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.
This guide offers a step-by-step approach to organizing a thesis, with each chapter focusing on different sections and their functions, content, and language features. It includes a worked analysis of an example text and practical exercises for students to apply the concepts.
Focusing on the Writing Process
Emphasizing the writing process, this guide offers practical pre-writing strategies and post-writing feedback tailored for supervisors. It aims to assist students in navigating writing challenges encountered during the provisional and confirmation stages of their thesis or dissertation. The book serves as a resource for enhancing supervisory support, ensuring students receive constructive guidance to improve their writing skills effectively.
The book offers a critical analysis of research regarding error and feedback in second-language acquisition, focusing on both oral and written forms. It explores the effects of error correction on second-language writing, synthesizing various studies to provide insights into effective teaching practices. By examining these interconnected areas, the work aims to enhance understanding of how feedback influences language learning and writing proficiency.
In this first book-length treatment of collaborative writing in second language (L2) classrooms, Neomy Storch provides a theoretical, pedagogical and empirical rationale for the use of collaborative writing activities in L2 classes, as well as some guidelines about how to best implement such activities in both face-to-face and online mode.