Hostname: page-component-89b8bd64d-rbxfs Total loading time: 0 Render date: 2026-05-09T08:05:23.531Z Has data issue: false hasContentIssue false
  • English
  • Français

Written corrective feedback in second language acquisition and writing studies

Published online by Cambridge University Press:  22 August 2012

Dana R. Ferris
Dana R. Ferris*
Affiliation:
University of California, Davis, USAdrferris@ucdavis.edu
Get access Rights & Permissions [Opens in a new window]

Extract

Written corrective feedback, referred to hereafter as ‘written CF’ and also known as ‘grammar correction’ or ‘error correction’, has been a controversial topic in second language studies over the past fifteen years. Inspired by John Truscott's thought-provoking 1996 essay in Language Learning, many different researchers have undertaken new programs of investigation, while others have engaged in scholarly synthesis and argumentation around the topic.

Information

Type
Research Timeline
Information
Language Teaching , Volume 45 , Issue 4 , October 2012 , pp. 446 - 459
Copyright
Copyright © Cambridge University Press 2012

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Bitchener, J. & Ferris, D. R. (2012). Written corrective feedback in second language acquisition and writing. New York: Routledge.CrossRefGoogle Scholar
Ferris, D. R. (1999). The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing 8.1, 1–11.CrossRefGoogle Scholar
Ferris, D. R. (2003). Response to student writing. Mahwah, NJ: Erlbaum.CrossRefGoogle Scholar
Ferris, D. R. (2004). The ‘grammar correction’ debate in L2 writing: Where are we, and where do we go from here? (and what do we do in the meantime. . .?). Journal of Second Language Writing 13, 49–62.CrossRefGoogle Scholar
Ferris, D. R. (2010). Second language writing research and written corrective feedback in SLA: Intersections and practical applications. Studies in Second Language Acquisition 32, 181–201.CrossRefGoogle Scholar
Guénette, D. (2007). Is feedback pedagogically correct? Research design issues in studies of feedback in writing. Journal of Second Language Writing 16.1, 40–53.CrossRefGoogle Scholar
Haswell, R. H. (1983). Minimal marking. College English 45, 600–604.CrossRefGoogle Scholar
Hyland, K. & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching 39.2, 83–101.CrossRefGoogle Scholar
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning 46, 327–369.CrossRefGoogle Scholar
Truscott, J. (1999). The case for ‘The case against grammar correction in L2 writing classes’: A response to Ferris. Journal of Second Language Writing 8, 111–122.CrossRefGoogle Scholar
Truscott, J. (2004). Evidence and conjecture: A response to Chandler. Journal of Second Language Writing 13, 337–343.CrossRefGoogle Scholar
Truscott, J. (2007). The effect of error correction on learners’ ability to write accurately. Journal of Second Language Writing 16, 255–272.CrossRefGoogle Scholar
Truscott, J. (2009). Arguments and appearances: A response to Chandler. Journal of Second Language Writing 18, 59–60.CrossRefGoogle Scholar