This book explores current thinking about the role of corrective feedback in language learning and teaching. Corrective feedback is a topic that is of relevance to both theories of second language learning and language pedagogy.
Younghee Sheen, an Assistant Professor of Applied Linguistics at the American University in Washington D.C., offers a new perspective by reviewing a wide body of research on both oral and written corrective feedback and its contribution to second language acquisition. She also reports the results of her own study, pointing to the need to examine how individual factors such as anxiety and language aptitude mediate learners' ability to benefit from the oral and written feedback they receive.
This book is an important resource for students and scholars of applied linguistics and second language acquisition. It will also be of interest to language teachers and teacher educators wanting to deepen their understanding of error correction strategies in the classroom.
Rezensionen / Stimmen
From the reviews:
"A book intended for both researchers and teachers in applied linguistics. . The book is very well organized with very clear headings and subheadings. . all of the charts in the book are easily readable. . covers a great deal of information that the second language teacher needs to know about CF. Overall, I would recommend the book to beginning SLA researchers . . I believe students would also benefit from the manner in which Sheen explains step-by-step how her scientific studies were conducted." (Christopher D. Sams, The Linguist, September, 2011)
"The author explores the various aspects of corrective feedback (CF) in a classroom setting, aiming to reveal the complex relationships between individual learner characteristics and the interaction taking place in the classroom. . providing guidelines for teachers, drawing on a range of different sources, including methodologists' recommendations and observed practices as well as teachers' and students' beliefs regarding error correction. . the significance of the book is emphasized and pedagogical recommendations are provided, so that research on CF can be made relevant for language teachers." (Nadia Mifka-Profozic, eLanguage, November, 2011)
