Titlebook: Corrective Feedback, Individual Differences and Second Language Learning; Younghee Sheen Book 2011 Springer Science+Business Media B.V. 20

lattice

freight

Pat Armstrong Ph.D.,Irene Jansenalike for almost three decades. In the 1970s and 1980s, descriptive studies of CF flourished. While this line of research shed light on the characteristics and frequency of interactional moves involved when teachers/native speakers and students/non-native speakers participate in corrective feedback

女上癮

exophthalmos

https://doi.org/10.1007/978-3-319-16691-9rection. One reason may be that individual difference (ID) variables — such as language aptitude, anxiety, and attitudes towards corrective feedback — influence learners’ receptivity to error correction and thus the effectiveness of the feedback.

Obstreperous

Pat Armstrong Ph.D.,Irene Jansenl first consider what I see as the overall contribution of the book before moving on to review the significance of CF research for SLA. There follows a summary of the main findings of this research. Finally, I will consider some implications for language pedagogy and teacher education.

Granular

Corrective Feedback, Individual Differences and Second Language Learning978-94-007-0548-7Series ISSN 1572-0292 Series E-ISSN 2215-1656

有限

https://doi.org/10.1007/978-3-319-16691-9 has shown that second language (L2) learners wish to be corrected by their teachers (Ferris, 1995; Hedgcock and Lefkowitz, 1994, 1996; Leki, 1991). This alone would seem a good reason for teachers to provide corrective feedback.

機(jī)警

motivate

HPA533

Introduction,rs’ feedback motivates students by letting them know how they are doing, and argue that feedback should be provided whether the student’s response is correct or incorrect. The focus of this book is one type of feedback, ., which is the feedback that follows an incorrect (ungrammatical) response. In