Author: Olga Degteva
Publisher: GRIN Verlag
ISBN: 3640956761
Category : Language Arts & Disciplines
Languages : de
Pages : 69
Get Book Here
Book Description
Masterarbeit aus dem Jahr 2011 im Fachbereich Englisch - Pädagogik, Didaktik, Sprachwissenschaft, Girne Amerikan Üniversitesi, Sprache: Deutsch, Abstract: Since the famous Truscott's "The case against grammar correction in L2 writing class" (1996) there has been an ongoing debate in SLA research about the value of corrective feedback and its different forms. A growing number of empirical research is now investigating the question, and although more and more evidence is obtained against Truscott's statement, there are still no definite conclusions about whether the feedback should be given, and if yes, in what form.The present study, designed as a longitudinal single-subject study with two participants, contributes to this research base, investigating one particular form of written corrective feedback - focused recast. During seven weeks thirteen written texts of each participant (first three served as a pre-test, the last one as a post-test) were given feedback in the form of focused recasts and then analysed for errors. All types of errors were targeted in the study. Also item-based and rule-based errors were considered separately to find out whether Ferris's (2002) assumption about treatable and untreatable errors could be confirmed. The results showed significant decrease in the number of errors immediately after the baseline, and then steady downtrend throughout the treatment phase up to the post-test. The comparison of the pre-test and post-test scores let to conclude that recasts significantly assisted in increasing accuracy of writing. Quantitative analysis showed that the number of rule-based errors decreased more than the number of item-based errors. Qualitative analysis of the data of one of the participants showed, that item-based errors were treatable. It also brought up the suggestion that item-based features cannot be treated as a group. Each item is a single phenomenon which is not a part of any grammatical system of the language, and unlike rule-based features, no generalization can be applied to item-based features. The study showed that if to take item-based errors as single phenomenon, then both rule-based errors and item-based errors are equally treatable, thus questioning the ground for classifying errors as treatable and untreatable.The study also suggests a direction of the further research on the effect of recasts on the complex feature systems, such as Conditional III or Modal Verbs for expressing possibility in the past. These features failed to be corrected through recasts, but due to their complexity a longer study is needed to investigate the possibilities of recasts.
Author: Dana R. Ferris
Publisher: Routledge
ISBN: 1135655782
Category : Education
Languages : en
Pages : 213
Get Book Here
Book Description
Synthesizes & critically analyzes research on responce to L2 student writing and discusses implications of the research for teaching, specifically written & oral teacher commentary, error correction, and peer response. Intended for comp. researchers,
Author: John Bitchener
Publisher: Routledge
ISBN: 113683608X
Category : Education
Languages : en
Pages : 242
Get Book Here
Book Description
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: Liz Hamp-Lyons
Publisher: Hampton Press (NJ)
ISBN: 9781572732315
Category : English language
Languages : en
Pages : 0
Get Book Here
Book Description
This volume deals with the subject of portfolio-based writing assessment. It explores the theory behind using portfolios in writing a programme as well as information about what portfolios are, what advantages they hold for assessment purposes, and what effects they can have on a writing programme.
Author: Hossein Nassaji
Publisher: Cambridge University Press
ISBN: 110866203X
Category : Language Arts & Disciplines
Languages : en
Pages : 979
Get Book Here
Book Description
Bringing together state-of-the-art chapters written by leading scholars, this volume provides a comprehensive reference on theory and research of corrective feedback. It will be a key resource for researchers, graduate students, teachers and teacher educators who are interested in the role of feedback in second language teaching and learning.
Author: John M. Levis
Publisher: John Wiley & Sons
ISBN: 1119801575
Category : Language Arts & Disciplines
Languages : en
Pages : 356
Get Book Here
Book Description
Practical resources designed to help language educators apply the latest research and most effective pedagogical methods to classroom pronunciation instruction In Second Language Pronunciation: Bridging the Gap Between Research and Teaching, a team of distinguished researchers and educators delivers an incisive and practical approach to evidence-based pronunciation instruction in second language classrooms. Developed for language teachers who want to incorporate and implement the most effective pedagogical methods in their language instruction, this edited volume offers 15 essays that connect the latest research with practical applications in the classroom. In addition to exploring recent but less well-known methods—like High Variability Phonetic Training, discourse-based teaching, communicative classrooms, and technology-based methods—these chapters are unified in bringing theory to bear on practical questions faced by language teachers. The chapters follow a standard format, moving from critical research issues to pedagogical implications, and practical resources to equip language teachers, scholars, administrators, and teachers-in-training with the tools they require to develop their students’ pronunciation abilities. Readers will also find: A thorough introduction to using empirical evidence to guide pronunciation instruction in second language students Comprehensive explorations of the integration of pronunciation instruction into second language education Practical discussions of perception training in pronunciation instruction and the importance of L2 segmental and suprasegmental contrasts in pronunciation learning In-depth examinations of classroom research for pronunciation and the use of technology to explore L2 pronunciation Perfect for upper-level undergraduate and graduate students studying TESOL, applied linguistics, and second language acquisition, Second Language Pronunciation: Bridging the Gap Between Research and Teaching will also earn a place in the libraries of researchers, scholars, and teachers of language and education.
Author: Hossein Nassaji
Publisher: Routledge
ISBN: 1317219937
Category : Foreign Language Study
Languages : en
Pages : 262
Get Book Here
Book Description
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: Ken Hyland
Publisher: Cambridge University Press
ISBN: 1108425070
Category : Computers
Languages : en
Pages : 331
Get Book Here
Book Description
Offers an up-to-date analysis of issues related to providing, using and researching feedback, including new developments in technology.
Author: Alison Mackey
Publisher: Oxford University Press
ISBN: 0194423123
Category : Study Aids
Languages : en
Pages : 482
Get Book Here
Book Description
This edited collection of empirical studies examines the link between interaction and second language learning. The studies provide readers with insights into a wide variety of issues at the centre of current research into the relationship between conversational interaction and second language learning outcomes.
Author: Nicole Tracy-Ventura
Publisher: Routledge
ISBN: 0429687559
Category : Language Arts & Disciplines
Languages : en
Pages : 395
Get Book Here
Book Description
The Routledge Handbook of Second Language Acquisition and Corpora is a state-of-the-art collection of cutting-edge scholarship at the intersection of second language acquisition and learner corpus research. It draws on data-driven, statistical analysis to outline the background, methods, and outcomes of language learning, with a range of global experts providing detailed guidelines and findings. The volume is organized into five sections: Methodological and theoretical contributions to the study of learner language using corpora – setting the scene Key aspects in corpus design, annotation, and analysis for SLA Corpora in SLA theory and practice SLA constructs and corpora Future directions This is a ground-breaking collection of essays offering incisive and essential reading for anyone with an interest in second language acquisition, learner corpus research, and applied linguistics.
