Written corrective feedback in second language acquisition and writing studies

2012 ◽  
Vol 45 (4) ◽  
pp. 446-459 ◽  
Author(s):  
Dana R. Ferris
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Corrective Feedback ◽  
Writing Studies ◽  
The Past ◽  
Grammar Correction ◽  
Written Corrective Feedback ◽  
Language Studies ◽  
Controversial Topic

Written corrective feedback, referred to hereafter as ‘written CF’ and also known as ‘grammar correction’ or ‘error correction’, has been a controversial topic in second language studies over the past fifteen years. Inspired by John Truscott's thought-provoking 1996 essay inLanguage Learning, many different researchers have undertaken new programs of investigation, while others have engaged in scholarly synthesis and argumentation around the topic.

The Effects of Written Corrective Feedback on Chinese EFL Learners’ Acquisition of English Collocations

2015 ◽  
Vol 38 (3) ◽  
Author(s):  
Ting Wang ◽  
Lin Jiang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Corrective Feedback ◽  
Choice Test ◽  
Future Research ◽  
Control Group ◽  
Written Corrective Feedback ◽  
Facilitative Role

AbstractThe role of written corrective feedback (CF) in the process of acquiring a second language (L2) has been an issue of considerable controversies over past decades. This study thus endeavors to extend current work on written CF by investigating and comparing the effect on collocation learning of one traditional type of feedback—direct corrective feedback (DCF)—with an innovative type of error correction, feedback provided within context—situated feedback (SF). The effects of the two types of written feedback were measured by examining the accurate use of target collocations in a translation test and a multiple choice test completed by 73 intermediate EFL students in China. Three groups were formed: a DCF group, an SF group, and a control group. The study found that both treatment groups outperformed the control group in the posttests and delayed posttests and that there were significant advantages of the SF group in comparison to the DCF group in both posttests. The results suggested that the provision of written CF was helpful for collocation learning and that situational context could promote the facilitative role of written CF in language acquisition. These findings are discussed from the perspectives of both second language acquisition (SLA) theory and language pedagogy and implications for future research efforts are put forward.

scholarly journals The Role of Universal Grammar in Second Language Acquisition from the Perspective of Chinese Acquiring English Reflexives

2019 ◽  
Vol 7 (2) ◽  
pp. p284
Author(s):  
Jing Song
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Second Language Learning ◽  
Universal Grammar ◽  
The Past ◽  
Chinese Learners ◽  
Chinese And English

In China, the second language learning has always played an important role in primary and higher education. The issue of how children acquire the second language has experienced a boom in China over the past decade as the proficiency of a person’s English level mainly depends on its acquisition in primary stage. The main focus of this paper is to examine the role of UG in the second language acquisition and to what extent it plays in the process. To illustrate this, the four access hypotheses were given firstly. In addition, the role of UG from the aspect of Chinese learners’ acquiring the English reflexives was discussed. In this section, the importance of analyzing the reflexives and the different features of them in Chinese and English were exhibited.

scholarly journals PRINCIPLES OF SECOND LANGUAGE ACQUISITION IN CHILDREN

2020 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Haerazi Haerazi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Nursery School ◽  
First Language ◽  
Early Years ◽  
Home Culture ◽  
Language Studies ◽  
School Day

To understand the principles of second language acquisition, we could adopt a variety of perspective. Research on second language acquisition (SLA) by children and adults is characterized by many different subfields and perspectives, both cognitive and social in orientation. Although children feature as participants in this research, it is relatively rare to find reviews or overviews of SLA that deal specifically with child SLA although there are a few important exceptions. This general lack of focus on children’s SLA is somewhat surprising, considering that data from children as first language learners have often provided a basis and impetus for SLA theorizing. Among the best-known first language studies to prove influential was Brown’s seminal work showing a predictable order of morpheme acquisition by children under the age of three. Many early years settings now welcome children and families from different cultures who use languages other than English. Young children who are starting to learn English as an additional language may also be attending a nursery school, pre-school, day nursery or child-minder perhaps for the first time. They will bring with them many skills and experiences from their home culture and will be both anxious and excited about their new situation. A good foundation for learning English as an additional language is embedded in quality early years practice. To know more about the principle of second language acquisition in children, this paper will present some issues related with it such as the nature and the role of language learning and the logical problem in language learning.

