The Contribution of Written Corrective Feedback to Language Development: A Ten Month Investigation

Autor/inn/en	Bitchener, John; Knoch, Ute
Titel	The Contribution of Written Corrective Feedback to Language Development: A Ten Month Investigation
Quelle	In: Applied Linguistics, 31 (2010) 2, S.193-214 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amp016
Schlagwörter	Feedback (Response); Control Groups; Written Language; Foreign Countries; English (Second Language); Error Correction; Second Language Learning; Longitudinal Studies; Form Classes (Languages); Metalinguistics; Writing (Composition); Instructional Effectiveness; Pretests Posttests; Second Language Instruction; New Zealand + Suchen Sie Ihr Suchwort? Geschriebene Sprache; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Korrektur; Zweitsprachenerwerb; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Analytischer Sprachbau; Metalanguage; Metasprache; Schreibübung; Unterrichtserfolg; Fremdsprachenunterricht; Neuseeland
Abstract	The call for longitudinal evidence on the efficacy of written corrective feedback (WCF) for ESL (English as a second language) writers has been made repeatedly since Truscott (1996) claimed that it is ineffective, harmful, and should therefore be abandoned. This article discusses some of the theoretical issues raised against the practice, outlines the status of recent empirical evidence and presents a 10-month study of the effects of WCF on two functional uses of the English article system given to 52 low-intermediate ESL students in Auckland, New Zealand. Assigned to four groups (direct corrective feedback, written, and oral meta-linguistic explanation; direct corrective feedback and written meta-linguistic explanation; direct corrective feedback only; the control group), the students produced five pieces of writing (pre-test, immediate post-test, and three delayed post-tests). Each of the treatment groups outperformed the control group on all post-tests and no difference in effectiveness was found between the three treatment groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10