Description
What should language and writing teachers do about giving students written corrective feedback? Surveying theory, research, and practice on this important and sometimes controversial practice (also known as “error/grammar correction”) and its impact on second language acquisition and writing development, the volume critically analyzes and synthesizes parallel and complementary strands of research on error/feedback (both oral and written) in second-language acquisition (SLA) and on the impact of error correction in second-language writing (SLW). This is the first book to intentionally connect these two separate but important lines of inquiry. Offering state-of-the-art treatment of a topic that is highly relevant to both SLA and SLW researchers and practitioners, it moves from theory to a detailed analysis of the research on oral corrective feedback, written corrective feedback, and includes applications of research and theory to pedagogical practice.