Complexity in Instructed Heritage Language Acquisition

2021 ◽  
Vol 18 (3) ◽  
pp. 1-20
Author(s):  
Julio Torres
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Heritage Language ◽  
Lessons Learned ◽  
Language Experience ◽  
Gender Assignment ◽  
Linguistic Complexity ◽  
Language Studies

Abstract In this article, I reflect on the role of linguistic complexity in instructed heritage language (HL) acquisition by specifically examining morphosyntactic linguistic complexity as it relates to factors such as transparency, saliency, and communicative value. First, I critically evaluate previous proposals on linking formal HL studies to pedagogy by arguing that learning in instructed contexts is a complex task that requires research on a number of variables including linguistic complexity. Second, I summarize the lessons learned in the field of instructed second language acquisition with regard to complexity in additional language learning. Third, by reviewing an empirical study on the development of Spanish gender assignment and agreement in writing, I provide a few arguments for investigating the interplay between linguistic complexity and the prior language experience that HL learners bring into the learning environment. Informed by findings from instructed second language studies, I propose that instructed HL studies also examine how linguistic complexity is potentially interwoven with type of instruction and individual differences.

Learning Korean honorifics through individual and collaborative writing tasks and written corrective feedback

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Hyejin Cho ◽  
YouJin Kim
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Task Performance ◽  
Applied Linguistics ◽  
Collaborative Writing ◽  
Corrective Feedback ◽  
Collaborative Group ◽  
Individual Group ◽  
Written Corrective Feedback ◽  
Significant Difference

AbstractTo date, the majority of task-based instructed second language acquisition studies have investigated the effects of tasks on second language morphosyntactic development, and little attention has been paid to the effectiveness of dialogic tasks on the learning of pragmatics in classroom contexts (Plonsky, L. & Y. Kim. 2016. Task-based learner production: A substantive and methodological review. Annual Review of Applied Linguistics 36. 73–97). The present study is a partial replication study of Taguchi and Kim (2016. Collaborative dialogue in learning pragmatics: Pragmatic-related episodes as an opportunity for learning request-making. Applied Linguistics 37. 416–437) and aims to compare learning outcomes between collaborative and individual task groups while written corrective feedback is provided.Thirty-two high beginner learners of Korean from two classes participated in this study. Each class was randomly assigned to either a collaborative or an individual group to complete e-mail writing tasks. In the collaborative group, students wrote e-mails with a partner, whereas the individual group wrote e-mails independently to introduce their professors during study abroad using four types of Korean honorifics. Both groups received indirect corrective feedback on honorifics used during task performance. Written description tests (WDT) were designed to investigate the short-term and long-term learning of Korean honorifics in line with the instructional tasks. Students’ responses on the WDT were analyzed in terms of the number of suppliance and accurate production of each target feature. Students’ responses to teacher feedback were analyzed using the following categories: resolved correctly, resolved incorrectly, and unresolved.The results showed that there was no significant difference in the production of target features during task performance when indirect WCF was provided to both conditions. Furthermore, both groups significantly outperformed in the immediate and delayed posttest than the pretest. However, the results found no difference in learning of Korean honorifics between the two groups.

scholarly journals The locus of written corrective feedback in various SLA theories

2021 ◽  
Vol 31 (1) ◽  
pp. 112-139
Author(s):  
Ehsan Abbaspour
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Second Language Writing ◽  
Corrective Feedback ◽  
L2 Writing ◽  
Oral Feedback ◽  
Written Corrective Feedback ◽  
Language Writing ◽  
Shed Light

Whether corrective feedback is effective in L2 writing has always been a controversial issue among Second Language Acquisition (SLA) scholars despite a vast body of research investigating the issue. This conflict is rooted in the fact that different researchers subscribe to different theories of SLA which are at times contradictory in nature. The present article reviews and investigates major SLA theories with respect to their views and stance toward the efficacy of Written Corrective Feedback (WCF) and error correction in second language writing. Many of these theories do not address the role of corrective feedback explicitly or merely focus on the role of oral feedback. Polio (2012) and Bitchener and Ferris (2012) have partially investigated the issue at stake reviewing a number of SLA theories. In this study, however, attempt is made to shed light on the role of WCF especially in the theories which are not directly concerned with L2 writing.

