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The Resource Corrective feedback, individual differences and second language learning, Younghee Sheen

Corrective feedback, individual differences and second language learning, Younghee Sheen

Label
Corrective feedback, individual differences and second language learning
Title
Corrective feedback, individual differences and second language learning
Statement of responsibility
Younghee Sheen
Creator
Subject
Language
eng
Cataloging source
BTCTA
http://library.link/vocab/creatorName
Sheen, Younghee
Illustrations
illustrations
Index
index present
Literary form
non fiction
Nature of contents
bibliography
Series statement
Educational linguistics
Series volume
v. 13
http://library.link/vocab/subjectName
  • Second language acquisition
  • Language and languages
  • Individual differences
  • Feedback (Psychology)
Label
Corrective feedback, individual differences and second language learning, Younghee Sheen
Instantiates
Publication
Bibliography note
Includes bibliographical references (p. 177-191) and index
Contents
1. Introduction -- 1.1. What Is Corrective Feedback? -- 1.2. Types of Oral Corrective Feedback Strategies -- 1.3. Types of Written Corrective Feedback Strategies -- 1.4. Learner Uptake -- 1.5. Focused and Unfocused Corrective Feedback -- 1.6. Theoretical Issues -- 1.6.1. Oral Corrective Feedback -- 1.6.2. Written Corrective Feedback -- 1.7. Key Issues in the Study of Corrective Feedback -- 1.7.1. Does Corrective Feedback Work? -- 1.7.2. What Types of Corrective Feedback Are Most Effective? -- 1.7.3. What Factors Influence the Effectiveness of Corrective Feedback? -- 1.7.4. How Relevant Is Corrective Feedback Research to Language Pedagogy? -- Appendix 1 Key Terms Frequently Used in the Corrective Feedback (CF) Literature -- Appendix 2 Transcription Devices -- 2. Theoretical Perspectives on Corrective Feedback -- 2.1. Introduction -- 2.2. UG (Universal Grammar)-Based Accounts of Corrective Feedback -- 2.3. Cognitive Theories of Oral Corrective Feedback -- 2.3.1. Interaction Hypothesis -- 2.3.2. Output Hypothesis -- 2.3.3. Noticing Hypothesis -- 2.3.4. Skill Learning Theory and Transfer Appropriate Processing -- 2.3.5. Counterbalance Hypothesis -- 2.4. Sociocultural Theory -- 2.5. Conversational Analysis -- 2.6. Second Language Writing and Written Corrective Feedback -- 2.6.1. Role of Corrective Feedback in L2 Writing Development -- 2.6.2. Written Corrective Feedback as a Vehicle for SLA Research -- 2.7. Conclusion -- 3. Pedagogical Perspectives on Corrective Feedback -- 3.1. Introduction -- 3.2. Pedagogical Issues in Oral Grammar Correction -- 3.2.1. Should Oral Errors Be Corrected? -- 3.2.2. When Should Oral Errors Be Corrected? -- 3.2.3. Which Oral Errors Should Be Corrected? -- 3.2.4. How Should Oral Errors Be Corrected? -- 3.3. Pedagogical Issues in Written Grammar Correction -- 3.3.1. Learner Perceptions About Written Feedback -- 3.3.2. Key Issues in Written Corrective Feedback -- 3.3.3. Should Written Errors Be Corrected? -- 3.3.4. When Should Written Errors Be Corrected? -- 3.3.5. Which Written Errors Should Be Corrected? -- 3.3.6. What Strategies Are Available for Correcting Learners' Written Errors? -- 3.3.7. Who Should Do the Correcting - The Teacher or the Students? -- 3.3.8. Mismatches Between Teachers' Beliefs and Their Practice -- 3.4. Conclusion -- 4. Oral Corrective Feedback Research -- 4.1. Introduction -- 4.2. Background -- 4.2.1. Descriptive Studies -- 4.2.2. Experimental Studies -- 4.3. Sheen's Experimental Study -- 4.3.1. Method -- 4.3.2. Results -- 4.3.3. Discussion -- 4.3.4. Summary and Concluding Comments -- 4.4. Subsequent Experimental Research -- 4.5. Computer Mediated Corrective Feedback Research -- 4.6. Other Approaches to Investigating CF -- 4.6.1. Studies Based on Sociocultural Theory -- 4.6.2. Studies Utilizing Conversational Analysis -- 4.7. Conclusion -- Appendix 1 Narrative Tasks 1 and 2 -- Appendix 2 Speeded Dictation Test -- Appendix 3 Error Correction Test -- 5. Written Corrective Feedback Research -- 5.1. Introduction -- 5.2. Background -- 5.2.1. The Efficacy of Written Corrective Feedback Some Methodological Issues -- 5.2.2. The Relative Efficacy of Different Types of Written Corrective Feedback -- 5.2.3. Insights from SLA -- 5.3. Sheen's Experimental Study -- 5.3.1. Method -- 5.3.2. Results -- 5.3.3. Discussion -- 5.3.4. Summary and Concluding Comments -- 5.4. Subsequent Empirical Research -- 5.4.1. Evidence in Favor of Written CF -- 5.4.2. Evidence Against Written CF -- 5.5. Conclusion -- 6. Comparing Oral and Written Corrective Feedback -- 6.1. Introduction -- 6.2. Background -- 6.3. Sheen's Experimental Study -- 6.3.1. Method -- 6.3.2. Results -- 6.3.3. Discussion -- 6.3.4. Summary and Concluding Comments -- 6.4. Conclusion -- 7. Individual Differences and Corrective Feedback -- 7.1. Introduction -- 7.2. Background -- 7.2.1. Language Aptitude and Second Language Acquisition -- 7.2.2. Learner Anxiety and Second Language Acquisition -- 7.2.3. Learner Attitudes Toward Corrective Feedback -- 7.3. Sheen's Experimental Study -- 7.3.1. Method -- 7.3.2. Results -- 7.3.3. Discussion -- 7.4. Subsequent Experimental Research -- 7.5. Conclusion -- Appendix 1 Aptitude Test -- Appendix 2 Questionnaire -- 8. Conclusion -- 8.1. The Significance of This Book -- 8.2. Corrective Feedback and SLA Research -- 8.3. A Summary of the Main Findings -- 8.4. Pedagogical Implications -- 8.4.1. What Language Teachers Need to Know About Error Correction -- 8.5. Making Corrective Feedback Research Relevant for Language Teachers -- 8.6. Final Comments
Control code
ocn690089123
Dimensions
24 cm
Extent
xvi, 199 p.
Isbn
9789400705470
Lccn
2011922307
Other physical details
ill.
System control number
(OCoLC)690089123
Label
Corrective feedback, individual differences and second language learning, Younghee Sheen
Publication
Bibliography note
Includes bibliographical references (p. 177-191) and index
Contents
1. Introduction -- 1.1. What Is Corrective Feedback? -- 1.2. Types of Oral Corrective Feedback Strategies -- 1.3. Types of Written Corrective Feedback Strategies -- 1.4. Learner Uptake -- 1.5. Focused and Unfocused Corrective Feedback -- 1.6. Theoretical Issues -- 1.6.1. Oral Corrective Feedback -- 1.6.2. Written Corrective Feedback -- 1.7. Key Issues in the Study of Corrective Feedback -- 1.7.1. Does Corrective Feedback Work? -- 1.7.2. What Types of Corrective Feedback Are Most Effective? -- 1.7.3. What Factors Influence the Effectiveness of Corrective Feedback? -- 1.7.4. How Relevant Is Corrective Feedback Research to Language Pedagogy? -- Appendix 1 Key Terms Frequently Used in the Corrective Feedback (CF) Literature -- Appendix 2 Transcription Devices -- 2. Theoretical Perspectives on Corrective Feedback -- 2.1. Introduction -- 2.2. UG (Universal Grammar)-Based Accounts of Corrective Feedback -- 2.3. Cognitive Theories of Oral Corrective Feedback -- 2.3.1. Interaction Hypothesis -- 2.3.2. Output Hypothesis -- 2.3.3. Noticing Hypothesis -- 2.3.4. Skill Learning Theory and Transfer Appropriate Processing -- 2.3.5. Counterbalance Hypothesis -- 2.4. Sociocultural