Page: 1... 4 5 6 7 8 9 10 11
| 141 |
The Selective Fossilization Hypothesis, Focus on Form, and the Second Language Classroom: Future Possibilities
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 1, Pp 70-72 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 142 |
Input, interaction, and corrective feedback in L2 learning
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 49-51 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 143 |
Culture as Context
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 39-41 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 144 |
Second Language Reading Research and Instruction: Crossing the Boundaries
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 58-62 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 145 |
Code-switching and Translanguaging: Potential Functions in Multilingual Classrooms
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 50-52 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 146 |
CALL for SLA: Does its Benefits Outweigh is Costs?
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 15-17 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 147 |
edTPA? Good Grief!
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 1, Pp 31-33 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 148 |
Multilingualism and the Holistic Approach to Multilingual Education
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 45-46 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 149 |
Written Corrective Feedback: A Review of Studies since Truscott (1996)
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 69-84 (2015) (2015)
|
|
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).
|
|
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
|
|
URL: https://doaj.org/article/694951342d5a431b9bd9b99838700d88
https://doi.org/10.7916/D8F19BBF
|
|
BASE
|
|
Hide details
|
|
|
| 150 |
“I Don’t Know What My Mummy Does”
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 1, Pp 1-2 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 151 |
Family as Context
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 52-54 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 152 |
East is West
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 1, Pp 1-2 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 153 |
Formative Assessment: A Cognitive Perspective
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 59-62 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 154 |
Formulaic Language: Pushing the Boundaries
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 1, Pp 1-3 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 155 |
Jokes and the Linguistic Mind
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 35-39 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 156 |
Unpacking the Selective Fossilization Hypothesis: Questions, Insights, and Possibilities
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 157 |
Second Language Reading and the Role of Grammar
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 29-48 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 158 |
An interview with Dr. Eli Hinkel
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 1, Pp 1-6 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 159 |
From Aha Moments to Ethnomethodology: A Conversation with Hugh Mehan
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 1, Pp 33-45 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 160 |
Classroom-based Language Assessment: The Case of TAFL
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 53-54 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
Page: 1... 4 5 6 7 8 9 10 11 |
|
