Feedback in second language writing : contexts and issues
Material type: TextLanguage: Inglés Publisher: New York : Cambridge University Press, 2006Description: 291 páginas : ilustraciones ; 23 x 16 cmISBN: 0521672589 Subject(s): Rhetoric -- Study and teaching (Higher) | Retórica -- Estudio y docencia (Superior) | Second language acquisition | Adquisición de una segunda lengua | Study and teaching Higher | Estudio y docencia SuperiorDDC classification: 418.00711 Online resources: Publisher descriptionItem type | Current location | Call number | Copy number | Status | Date due | Barcode | Item holds |
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LIBROS - MATERIAL GENERAL | SEDE URBANA General | 418.00711 F295 (Browse shelf) | Ej.:1 | Available | 087693 | ||
LIBROS - MATERIAL GENERAL | SEDE URBANA General | 418.00711 F295 (Browse shelf) | Ej.:2 | Available | 087694 | ||
LIBROS - MATERIAL GENERAL | SEDE URBANA General | 418.00711 F295 (Browse shelf) | Ej.:3 | Available | 087695 | ||
LIBROS - MATERIAL GENERAL | SEDE URBANA General | 418.00711 F295 (Browse shelf) | Ej.:4 | Available | 087696 |
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Contexts and issues in feedback on L2 writing: An introduction -- Situating feedback: sociocultural dimensions -- Sociocultural theory: A framework for understanding the social-cognitive dimensions of peer feedback By Olga S. Villamil and María C. M. de Guerrero -- Cultural issues in peer response: Revisiting “culture” By Gayle Nelson and Joan Carson -- Appropriation, ownership, and agency: Negotiating teacher feedback in academic settings By Christine Tardy -- Shaping feedback: delivery and focus dimensions -- Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction by Dana Ferris -- Get access -- Export citation
How to provide appropriate feedback to students on their writing has long been an area of central significance to teachers and educators. Feedback in Second Language Writing: Context and Issues provides scholarly articles on the topic by leading researchers, who explore topics such as the socio-cultural assumptions that participants bring to the writing class; feedback delivery and negotiation systems; and the role of student and teacher identity in negotiating feedback and expectations. This text provides empirical data and an up-to-date analysis of the complex issues involved in offering appropriate feedback during the writing process.
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