Feedback in second language writing : contexts and issues / edited by Ken Hyland, Fiona Hyland.

Format:

Book

Contributor:

Hyland, Ken, editor.

Hyland, Fiona, editor.

Cambridge University Press.

Series:

Cambridge applied linguistics series

Language:

No linguistic content

Subjects (All):

Language and languages--Study and teaching (Higher).

Language and languages.

Rhetoric--Study and teaching (Higher).

Rhetoric.

Second language acquisition.

Physical Description:

1 online resource (xv, 314 pages).

polychrome

Edition:

Second edition.

Place of Publication:

Cambridge : Cambridge University Press, 2019.

System Details:

text file

Contents:

Cover; Half-title; Series information; Title page; Copyright information; Contents; Contributor Bios; Acknowledgments; Authorś Preface; Series Editors' Preface; 1 Contexts and Issues in Feedback on L2 Writing; 1 Introduction; 2 Some Historical Context; 3 Some Key Issues; Error Correction; Teacher Stance and Interaction; Writing Conferences; Peer Feedback; Computer-Mediated Feedback; Student Use and Engagement with Feedback; Contexts and Issues of Feedback; i. Situating Feedback: Sociocultural Dimensions; ii Shaping Feedback: Delivery and Impact Dimensions

Iii Negotiating Feedback: Interpersonal and Interactional Dimensionsiv Engaging with Feedback: Student Participation Dimensions; Conclusion; References; Section 1: Situating Feedback: Sociocultural Dimensions; 2 Sociocultural Theory: A Framework for Understanding the Socio-Cognitive Dimensions of Peer Feedback; The Sociocultural Theory Framework; Some Key Concepts of Sociocultural Theory; Aims, Participants, and Data-Collection Procedures of the Study; Analysis of the Data; Pedagogical Implications; Conclusion; References; 3 Culture and Peer Feedback

Research on Peer Feedback from Cultural PerspectivesCulture under Fire; Culture as a Useful Construct and Its Reconceptualisation; Understanding L2 Peer Feedback through the Lens of Scalar Culture; Macrocultural Influences on Peer Feedback; Mesocultural Mediation of Peer Feedback; Microculture and Peer Feedback; Conclusion; References; 4 Appropriation, Ownership, and Agency: Negotiating Teacher Feedback in Academic Settings; Monologic Definitions of Appropriation; Appropriation and Voice: Sociocultural Models of Appropriation; Typology of Appropriation: Kamberelis and Scott (1992)

Modes of Appropriation and Participation: Prior (1998)Appropriation as Strategy of Textual Negotiation: Canagarajah (2002, 2015); Appropriation, Ownership, and Language Rights; Appropriation and Feedback: Illustrations; Feedback as Appropriation; Appropriation of Feedback; Toward a Dialogical View of Appropriation; Appropriation in EAP Research and Teaching; References; Section 2: Shaping Feedback: Delivery and Focus Dimensions; 5 The Intersection between SLA and Feedback Research; Introduction; The Emergence of the Intersection; Whether and Why Written CF May Contribute to L2 Development

The Research EvidenceTheoretical Explanations of Cognitive Processing WITHIN and BEYOND the Initial Written CF Episode; Cognitive Processing Within the Initial Episode; Cognitive Processing Beyond the Initial Processing Episode; Theoretical Explanations of the Potentially Moderating Effect of Individual Difference Factors and Pedagogical Options on OUTPUT; The Moderating Effect of Factors on Output; Theoretical Explanations of the Potentially Moderating Effect of Factors on Cognitive Processing WITHIN a Single Episode

Notes:

Electronic reproduction. Cambridge Available via World Wide Web.

Vendor-supplied metadata.

Includes bibliographical references and indexes.

Other Format:

Print version: Feedback in second language writing.

ISBN:

9781108635547

1108635547

Publisher Number:

99989757741

Access Restriction:

Restricted for use by site license.