The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching (Cambridge Handbooks in Language and Linguistics)

ISBN 10: 1108499104 / ISBN 13: 9781108499101

Edité par Cambridge University Press, 2021

A propos de cet article

N° de réf. du vendeur ABLIING23Mar2317530286130

Détails bibliographiques

• Titre: The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching (Cambridge Handbooks in Language and Linguistics)
• Éditeur: Cambridge University Press
• Date de parution: 2021
• Langue: anglais
• ISBN à 10 chiffres: 1108499104
• ISBN à 13 chiffres: 9781108499101
• Reliure: Couverture rigide
• État de l'article: New

A propos de ce titre

Synopsis

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.

À propos des auteurs

Hossein Nassaji is Professor of Applied Linguistics in the Department of Linguistics at the University of Victoria, Canada. He maintains active research agenda across various areas of second language teaching and learning and has authored numerous publications on these topics.

Eva Kartchava is Associate Professor in the School of Linguistics and Language Studies at Carleton University, Canada. She has published research on the relationship between corrective feedback and second language learning, noticeability of feedback, and the role of individual differences in the language learning process.