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

doi:10.1017/9781108589789

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Li, Shaofeng 2020. What is the ideal time to provide corrective feedback? Replication of Li, Zhu & Ellis (2016) and Arroyo & Yilmaz (2018). Language Teaching, Vol. 53, Issue. 1, p. 96.

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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

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Contents

Part V - Corrective Feedback and Language Skills
pp 365-470

17 - Corrective Feedback and the Development of Second Language Grammar
pp 367-386

18 - Corrective Feedback and the Development of Second Language Vocabulary
pp 387-406

19 - Effects of Corrective Feedback on Second Language Pronunciation Development
pp 407-428

20 - Corrective Feedback in Instructional Pragmatics
pp 429-449

21 - Alphabetic Print Literacy Level and Noticing Oral Corrective Feedback in SLA
pp 450-470

Part VI - Contexts of Corrective Feedback and Their Effects
pp 471-558

22 - Corrective Feedback in Second versus Foreign Language Contexts
pp 473-493

23 - Corrective Feedback in Computer-Mediated versus Face-to-Face Environments
pp 494-519

24 - Corrective Feedback in Mobile Technology-Mediated Contexts
pp 520-538

25 - Oral Corrective Feedback in Content-Based Contexts
pp 539-558

Part VII - Learners’ and Teachers’ Feedback Perspectives, Perceptions, and Preferences
pp 559-642

26 - Teachers’ and Students’ Beliefs and Perspectives about Corrective Feedback
pp 561-580

27 - Written Corrective Feedback and Learners’ Objects, Beliefs, and Emotions
pp 581-597

28 - The Role of Training in Feedback Provision and Effectiveness
pp 598-619

29 - Perceptions and Noticing of Corrective Feedback
pp 620-642

Part VIII - Individual Differences, Tasks, and Other Language- and Learner-Related Factors
pp 643-795

30 - Age and Corrective Feedback
pp 645-667

31 - Gender Effects
pp 668-688

32 - Feedback, Aptitude, and Multilingualism
pp 689-712

33 - Corrective Feedback and Affect
pp 713-732

34 - Corrective Feedback, Developmental Readiness, and Language Proficiency
pp 733-753

35 - Corrective Feedback and Grammatical Complexity: A Research Synthesis
pp 754-776

36 - The Role of Task in the Efficacy of Corrective Feedback
pp 777-795

Index
pp 796-800

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

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