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edTPA? Good Grief!
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 1, Pp 31-33 (2015) (2015)
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82 |
Multilingualism and the Holistic Approach to Multilingual Education
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 45-46 (2015) (2015)
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83 |
Written Corrective Feedback: A Review of Studies since Truscott (1996)
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 69-84 (2015) (2015)
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Abstract:
Linguistic errors are pervasive in second language (L2) students’ writing. Depending on their gravity, the errors may cause a minor degree of irritation to the reader or even lead to total communication breakdown. As such, errors have always been a major concern to both students and teachers, and error correction has also assumed a central position in language teaching. Students generally expect that their errors will be pointed out and dealt with by their teachers. For instance, in a study on students’ attitudes toward corrective feedback (CF) in college-level English writing classes, Leki (1991) surveyed 100 English as a Second Language (ESL) students, asking them such questions as how concerned they were with their written errors, what they thought were the most important features in their writing that the teacher should attend to, and what they looked at when receiving a graded paper from the teacher. The results of the survey indicated that the students believed that good writing should be error-free, and the majority wanted all their written errors to be corrected. For L2 teachers, providing written CF on student writing has long been an essential practice. In fact, “grammar correction is something of an institution” (Truscott, 1996, p. 327) in L2 writing courses. Despite the fact that correcting students’ written errors is a time-consuming ordeal, and the endeavor is “fraught with uncertainty about its long-term effectiveness” (Ferris, 1999, p. 1), most L2 teachers have continued to slave over students’ errors in one form or another. As confirmed by a recent study on practitioners’ perspectives, the majority of teachers believe that students need CF and that written CF is overall an effective pedagogical practice (Evans et al., 2010).
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Keyword:
Ability testing; Applied linguistics; CF; Corrective feedback; Education; English as a second language; English language; ESL; Feedback; Foreign speakers; Higher education; L2; Language acquisition; P118-118.7; PE1-3729; Second language; Second language acquisition; SLA; Study of language; Teaching language; Writing english language; Written feedback
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URL: https://doaj.org/article/694951342d5a431b9bd9b99838700d88 https://doi.org/10.7916/D8F19BBF
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84 |
Formulaic Language: Pushing the Boundaries
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 1, Pp 1-3 (2015) (2015)
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85 |
Jokes and the Linguistic Mind
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 35-39 (2015) (2015)
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86 |
Second Language Reading and the Role of Grammar
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 29-48 (2015) (2015)
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87 |
From Aha Moments to Ethnomethodology: A Conversation with Hugh Mehan
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 1, Pp 33-45 (2015) (2015)
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88 |
Classroom-based Language Assessment: The Case of TAFL
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 53-54 (2015) (2015)
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89 |
Knowing Your Reader: Text-External Influences on Textual Features in Résumé Construction
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In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-30 (2015) (2015)
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90 |
Power, Position and Autonomy: Student Conflict in a Communicative Language Classroom
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 1-17 (2015) (2015)
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91 |
Category Terms as Story-Telling Shortcuts
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 46-48 (2015) (2015)
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92 |
Second Language Pragmatic Competence: Individual Differences in ESL and EFL Environments
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 84-99 (2015) (2015)
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93 |
Book Review of Video in Qualitative Research: Analysing Social Interaction in Everyday Life
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 50-54 (2015) (2015)
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94 |
The Interactional Dimension of LOA: Within and Beyond the Classroom
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 50-52 (2015) (2015)
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95 |
The Critical Period Hypothesis: Support, Challenge, and Reconceptualization
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 1, Pp 1-16 (2015) (2015)
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96 |
Strategic Competence and L2 Speaking Assessment
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 1, Pp 13-24 (2015) (2015)
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97 |
CMC and Face-to-face Communication in L2 Learning
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 23-24 (2015) (2015)
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98 |
Rethinking for Second Language Speaking
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 1-21 (2015) (2015)
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99 |
“He Is No Different from Other Men”: Complimenting and Responding to Compliments through Membership Categorization Practices
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 29-32 (2015) (2015)
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100 |
Introduction: Pre-service TESOL Teachers Speak Out About edTPA
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 1, Pp i-ii (2015) (2015)
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