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20 results

The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching
  • The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching
  • Edited by Hossein Nassaji, Eva Kartchava
  • Published online: 26 February 2021
  • Print publication: 11 March 2021
  • View description
    Corrective feedback is a vital pedagogical tool in language learning. This is the first volume to provide an in-depth analysis and discussion of the role of corrective feedback in second and foreign language learning and teaching. Written by leading scholars, it assembles cutting-edge research and state-of-the-art articles that address recent developments in core areas of corrective feedback including oral, written, computer-mediated, nonverbal, and peer feedback. The chapters are a combination of both theme-based and original empirical studies carried out in diverse second and foreign language contexts. Each chapter provides a concise review of its own topic, discusses theoretical and empirical issues not adequately addressed before, and identifies their implications for classroom instruction and future research. It will be an essential resource for all those interested in the role of corrective feedback in second and foreign language learning and how they can be used to enhance classroom teaching.
  • 25 - Content-Based L2 Teaching
    • from Part V - Pedagogical Interventions and Approaches
  • Edited by John W. Schwieter, Wilfrid Laurier University, Ontario, Alessandro Benati, The University of Hong Kong
  • Book: The Cambridge Handbook of Language Learning
  • Published online: 25 June 2019
  • Print publication: 27 June 2019, pp 597-620
  • View extract

    Summary

    The focus of this chapter is content-based language teaching (CBLT), a type of instruction that combines the teaching of academic subjects (such as maths, science, and history) and second or additional language (L2) learning. This “two for one” pedagogical approach aims to integrate content and language by providing learners with opportunities to use their developing L2 as they advance their understanding of a particular discipline. Although CBLT emphasizes the use of content, research suggests that L2 success in content-based classrooms depends, among other things, on the degree to which instruction provides opportunities not only for content-focused communication but also for attention to linguistic forms. In this respect, there are different models of content-based approaches, which differ from one another in the degree to which they focus on content versus form.