This report seeks to examine the literature related to written corrective feedback in second/foreign language classrooms in order to inform the most effective pedagogical practices related to this topic. I begin with an article by Truscott which would set the tone for the academic debate on whether or not to provide written corrective feedback in L2 classrooms. In his 1996 article Truscott claims that written corrective feedback a) is not helpful, b) is harmful, and c) should be eliminated entirely. Chapter 1 covers this debate, referred to as the Truscott Debate, reviewing the many articles that directly answer the challenge laid down by Truscott (1996). Following a review of this academic debate, I examine the literature that investigates the specific providers of feedback (teachers or peer feedback), the types of feedback (direct or indirect) and the degree of focus related to those feedback options. Chapter 4 reviews other factors that can also affect the efficacy of written corrective feedback, such as student motivation, learner levels, and oral feedback in conjunction with written feedback and online feedback. Chapter 5 puts forth particular circumstances in which each type of feedback can be efficacious, offering a guide for the provision of feedback in a variety of circumstances. / text
| Identifer | oai:union.ndltd.org:UTEXAS/oai:repositories.lib.utexas.edu:2152/26226 |
| Date | 02 October 2014 |
| Creators | Leeman, Paul Eric |
| Source Sets | University of Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
Page generated in 0.0017 seconds