Fine‐tuning Corrective Feedback
Datos Bibliográficos
| ID | 8936017 |
|---|---|
| Autores | ZhaoHong Han (0000-0001-9139-441X, Columbia University, autor de correspondencia) |
| Año | 2001 |
| Volumen | 34 |
| Número | 6 |
| Páginas | 582-599 |
| Fecha de publicación | 2001-11-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Foreign Language Annals (JOURNAL) |
| Identificadores de la revista | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2001.tb02105.x |
| OpenAlex | W2054809795 |
| Idioma | EN |
| Citas recibidas | 10 |
| Referencias citadas | 45 |
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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'Novel unaccusatives'
Task Content Familiarity, Task Type and Efficacy of Recasts
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Research on language teaching and learning
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Re‐engaging the interface debate
Learner-Generated Noticing of Written L2 Input
Language Processing and Second Language Development
Second Language Acquisition
Second Language Classrooms
Reflective Teaching in Second Language Classrooms
Interlanguage
Adverb placement in second language acquisition
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Recasts, Repetition, and Ambiguity in L2 Classroom Discourse
On Explicit and Negative Data Effecting and Affecting Competence and Linguistic Behavior
Language identification in the limit
Second Language Instruction Does Make a Difference
The Significance of Learner's Errors
The Robustness of Critical Period Effects in Second Language Acquisition
The input hypothesis
Integrating Research Areas
Explicit contrastive instruction facilitates the acquisition of difficult L2 forms
Discourse and the acquisition of grammatical morphemes
The Contrast Theory of negative input
Does Second Language Instruction Make a Difference? A Review of Research
Seeking a Role for Grammar. A Review of Some Recent Studies
Developmental and Transfer Errors
Responding to Student Writing
Negative evidence and grammatical morpheme acquisition
The issue of negative evidence
The Treatment of Error in Oral Work
Corrective Feedback and Learner Uptake
Implicit and Explicit Learning of Languages
Toward Assessing Interlanguage Performance
Adult Acquisition of English as a Second Language Under Different Conditions of Exposure
Focus on Form Through Interaction Enhancement
A Descriptive Model of Discourse in the Corrective Treatment of Learners' Errors1
| Obras citantes distintas | 10 |
|---|---|
| Citas por año | 0,42 |
| Intervalo de citas | 2002 - 2026 (25) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 9 |