Examining the Effect of Feedback in Beginning L2 Composition

Autor/in	Gascoigne, Carolyn
Titel	Examining the Effect of Feedback in Beginning L2 Composition
Quelle	In: Foreign Language Annals, 37 (2004) 1, S.71-76 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
Schlagwörter	Writing (Composition); Second Language Learning; Second Language Instruction; Feedback; Student Attitudes; English (Second Language); Revision (Written Composition); Language Teachers + Suchen Sie Ihr Suchwort? Schreibübung; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Korrektur; Language teacher; Sprachunterricht
Abstract	Although L2 teachers tend to operate under the assumption that feedback on student compositions has a profound and positive effect on student revisions, few investigations have examined the results of teacher feedback. The present study, therefore, replicated a 1997 study by Ferris on the type and effect of feedback on advanced English-as-a-second-language (ESL) composition revisions within a beginning L2 environment. Results of this investigation revealed that brief teacher commentary (4?5 words in length) in the form of imperatives tended to engender successful revisions, and by extension, that successful feedback type was dependent upon the composition environment. (Author).
Anmerkungen	American Council on the Teaching of Foreign Languages, 700 S. Washington St., Suite 210, Alexandria, VA 22314. Tel: 703-894-2900; Fax: 703-894-2905; e-mail: headquarters@actfl.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10