Fine‐tuning Corrective Feedback

This paper explores the notion of “fine‐tuning” in connection with the corrective feedback process. The underlying argument is that the absence of fine‐tuning can be a potent source of ineffective feedback. Fine‐tuning is herein defined as a process whereby the provider of corrective feedback tunes in to the causal factors of an error and successfully brings the learner's attention to the learning problem. A longitudinal case study, conducted in the context of Norwegian as a second language, is presented to show how fine‐tuning and lack thereof in the provision of written corrective feedback differentially affects an L2 learner's restructuring of an interlanguage construction

Argument (complex analysis · Cognitive psychology · Context (archaeology · Corrective Feedback · Fine-tuning · Interlanguage · Linguistics · Mathematics education · Norwegian · Process (computing · Programming language · Restructuring · Computer Science · EFL/ESL Teaching and Learning · Natural Language Processing Techniques · Psychology · Second Language Learning and Teaching

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