Written Corrective Feedback for L2 Development

John Bitchener

ISBN 10: 1783095032 / ISBN 13: 9781783095032

Verlag: Channel View Publications Ltd, 2016

Beschreibung

This book considers the potential of written corrective feedback to facilitate second language (L2) development. It draws on cognitive and sociocultural theoretical perspectives and empirical evidence to explore some of the factors that explain why written corrective feedback may or may not lead to L2 development. Series: Second Language Acquisition. Num Pages: 168 pages. BIC Classification: CFDC; CJA; CJCW; EBA. Category: (UP) Postgraduate, Research & Scholarly. Dimension: 234 x 156. . . 2016. Reprint. Paperback. . . . . Books ship from the US and Ireland.

Bestandsnummer des Verkäufers V9781783095032

Bibliografische Details

• Titel: Written Corrective Feedback for L2 Development
• Verlag: Channel View Publications Ltd
• Erscheinungsjahr: 2016
• Sprache: Englisch
• ISBN-10: 1783095032
• ISBN-13: 9781783095032
• Einband: Softcover
• Zustand: New

Über diesen Titel

Inhaltsangabe

This book considers the potential of written corrective feedback to facilitate second language (L2) development. It draws on cognitive and sociocultural theoretical perspectives and empirical evidence to explore some of the factors that explain why written corrective feedback may or may not lead to L2 development.

Über die Autorinnen und Autoren

John Bitchener is Professor of Applied Linguistics at AUT University, New Zealand. His research interests focus on second language learning and teaching; theoretical and empirical issues regarding the role of written corrective feedback for L2 development; factors (individual internal and external) that facilitate and impede second language learning; feedback to thesis and dissertation students; and the discourse of academic genres.

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.