Teacher Written Corrective Feedback: Less Is More

Autor/in	Lee, Icy
Titel	Teacher Written Corrective Feedback: Less Is More
Quelle	In: Language Teaching, 52 (2019) 4, S.524-536 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4448
DOI	10.1017/S0261444819000247
Schlagwörter	Second Language Instruction; Language Teachers; Student Evaluation; Feedback (Response); Written Language; Grammar; Educational Benefits; Evaluation Methods + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Language teacher; Sprachunterricht; Schulnote; Studentische Bewertung; Geschriebene Sprache; Grammatik; Bildungsertrag
Abstract	In different parts of the world second language (L2) teachers devote a massive amount of time to giving feedback on grammatical errors in student writing. Such written corrective feedback, which is unfocused and comprehensive, is fraught with problems for both teachers and students. Nonetheless, it remains a prevalent practice in many L2 contexts. In this position paper, I argue that more written corrective feedback is not better, but instead less is more. After presenting the problems emanating from comprehensive written corrective feedback, I argue for a focused approach to written corrective feedback and examine its benefits for teachers and students. Through discussing five impediments to the implementation of focused written corrective feedback, I scrutinize and refute the counter-claims, and bolster my overall argument in support of focused written corrective feedback. I conclude the position paper with recommendations for action for teachers, teacher educators and researchers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01