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Education & Language - Learning & Instruction | Corrective Feedback, Individual Differences and Second Language Learning

Corrective Feedback, Individual Differences and Second Language Learning

Series: Educational Linguistics, Vol. 13

Sheen, Younghee

2011, XVI, 200 p.

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

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.

Content Level » Research

Keywords » Corrective Feedback - Error Correction - Language Anxiety - Language Aptitude - Language Learning - Language Pedagogy - Oral Corrective Feedback - Recasts - Second Language Acquisition - Written Corrective Feedback - Younghee Sheen

Related subjects » Education & Language - Learning & Instruction - Linguistics

Table of contents 

TABLE OF CONTENTS

Chapter 1: Introduction

1.1 Background1.2 Overview

Chapter 2: Oral CorrectiveFeedback

2.1 Oral Corrective Feedback and Second Language Acquisition

2.2 Theoretical Perspectives

2.2.1 Krashen‘s Input Hypothesis2.2.2 Long‘s Interaction Hypothesis

2.2.3 Swain‘s Output Hypothesis

2.2.4 Schmidt‘s Noticing Hypothesis

2.2.5 Input Enhancement

2.2.6 Final Comments 

2.3 Pedagogical Perspectives

2.3.1 Pedagogical Suggestions on Error Correction

2.3.2 Error Correction Practices in the Classroom and Learner Perceptions

2.3.3 Shifts in Pedagogical Views on Error Correction

2.4 Taxonomies of Corrective Feedback Strategies

2.4.1 Learner Uptake

2.4.2 Recasts

2.4.3 Metalinguistic Feedback

2.5 Empirical Research

2.5.1 Descriptive Studies

2.5.2 Experimental Studies

2.6 Conclusion 

Chapter 3: Written Corrective Feedback

3.1 Written Versus Oral CF: The Scope of my Inquiry into Written CF

3.2 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 Differences

4.1 Language Aptitude and Second Language Acquisition

4.1.1 Definition and Measurement of Language Aptitude

4.1.2 A Review of Aptitude Research

4.1.3 Language Aptitude and L2 Acquisition

4.1.4 Final Comments

4.2 Learner Anxiety and Second Language Acquisition

4.2.1 Definition and Measurement of Anxiety

4.2.2 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 Feedback

4.3.3 Final Comments

4.4 Summary and Conclusion

Chapter 5: Methodology

5.1 Design

5.2 Research Questions

5.3 Piloting the Research Instruments and Procedures

5.4 Research Site

5.5 Participants

5.6 Target Linguistic Structure

5.7 Research Instruments and Procedures

5.7.1 Narrative Task

5.7.2 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 Procedures

5.8 Test Reliability

5.9 Data Analysis

Chapter 6: The Effects of Oral Corrective Feedback

6.1 Comparison of Oral Recasts, Oral Metalinguistic and Control Groups

6.2 The Effect of Recasts

6.3 The Effect of Metalinguistic Corrective Feedback

6.4 The Differential Effects of Recasts and Metalinguistic Corrective Feedback

6.5Conclusion

Chapter 7: The Effects of Written Corrective Feedback

7.1 Comparisons of the Treatment and Control Groups

7.2 The Effect of Written CF

7.3 The Differential Effects of Written CF

7.4 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 Groups

8.3 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 Feedback

9.1 The Relationship between Language Aptitude and CF Success

9.2 Discussion: The Mediating Effect of Language Aptitude

9.3 The Relationship between Language Anxiety and CF Success

9.4 Discussion: The Mediating Effect of Language Anxiety

9.5 The Relationship between Learner Attitudes and CF Success

9.6 Discussion: The Mediating Effect of Learner Attitudes

9.7 Conclusion

Chapter 10: Conclusion

10.1 Differential Effects of Corrective Feedback

10.2 Mediating Effects of Individual Difference Factors

10.3 Implications 

10.3.1 Theoretical Implications 

10.3.2 Pedagogical Implications

10.4 Limitations

10.5 Future Research

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