Written Corrective Feedback in Second Language Acquisition and Writing

Jane Kroger, Dana R. Ferris (University of California, Davis, USA)

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English

Routledge
26 September 2011

Language acquisition

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.

By: Jane Kroger, Dana R. Ferris (University of California, Davis, USA)
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions: Height: 229mm, Width: 152mm, Spine: 15mm
Weight: 680g
ISBN: 9780415872447
ISBN 10: 0415872448
Pages: 230
Publication Date: 26 September 2011
Audience: College/higher education , Professional and scholarly , Primary , Undergraduate
Format: Paperback
Publisher's Status: Active

John Bitchener is Professor, School of Languages at Auckland University of Technology, New Zealand. Dana R. Ferris is Professor in the University Writing Program at the University of California, Davis.

Reviews for Written Corrective Feedback in Second Language Acquisition and Writing

""As an interdisciplinary scholar working in the fields of foreign language methodology and pedagogy, linguistics, and education, I found that Bitchener and Ferris provide an excellent model for connecting parallel strands of literature in productive and accessible ways.""—Teachers College Record