Written corrective feedback (CF) is a written response to a linguistic error that has been made in the writing of a text by a second language (L2) learner. This book aims to further our understanding of whether or not written CF has the potential to facilitate L2 development over time. Chapters draw on cognitive and sociocultural theoretical perspectives and review empirical research to determine whether or not, and the extent to which, written CF has been found to assist L2 development. Cognitive processing conditions are considered in the examination of its effectiveness, as well as context-related and individual learner factors or variables that have been hypothesised and shown to facilitate or impede the effectiveness of written CF for L2 development.
Table des matières
Chapter 1: Introduction
Chapter 2: The Cognitive Perspective on Written CF for L2 Development
Chapter 3: Cognitively-Informed Research on Written CF for L2 Development
Chapter 4: The Sociocultural Perspective on Written CF for L2 Development
Chapter 5: Socioculturally Informed Research on Written CF for L2 Development
Chapter 6: Conclusion
References
A propos de l’auteur
Neomy Storch is Senior Lecturer in Applied Linguistics and ESL at the School of Languages and Linguistics, The University of Melbourne, Australia. Her research interests include second language learning and teaching, second language writing, collaborative writing, L2 writing development, written corrective feedback from a sociocultural perspective, peer interaction and the development of authorial identity in graduate writing.
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