Bringing together current research, analysis, and discussion of the role of corrective feedback in second language teaching and learning, this volume bridges the gap between research and pedagogy by identifying principles of effective feedback strategies and how to use them successfully in classroom instruction. By synthesizing recent works on a range of related themes and topics in this area and integrating them into a single volume, it provides a valuable resource for researchers, graduate students, teachers, and teacher educators in various contexts who seek to enhance their skills and to further their understanding in this key area of second language education.
Introduction: The role of corrective feedback: Theoretical and pedagogical perspective – Hossein Nassaji and Eva Kartchava
PART 1: ORAL CORRECTIVE FEEDBACK
Chapter 1: Oral corrective feedback in L2 classrooms: What we know so far - Rod Ellis
Chapter 2: The nature of peer corrective feedback during oral interaction: Cognitive and social perspectives - Masatoshi Sato
Chapter 3: The timing of oral corrective feedback - Paul Gregory Quinn (University of Toronto) and Tatsuya Nakata
PART 2: COMPUTER-MEDIATED CORRECTIVE FEEDBACK
Chapter 4: Computer-assisted corrective feedback and language learning - Trude Heift and Volker Hegelheimer
Chapter 5: Peer corrective feedback in computer-mediated collaborative writing - Neomy Storch
Chapter 6: Interactional feedback in computer-mediated communication: A review of the state
of the art - Nicole Ziegler and Alison Mackey
PART 3: WRITTEN CORRECTIVE FEEDBACK
Chapter 7: Language-focused peer corrective feedback in second language writing - Magda Tigchelaar and Charlene Polio
Chapter 8: Negotiated oral negotiation in response to written errors - Hossein Nassaji
Chapter 9: Why some L2 learners fail to benefit from written CF Corrective Feedback - John Bitchener
PART 4: STUDENT AND TEACHER ISSUES IN CORRECTIVE FEEDBACK
Chapter 10: Student and teacher beliefs and attitudes towards corrective feedback - Shaofeng Li
Chapter 11: Non-verbal Feedback - Kimi Nakatsukasa and Shawn Loewen
Conclusion, reflections, and final remarks – Hossein Nassaji and Eva Kartchava
List of Contributors
This series provides essential texts on teaching English as a second language and applied linguistics. It includes authored and edited volumes to be used as primary or supplementary texts in graduate-level and teacher training courses to enhance students’ and practicing teachers’ professional qualifications and knowledge. Each text is designed to promote the current and growing body of knowledge in applied linguistics and second language teaching, including advances in teacher education and the study of language.
Specifically, the series includes, but is not limited to, current uses of applied linguistics research in teaching a variety of second language skills, such as reading, writing, speaking and listening; materials and curriculum design; literacy; English for academic purposes; and research methods.
The texts also deal with broad domains of professional preparation related to socio-cultural perspectives and current issues/topics in teaching and learning a second language.
Books in the series benefit not only students, but experienced teachers, curriculum developers, teacher trainers, program administrators, and other second and foreign language professionals seeking to advance and update their knowledge and expertise.