Written Corrective Feedback for L2 Development

John Bitchener

ISBN 10: 1783095032 / ISBN 13: 9781783095032

Published by Channel View Publications Ltd, 2016

About this Item

This book considers the potential of written corrective feedback to facilitate second language (L2) development. It draws on cognitive and sociocultural theoretical perspectives and empirical evidence to explore some of the factors that explain why written corrective feedback may or may not lead to L2 development. Series: Second Language Acquisition. Num Pages: 168 pages. BIC Classification: CFDC; CJA; CJCW; EBA. Category: (UP) Postgraduate, Research & Scholarly. Dimension: 234 x 156. . . 2016. Reprint. Paperback. . . . .

Seller Inventory # V9781783095032

Bibliographic Details

• Title: Written Corrective Feedback for L2 Development
• Publisher: Channel View Publications Ltd
• Publication Date: 2016
• Language: English
• ISBN 10: 1783095032
• ISBN 13: 9781783095032
• Binding: Soft cover
• Condition: New

About this title

Synopsis

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.

About the Author

John Bitchener is Professor of Applied Linguistics at AUT University, New Zealand. His research interests focus on second language learning and teaching; theoretical and empirical issues regarding the role of written corrective feedback for L2 development; factors (individual internal and external) that facilitate and impede second language learning; feedback to thesis and dissertation students; and the discourse of academic genres.Neomy Storch is Senior Lecturer in Applied Linguistics and ESL at the School of Languages and Linguistics, The University of Melbourne, Australia. Her research interests include second language learning and teaching, second language writing, collaborative writing, L2 writing development, written corrective feedback from a sociocultural perspective, peer interaction and the development of authorial identity in graduate writing.