Written corrective feedback in L2 writing: Connors & Lunsford (1988); Lunsford & Lunsford (2008); Lalande (1982)

2015 ◽  
Vol 48 (4) ◽  
pp. 531-544 ◽  
Author(s):  
Dana Ferris
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
L2 Writing ◽  
Student Writing ◽  
Composition And Rhetoric ◽  
Research Paradigms ◽  
The Past ◽  
Written Corrective Feedback ◽  
Language Studies ◽  
Quasi Experimental

Written corrective feedback (CF) has been the most heavily researched topic in second language (L2) writing over the past 20 years. As a recent research timeline article in this journal (Ferris 2012; see also Bitchener & Ferris 2012) shows, studies of error correction in student writing have crossed disciplines (composition and rhetoric, foreign language studies, applied linguistics) and have utilized a range of research paradigms, including descriptive text analysis, quasi-experimental designs, and quantitative and qualitative classroom research. This article highlights two landmark studies on this topic, both from the 1980s, representing two of these research traditions. It explains why replication of these two studies would further advance our knowledge about written CF and makes specific suggestions about how the replications should be completed.

Are think-alouds reactive? Evidence from an L2 written corrective feedback study

2020 ◽  
pp. 136216882096716
Author(s):  
Bo-Ram Suh
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Cognitive Processing ◽  
Corrective Feedback ◽  
L2 Writing ◽  
Think Aloud ◽  
Thinking Aloud ◽  
Written Corrective Feedback ◽  
Think Alouds ◽  
L2 Development

The use of concurrent data elicitation procedures (e.g. think-alouds, eye-tracking, response time) to investigate learners’ cognitive processing and processes is becoming more prominent in research designs as researchers seek to acquire a better understanding of how second language (L2) learners process L2 data (e.g. Martin et al., 2019; Rogers, 2019; Thinglum, 2019; for more recent studies employing concurrent procedures, see Leow, 2019). At the same time, an increasing number of studies have empirically investigated the reactivity of think-aloud protocols in second language acquisition (e.g. Medina, 2019; Morgan-Short et al., 2012). While the studies that have addressed the reactivity issue have yielded mixed findings, only a few studies (e.g. Adrada-Rafael & Filgueras-Gómez, 2019; Sachs & Polio, 2007) have addressed the written mode, particularly in the context of L2 writing that incorporates feedback. As part of a larger study of written corrective feedback, the present study investigates the possible reactive effects of think-alouds during exposure to written corrective feedback, which was provided on learners’ L2 writing, on their L2 development. Fifty-nine Korean university learners of English as a foreign language, randomly assigned to either a think-aloud or to a non-think-aloud (silent control) condition, participated in the study. L2 development was measured by a written story-retelling task and a multiple-choice receptive test. Results showed that thinking aloud while processing written corrective feedback during three feedback sessions did not affect learners’ development of receptive knowledge and their ability to produce the target structure in a new piece of writing when compared to a non-think-aloud condition.

Providing graduated corrective feedback in an intelligent computer-assisted language learning environment

ReCALL ◽  
2017 ◽  
Vol 29 (3) ◽  
pp. 313-334 ◽  
Author(s):  
Haiyang Ai
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Corrective Feedback ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
L2 Development ◽  
Design Effectiveness ◽  
Intelligent Computer ◽  
Scholarly Attention

AbstractCorrective feedback (CF), a response to linguistic errors made by second language (L2) learners, has received extensive scholarly attention in second language acquisition. While much of the previous research in the field has focused on whether CF facilitates or impedes L2 development, few studies have examined the efficacy of gradually modifying the explicitness or specificity of CF as a function of a learner’s response to the feedback. Yet, the type and extent of CF needed by a learner, as suggested by Vygotsky (1978), sheds light on whether a learner is developing his or her abilities in a particular area and the ways in which they do it. This paper reports on a study that explores the design, effectiveness and learners’ perception toward agraduated(Aljaafreh & Lantolf, 1994) approach to CF, i.e., feedback that progresses from very general and implicit to very specific and explicit, in an intelligent computer-assisted language learning (ICALL) environment. The results show that the graduated approach to CF is effective in helping learners to self-identify and self-correct a number of grammatical issues, although an onsite tutor provides necessary remedies when the ICALL system occasionally fails to do its part. Implications for CF research, particularly on the notion of individualized feedback, are also discussed.

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