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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.
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.
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.
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.
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.
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.
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