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    BRIDGING THE GAP

    Hulstijn, Jan H, Young, Richard F, Ortega, Lourdes, Bigelow, Martha, Dekeyser, Robert, Ellis, Nick C, Lantolf, James P, Mackey, Alison, Talmy, Steven
    Studies in Second Language Acquisition, 2014, Vol.36(3), pp.361-421 [Revue évaluée par les pairs]

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    Writing in a Task-Based Individualized Curriculum: Effectiveness of Direct and Indirect Written Corrective Feedback

    Ma, Xue
    PQDT - Global
    © ProQuest LLC All rights reserved, ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection, ProQuest Dissertations and Theses Global A&I: The Humanities and Social Sciences Collection, ProQuest Dissertations & Theses A&I, ProQuest Dissertations & Theses: Global, ProQuest One Academic
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    Titre: Writing in a Task-Based Individualized Curriculum: Effectiveness of Direct and Indirect Written Corrective Feedback
    Auteur: Ma, Xue
    Contributeur: Mackey, Alison (advisor); Leow, Ronald (advisor); Ortega, Lourdes (committee member); Bryfonski, Lara (committee member)
    Editeur: ProQuest Dissertations Publishing
    Date: 2020
    Sujet: Linguistics ; Education ; Linguistics ; Education ; Mandarin Chinese ; Task-Based Language Teaching ; Written Corrective Feedback
    Description: The effects of written corrective feedback have been extensively investigated for various domains of instructed second language acquisition with many studies demonstrating clear benefits (e.g. Riazi, Shi & Haggerty, 2018). However, there are still many unresolved questions about how written corrective feedback is best applied in classroom contexts (e.g., Bitchener, 2008; Chandler, 2003; Ferris, 1995; Benson & DeKeyser, 2018). Studies have found conflicting results in terms of what types of written corrective feedback may be more effective and lead to greater language learning (e.g., Bitchener, 2018; Ferris, 2006; Hartshorn et al., 2010; Manchón, 2011). There is a clear need for research targeting how learners process different types of written corrective feedback in order to address why certain types are more effective and how these feedback types are shaped by different learning contexts (Caras, 2019; Leow, in press; Manchón, 2018; Suzuki, 2017). Building on previous research, this study...
    Fait partie de: PQDT - Global
    Identifiant: 9798664788297 (ISBN)