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Researching Acquisition Sequences: Idealization and De-idealization in SLA
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Does language analytical ability mediate the effect of written feedback on grammatical accuracy in second language writing?
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Effects of written feedback and revision on learners' accuracy in using two English grammatical structures
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| 27 |
Tracking ‘learning behaviours’ in the incidental acquisition of two dimensional adjectives by Japanese beginner learners of L2 English
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| 31 |
Exploring Language Pedagogy through Second Language Acquisition Research
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The comparative effect of direct written corrective feedback and metalinguistic explanation on learners' explicit and implicit knowledge of the English indefinite article
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| 34 |
Oral corrective feedback on L2 writing: Two approaches compared
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Abstract:
Corrective feedback (CF) research conducted within a cognitive-interactionist framework has examined the effectiveness of specific types of CF (e.g. Ellis etal., 2006). In contrast, CF research conducted within a sociocultural framework has sought to show how tailoring the feedback to the learners' zone of proximal development assists learning (e.g. Aljaafreh and Lantolf, 1994). The study reported in this article was designed to compare these two approaches to investigating CF by examining two types of feedback on students' errors in oral conferences following two pieces of writing. Some students received 'graduated feedback' in accordance with sociocultural theory and others explicit feedback in accordance with cognitive-interactionist theory. The detailed analysis of the feedback sessions showed that while the graduated feedback was effective in promoting self-correction, there was no evidence of any systematic reduction in the level of assistance provided over time. In contrast, the explicit feedback resulted in less self-correction but was accomplished much more quickly. © 2013 .
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URL: http://hdl.handle.net/20.500.11937/54377
https://doi.org/10.1016/j.system.2013.03.004
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Investigating linguistic knowledge of a second language and its relationship to general language proficiency and individual learner differences in an EFL context
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