Book contents
- Frontmatter
- Contents
- Contributors
- Series editors' preface
- Preface
- Chapter 1 Contexts and issues in feedback on L2 writing: An introduction
- I SITUATING FEEDBACK: SOCIOCULTURAL DIMENSIONS
- II SHAPING FEEDBACK: DELIVERY AND FOCUS DIMENSIONS
- III NEGOTIATING FEEDBACK: INTERPERSONAL AND INTERACTIONAL DIMENSIONS
- Author index
- Subject index
Series editors' preface
Published online by Cambridge University Press: 05 October 2012
- Frontmatter
- Contents
- Contributors
- Series editors' preface
- Preface
- Chapter 1 Contexts and issues in feedback on L2 writing: An introduction
- I SITUATING FEEDBACK: SOCIOCULTURAL DIMENSIONS
- II SHAPING FEEDBACK: DELIVERY AND FOCUS DIMENSIONS
- III NEGOTIATING FEEDBACK: INTERPERSONAL AND INTERACTIONAL DIMENSIONS
- Author index
- Subject index
Summary
Approaches to second language writing pedagogy have traditionally attributed a primary role to feedback, whether generated by the learner, a peer, a computer, or a teacher and whether occurring through error correction, self-editing, peer feedback, or conferencing. However, as the field of second language writing instruction has changed its focus from skills to process and then to genre, and most recently to sociocultural considerations, issues related to the nature, form, and value of feedback have had to be reexamined. The papers in this book provide the basis for such a reexamination by presenting a variety of research-based perspectives on the status and practice of feedback in second language writing.
Research into the role of feedback in L2 writing reveals that there are no simple answers to questions such as which activities merit feedback, how and when to give feedback, and what the benefits of giving feedback are. These questions are examined from different perspectives in this book, particularly in relation to writing in academic settings. The nature of feedback and revision, the effects of feedback on student writing, strategies for the delivery of feedback, the role of teachers' and learners' beliefs and expectations, as well as the influence of social, cultural, and contextual factors, are shown to be relevant to our understanding. The contributors draw on an extensive body of research to clarify the issues involved in understanding the nature of feedback and to draw implications for the teaching of L2 writing.
- Type
- Chapter
- Information
- Feedback in Second Language WritingContexts and Issues, pp. xiii - xivPublisher: Cambridge University PressPrint publication year: 2006
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