Theory -- 2.5. Conversational Analysis -- 2.6. Second Language Writing and Written Corrective Feedback -- 2.6.1. Role of Corrective Feedback in L2 Writing Development -- 2.6.2. Written Corrective Feedback as a Vehicle for SLA Research -- 2.7. Conclusion -- 3. Pedagogical Perspectives on Corrective Feedback -- 3.1. Introduction -- 3.2. Pedagogical Issues in Oral Grammar Correction -- 3.2.1. Should Oral Errors Be Corrected? -- 3.2.2. When Should Oral Errors Be Corrected? -- 3.2.3. Which Oral Errors Should Be Corrected? -- 3.2.4. How Should Oral Errors Be Corrected? -- 3.3. Pedagogical Issues in Written Grammar Correction -- 3.3.1. Learner Perceptions About Written Feedback -- 3.3.2. Key Issues in Written Corrective Feedback -- 3.3.3. Should Written Errors Be Corrected? -- 3.3.4. When Should Written Errors Be Corrected? -- 3.3.5. Which Written Errors Should Be Corrected? -- 3.3.6. What Strategies Are Available for Correcting Learners' Written Errors? -- 3.3.7. Who Should Do the Correcting - The Teacher or the Students? -- 3.3.8. Mismatches Between Teachers' Beliefs and Their Practice -- 3.4. Conclusion -- 4. Oral Corrective Feedback Research -- 4.1. Introduction -- 4.2. Background -- 4.2.1. Descriptive Studies -- 4.2.2. Experimental Studies -- 4.3. Sheen's Experimental Study -- 4.3.1. Method -- 4.3.2. Results -- 4.3.3. Discussion -- 4.3.4. Summary and Concluding Comments -- 4.4. Subsequent Experimental Research -- 4.5. Computer Mediated Corrective Feedback Research -- 4.6. Other Approaches to Investigating CF -- 4.6.1. Studies Based on Sociocultural Theory -- 4.6.2. Studies Utilizing Conversational Analysis -- 4.7. Conclusion -- Appendix 1 Narrative Tasks 1 and 2 -- Appendix 2 Speeded Dictation Test -- Appendix 3 Error Correction Test -- 5. Written Corrective Feedback Research -- 5.1. Introduction -- 5.2. Background -- 5.2.1. The Efficacy of Written Corrective Feedback Some Methodological Issues -- 5.2.2. The Relative Efficacy of Different Types of Written Corrective Feedback -- 5.2.3. Insights from SLA -- 5.3. Sheen's Experimental Study -- 5.3.1. Method -- 5.3.2. Results -- 5.3.3. Discussion -- 5.3.4. Summary and Concluding Comments -- 5.4. Subsequent Empirical Research -- 5.4.1. Evidence in Favor of Written CF -- 5.4.2. Evidence Against Written CF -- 5.5. Conclusion -- 6. Comparing Oral and Written Corrective Feedback -- 6.1. Introduction -- 6.2. Background -- 6.3. Sheen's Experimental Study -- 6.3.1. Method -- 6.3.2. Results -- 6.3.3. Discussion -- 6.3.4. Summary and Concluding Comments -- 6.4. Conclusion -- 7. Individual Differences and Corrective Feedback -- 7.1. Introduction -- 7.2. Background -- 7.2.1. Language Aptitude and Second Language Acquisition -- 7.2.2. Learner Anxiety and Second Language Acquisition -- 7.2.3. Learner Attitudes Toward Corrective Feedback -- 7.3. Sheen's Experimental Study -- 7.3.1. Method -- 7.3.2. Results -- 7.3.3. Discussion -- 7.4. Subsequent Experimental Research -- 7.5. Conclusion -- Appendix 1 Aptitude Test -- Appendix 2 Questionnaire -- 8. Conclusion -- 8.1. The Significance of This Book -- 8.2. Corrective Feedback and SLA Research -- 8.3. A Summary of the Main Findings -- 8.4. Pedagogical Implications -- 8.4.1. What Language Teachers Need to Know About Error Correction -- 8.5. Making Corrective Feedback Research Relevant for Language Teachers -- 8.6. Final Comments
Control code
ocn690089123
Dimensions
24 cm
Extent
xvi, 199 p.
Isbn
9789400705470
Lccn
2011922307
Other physical details
ill.
System control number
(OCoLC)690089123

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