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EPILOGUE: A Framework for Investigating Oral and Written Corrective Feedback

Studies in second language acquisition, 2010-06, Vol.32 (2), p.335-349 [Peer Reviewed Journal]

CAMBRIDGE UNIVERSITY PRESS 2010 ;Copyright © Cambridge University Press 2010 ;ISSN: 0272-2631 ;EISSN: 1470-1545 ;DOI: 10.1017/S0272263109990544 ;CODEN: SLACEF

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Title:
EPILOGUE: A Framework for Investigating Oral and Written Corrective Feedback
Author: Ellis, Rod
Subjects: Canadian English ; Classrooms ; Educational activities ; English as a second language instruction ; English as an international language ; Feedback ; Handbooks ; Korean language ; Language ; Language acquisition ; Language immersion programs ; Learner engagement ; Linguistics ; Migrants ; Negative evidence ; New Zealand English ; Outcomes of education ; Pedagogy ; Researchers ; Second language acquisition ; Second language learning ; Second language teachers ; Sociocultural theory ; Studies ; Taxonomy ; Teaching ; Theory ; Universal grammar ; Writing ; Writing instruction
Is Part Of: Studies in second language acquisition, 2010-06, Vol.32 (2), p.335-349
Description: SLA theories differ both in the importance attached to CF and in the type of feedback hypothesized needed for acquisition. [...]whereas theories derived from Chomsky's Universal Grammar (e.g., Schwartz, 1993) claim that acquisition is driven entirely by positive evidence and, thus, that CF has no role as a source of negative evidence, cognitive interactionist theories (e.g., Long, 1996) claim that CF assists acquisition by helping learners establish targetlike form-meaning mappings while they are engaged in the effort to communicate. [...]sociocultural theory rejects the view that there is a single type of CF that is best for learning; instead, it proposes that learners benefit most when teachers prompt the learner to self-correct and scaffold his or her attempts by fine-tuning their choice of corrective strategy to the learner's developmental level (Aljaafreh & Lantolf, 1994).The study of CF has served as a means of testing the claims of these competing SLA theories. [...]Truscott's (1996, 1999) dismissal of written CF has forced researchers to address the basic theoretical issue--whether written CF does in fact assist acquisition. [...]current written CF research is theoretically oriented, although it maintains its traditional concern for improving pedagogy. Sheen (2004) compared the oral CF found in four different settings--Canadian immersion, Canadian English as a second language (ESL) for a group of migrants, New Zealand ESL for international students, and Korean English as a foreign language (EFL).
Publisher: New York: Cambridge University Press
Language: English
Identifier: ISSN: 0272-2631
EISSN: 1470-1545
DOI: 10.1017/S0272263109990544
CODEN: SLACEF
Source: ProQuest One Psychology
Alma/SFX Local Collection
ProQuest Central

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EPILOGUE: A Framework for Investigating Oral and Written Corrective Feedback

CAMBRIDGE UNIVERSITY PRESS 2010 ;Copyright © Cambridge University Press 2010 ;ISSN: 0272-2631 ;EISSN: 1470-1545 ;DOI: 10.1017/S0272263109990544 ;CODEN: SLACEF

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