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SECOND LANGUAGE WRITING RESEARCH AND WRITTEN CORRECTIVE FEEDBACK IN SLA

Intersections and Practical Applications

Published online by Cambridge University Press:  23 April 2010

Dana R. Ferris
Dana R. Ferris*
Affiliation:
University of California, Davis
*
*Address correspondence to: Dana R. Ferris, 3301 Morro Bay Ave., Davis, CA 95616; e-mail: drferris@ucdavis.edu.
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Abstract

For more than a decade now, a great deal of research has been done on the topic of written corrective feedback (CF) in SLA and second language (L2) writing. Nonetheless, what those research efforts really have shown as well as the possible implications for practice remain in dispute. Although L2 writing and SLA researchers often examine similar phenomena in similar ways, they do not necessarily ask the same questions. SLA-focused researchers investigate whether written CF facilitates the acquisition of particular linguistic features. In contrast, L2 writing researchers generally emphasize the question of whether written CF helps student writers improve the overall effectiveness of their texts. Understanding these differences in starting points is important because it provides a possible explanation for the conflicting methodologies and conclusions of various reviews on this topic (e.g., Ferris, 2003, 2004; Truscott, 1996, 2007). This article briefly traces the history of these two parallel lines of research on written CF and notes both contrasts and convergences. It then moves to a focused discussion of the possible implications and applications of this body of work for the L2 language and writing classroom and for future research efforts.

Information

Type
Research Articles
Information
Studies in Second Language Acquisition , Volume 32 , Special Issue 2: The Role of Oral and Written Corrective Feedback in SLA , June 2010 , pp. 181 - 201
Copyright
Copyright © Cambridge University Press 2010

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