognized scholars in a collection of original articles that, collectively, delineate and explore central issues with regard to theory, research, instruction, assessment, politics, articulation with other disciplines, and standards. In recent years, there has been a dramatic growth of interest in second-language writing and writing instruction in many parts of the world. Although an increasing number of researchers and teachers in both second-language studies and composition studies have come to identify themselves as specialists in second-language writing, research and teaching practices have been dispersed into several different disciplinary and institutional contexts because of the interdisciplinary nature of the field. This volume is the first to bring together prominent second-language writing specialists to systematically address basic issues in the field and to consider the state of the art at the end of the century (and the millennium).
Author : Hossein Nassaji
Publisher : Bloomsbury Publishing
Page : 261 pages
File Size : 55,8 Mb
Release : 2015-03-12
Category : Language Arts & Disciplines
ISBN : 9781472506931
This book examines current advances in the role of interactional feedback in second language (L2) teaching and learning. Drawing on recent theory and research in both classroom and laboratory contexts, the book explores a wide range of issues regarding interactional feedback and their relevance for both theory and practice, including how interactional feedback is used, processed, and contributes to L2 acquisition. This book will provide a useful resource for applied linguistics students and academics as well as language teachers and teacher educators who would like to gain insight into the role of interactional feedback and how it can be used as a means of integrating form and meaning in classroom contexts.
Author : Lynn M. Goldstein
Publisher : University of Michigan Press ELT
Page : 180 pages
File Size : 53,7 Mb
Release : 2005
Category : Education
ISBN : STANFORD:36105114241156
Although second language writing instructors know that providing effective written feedback is essential to any good composition course, beginning and seasoned teachers alike struggle with this challenging task. InTeacher Written Commentary in Second Language WritingClassrooms, Lynn M. Goldstein uses ample research and experiential evidence to explain both how and why teachers should comment on their students' writing assignments. Among the problems that Goldstein addresses are how to attend to the product without slighting the process, how to intervene in process without appropriating product, how to facilitate student comprehension and use of teacher feedback while promoting student independence, and how to respond efficiently while remaining attentive to individual student needs. While it may not necessarily reduce the time spent on commenting, the book will enable teachers and teachers-in-training to provide written commentary that will help their students to become stronger and more independent writers in English. This volume is the only source that contains such in-depth consideration of the issues and the range of practices within teacher written commentary and the only resource that focuses solely on issues of rhetoric and content in multilingual writing students' texts. Teachers and teacher educators will appreciate the Goldstein's thorough and well-grounded analysis. Lynn M. Goldstein is Professor, TESOL and Applied Linguistics, Monterey Institute of International Studies (CA).