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Introduction - Corrective Feedback in Second Language Teaching and Learning
- By Hossein Nassaji, Eva Kartchava
Edited by Hossein Nassaji, University of Victoria, British Columbia, Eva Kartchava, Carleton University, Ottawa
Book:

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

Published online:

26 February 2021

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11 March 2021, pp 1-20
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Summary

This chapter outlines the rationale for the volume as well as its scope and structure. The theoretical and empirical bases for the study of corrective feedback as well as ways to employ corrective feedback in second language instruction are presented first followed by the aims of the book, its target audience, and a description of the book’s structure and content.

Part I - Theoretical Perspectives on Corrective Feedback
Edited by Hossein Nassaji, University of Victoria, British Columbia, Eva Kartchava, Carleton University, Ottawa
Book:

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

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26 February 2021

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11 March 2021, pp 21-108
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Part V - Corrective Feedback and Language Skills
Edited by Hossein Nassaji, University of Victoria, British Columbia, Eva Kartchava, Carleton University, Ottawa
Book:

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

Published online:

26 February 2021

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11 March 2021, pp 365-470
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Contributors
Edited by Hossein Nassaji, University of Victoria, British Columbia, Eva Kartchava, Carleton University, Ottawa
Book:

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

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26 February 2021

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11 March 2021, pp xiii-xx
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Figures
Edited by Hossein Nassaji, University of Victoria, British Columbia, Eva Kartchava, Carleton University, Ottawa
Book:

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

Published online:

26 February 2021

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11 March 2021, pp x-x
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Copyright page
Edited by Hossein Nassaji, University of Victoria, British Columbia, Eva Kartchava, Carleton University, Ottawa
Book:

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

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26 February 2021

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11 March 2021, pp vi-vi
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Index
Edited by Hossein Nassaji, University of Victoria, British Columbia, Eva Kartchava, Carleton University, Ottawa
Book:

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

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26 February 2021

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11 March 2021, pp 796-800
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Part II - Methodological Approaches in the Study of Corrective Feedback
Edited by Hossein Nassaji, University of Victoria, British Columbia, Eva Kartchava, Carleton University, Ottawa
Book:

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

Published online:

26 February 2021

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11 March 2021, pp 109-184
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28 - The Role of Training in Feedback Provision and Effectiveness
from Part VII - Learners’ and Teachers’ Feedback Perspectives, Perceptions, and Preferences
- By Eva Kartchava
Edited by Hossein Nassaji, University of Victoria, British Columbia, Eva Kartchava, Carleton University, Ottawa
Book:

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

Published online:

26 February 2021

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11 March 2021, pp 598-619
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Summary

This chapter addresses the topic of training in corrective feedback. The chapter discusses the role and importance of training and also how feedback training can assist feedback provision and processing. To this end, empirical studies on both teacher and student training of feedback and their implications are discussed. This discussion is limited to oral corrective feedback, since much of the research on feedback training concerns oral feedback. Pedagogical implications as well as directions for future investigations are also discussed.

Part IV - Feedback Provider, Feedback Intensity, and Feedback Timing
Edited by Hossein Nassaji, University of Victoria, British Columbia, Eva Kartchava, Carleton University, Ottawa
Book:

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

Published online:

26 February 2021

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11 March 2021, pp 273-364
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Part VI - Contexts of Corrective Feedback and Their Effects
Edited by Hossein Nassaji, University of Victoria, British Columbia, Eva Kartchava, Carleton University, Ottawa
Book:

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

Published online:

26 February 2021

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11 March 2021, pp 471-558
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Part VIII - Individual Differences, Tasks, and Other Language- and Learner-Related Factors
Edited by Hossein Nassaji, University of Victoria, British Columbia, Eva Kartchava, Carleton University, Ottawa
Book:

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

Published online:

26 February 2021

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11 March 2021, pp 643-795
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24 - Corrective Feedback in Mobile Technology-Mediated Contexts
from Part VI - Contexts of Corrective Feedback and Their Effects
- By Eva Kartchava, Hossein Nassaji
Edited by Hossein Nassaji, University of Victoria, British Columbia, Eva Kartchava, Carleton University, Ottawa
Book:

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

Published online:

26 February 2021

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11 March 2021, pp 520-538
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Summary

This chapter discusses the role of corrective feedback in mobile technology-mediated contexts. It begins by briefly discussing the role of technology in second language learning and teaching, focusing on mobile technology and explaining its affordances. It then examines the role that mobile-assisted language learning (MALL) can play in providing and monitoring corrective feedback in language learning. The chapter concludes with a discussion of the pedagogical implications as well as directions for future research on MALL-supported corrective feedback.

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

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

Published online:

26 February 2021

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11 March 2021, pp vii-ix
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Acknowledgments
Edited by Hossein Nassaji, University of Victoria, British Columbia, Eva Kartchava, Carleton University, Ottawa
Book:

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

Published online:

26 February 2021

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11 March 2021, pp xxi-xxii
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Part VII - Learners’ and Teachers’ Feedback Perspectives, Perceptions, and Preferences
Edited by Hossein Nassaji, University of Victoria, British Columbia, Eva Kartchava, Carleton University, Ottawa
Book:

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

Published online:

26 February 2021

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11 March 2021, pp 559-642
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Part III - Different Delivery Modes of Corrective Feedback
Edited by Hossein Nassaji, University of Victoria, British Columbia, Eva Kartchava, Carleton University, Ottawa
Book:

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

Published online:

26 February 2021

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11 March 2021, pp 185-272
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Tables
Edited by Hossein Nassaji, University of Victoria, British Columbia, Eva Kartchava, Carleton University, Ottawa
Book:

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

Published online:

26 February 2021

Print publication:

11 March 2021, pp xi-xii
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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
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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.

12 - Corrective Feedback and Good Language Teachers
from Part II - Classroom Perspectives
- By Hossein Nassaji, Eva Kartchava
Edited by Carol Griffiths, University of Leeds, Zia Tajeddin
Book:

Lessons from Good Language Teachers

Published online:

22 April 2020

Print publication:

30 April 2020, pp 151-163
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Summary

Chapter 12 examines the effectiveness of corrective feedback as a tool in language teaching. The authors review different types of corrective feedback and key research findings, before presenting a study on the types of feedback used by an experienced teacher when interacting with students in communicative lessons.

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Introduction - Corrective Feedback in Second Language Teaching and Learning

Summary

Part I - Theoretical Perspectives on Corrective Feedback

Part V - Corrective Feedback and Language Skills

Contributors

Figures

Copyright page

Index

Part II - Methodological Approaches in the Study of Corrective Feedback

28 - The Role of Training in Feedback Provision and Effectiveness

Summary

Part IV - Feedback Provider, Feedback Intensity, and Feedback Timing

Part VI - Contexts of Corrective Feedback and Their Effects

Part VIII - Individual Differences, Tasks, and Other Language- and Learner-Related Factors

24 - Corrective Feedback in Mobile Technology-Mediated Contexts

Summary

Contents

Acknowledgments

Part VII - Learners’ and Teachers’ Feedback Perspectives, Perceptions, and Preferences

Part III - Different Delivery Modes of Corrective Feedback

Tables

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

12 - Corrective Feedback and Good Language Teachers

Summary

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21 results

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

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