The UvA-LINKER will give you a range of other options to find the full text of a publication (including a direct link to the full-text if it is located on another database on the internet).
De UvA-LINKER biedt mogelijkheden om een publicatie elders te vinden (inclusief een directe link naar de publicatie online als deze beschikbaar is in een database op het internet).

Zoekresultaten

Zoekopdracht: faculteit: "FGw" en publicatiejaar: "2011"

AuteurC.G. van Beuningen
TitelThe effectiveness of comprehensive corrective feedback in second language writing
PromotorF. Kuiken
Co-promotorN.H. de Jong
Datum19-04-2011
UitgeverBOXPress
PlaatsOisterwijk
Jaar2011
Pagina'siv, 203
ISBN978-90-8891-2566
FaculteitFaculteit der Geesteswetenschappen
Instituut/afd.FGw: Amsterdam Center for Language and Communication (ACLC)
Trefwoordencorrectieve feedback; schrijven in een tweede taal; tweedetaalverwerving
SamenvattingCorrective feedback (CF) or error correction is a widely used method of targeting linguistic problems in second language (L2) learners’ writing. The role of CF in the process of acquiring an L2, however, is an issue of considerable controversy in the field of second language acquisition (SLA). Questions such as if, how, and when CF works, what type of CF is most effective, and which errors are (most) correctable, are yet to be answered by empirical research. The studies presented in this book intend to contribute to the settlement of these issues. In two quantitative experiments and one qualitative study, Catherine van Beuningen investigates the effects of direct and indirect comprehensive CF on L2 learners’ writing. The studies set out to explore both the value of CF as an editing tool, as well as its ability to constitute long-term accuracy improvement. In addition, the studies test whether CF has negative side-effects that harm accuracy development, and look into the influences of potentially mediating factors, such as the nature of the targeted error. In providing robust evidence on the effectiveness of written error correction, the results presented in this thesis suggest that comprehensive CF is a valuable pedagogical tool. The findings also advance the theoretical understanding of the language learning potential of written CF. Therefore, this book is of interest to SLA scholars, writing researchers, and L2 teachers alike.
TaalEnglish
Soort documentProefschrift
Download
Document finderUvA-Linker