The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching

doi:10.1017/9781108589789

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The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching

The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching

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Scheuer, Sylwia and Horgues, Céline 2021. English Pronunciation Instruction. Vol. 19, Issue. , p. 224.

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Liu, Xueli and Wei, Junyan 2021. Book Review: The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching. Frontiers in Psychology, Vol. 12, Issue. ,

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Ahmadian, Mohammad Javad and Long, Michael H. 2021. The Cambridge Handbook of Task-Based Language Teaching.

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Bardovi-Harlig, Kathleen and Comajoan-Colomé, Llorenç 2022. The relation of second language acquisition, instructed second language acquisition, and language teaching from the lens of second language tense-aspect. Language Teaching, p. 1.

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Ioannou, Sophia and Tsagari, Dina 2022. Effects of Recasts, Metalinguistic Feedback, and Students’ Proficiency on the Acquisition of Greek Perfective Past Tense. Languages, Vol. 7, Issue. 1, p. 40.

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Mastellotto, Lynn and Zanin, Renata 2022. Multilingual teacher training in South Tyrol: strategies for effective linguistic input with young learners. Innovation in Language Learning and Teaching, p. 1.

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Edited by Hossein Nassaji, University of Victoria, British Columbia, Eva Kartchava, Carleton University, Ottawa

Publisher: Cambridge University Press
Online publication date: February 2021
Print publication year: 2021
Online ISBN: 9781108589789
DOI: https://doi.org/10.1017/9781108589789

Collection: Cambridge Handbooks of Linguistics
Series: Cambridge Handbooks in Language and Linguistics
Subjects: Applied Linguistics, English Language and Linguistics: General Interest, Language and Linguistics

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The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching
Edited by Hossein Nassaji, Eva Kartchava
Online ISBN: 9781108589789

Book DOI: https://doi.org/10.1017/9781108589789
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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.

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The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching

This book has been cited by the following publications. This list is generated based on data provided by CrossRef.

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Contents

The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching
pp i-i

Cambridge Handbooks in Language and Linguistics - Series page
pp ii-iv

The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching - Title page
pp v-v

Copyright page
pp vi-vi

Contents
pp vii-ix

Figures
pp x-x

Tables
pp xi-xii

Contributors
pp xiii-xx

Acknowledgments
pp xxi-xxii

Introduction - Corrective Feedback in Second Language Teaching and Learning
pp 1-20

Part I - Theoretical Perspectives on Corrective Feedback
pp 21-108

1 - Corrective Feedback from Behaviorist and Innatist Perspectives
pp 23-43

2 - Interactionist Approach to Corrective Feedback in Second Language Acquisition
pp 44-64

3 - Cognitive Theoretical Perspectives of Corrective Feedback
pp 65-84

4 - Corrective Feedback from a Sociocultural Perspective
pp 85-108

Part II - Methodological Approaches in the Study of Corrective Feedback
pp 109-184

5 - Tools to Measure the Effectiveness of Feedback
pp 111-129

6 - Laboratory-Based Oral Corrective Feedback
pp 130-146

7 - Classroom-Based Research in Corrective Feedback
pp 147-163

8 - Meta-Analysis and Research Synthesis
pp 164-184

Part III - Different Delivery Modes of Corrective Feedback
pp 185-272

9 - Oral Corrective Feedback
pp 187-206

10 - Written Corrective Feedback
pp 207-225

11 - Technology-Mediated Corrective Feedback
pp 226-250

12 - Gestures, Corrective Feedback, and Second Language Development
pp 251-272

Part IV - Feedback Provider, Feedback Intensity, and Feedback Timing
pp 273-364

13 - Peer Feedback in Second Language Oral Interaction
pp 275-299

14 - Focused versus Unfocused Corrective Feedback
pp 300-321

15 - Corrective Feedback Timing and Second Language Grammatical Development: Research, Theory, and Practice
pp 322-340

16 - Explicit and Implicit Oral Corrective Feedback
pp 341-364

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The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching

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