Literaturnachweis - Detailanzeige
| Autor/in | Storch, Neomy |
|---|---|
| Titel | Written Corrective Feedback from Sociocultural Theoretical Perspectives: A Research Agenda |
| Quelle | In: Language Teaching, 51 (2018) 2, S.262-277 (16 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0261-4448 |
| DOI | 10.1017/S0261444818000034 |
| Schlagwörter | Error Correction; Feedback (Response); Second Language Learning; Second Language Instruction; Longitudinal Studies; Sociocultural Patterns; Learning Theories; Teaching Methods; Context Effect; Individual Differences; Scaffolding (Teaching Technique) |
| Abstract | Using key constructs from sociocultural theory and activity theory, this paper outlines three broad areas of future research on written corrective feedback (WCF) that may be of interest to second language (L2) researchers and practitioners. The first area uses the constructs of the Zone of Proximal Development (ZPD) and scaffolding to assess the nature and appropriateness of the feedback provided. The second area uses the construct of tools and considers learners' responses to the means used to provide WCF, including automated feedback. The third, and perhaps most important area, views WCF as an activity, and examines context-related and individual factors that impact on the provision and response to WCF. The paper provides concrete examples of small-scale longitudinal studies in each of these areas, including recommendations as to the kind of data and measures to employ. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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