Delayed Versus Immediate Corrective Feedback on Orally Produced Passive Errors in English

Delayed Versus Immediate Corrective Feedback on Orally Produced Passive Errors in English

Research demonstrating the beneficial effects of corrective feedback (CF) for second language (L2) learning (e,g., Li, 2010) has almost invariably resulted from studies in which CF was provided immediately. Yet teachers are often encouraged to delay CF to avoid interrupting learners (Harmer, 2001)....

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Bibliographic Details
Main Author: Quinn, Paul
Other Authors: Spada, Nina
Language:en_ca
Published: 2014
Subjects:
timing of corrective feedback
corrective feedback
error correction
second language acquisition
learner preferences for corrective feedback
timing of instruction
form-focused instruction
second language learning
second language pedagogy
cognitive aspects of language learning
ESL
English as a second language
second language teaching
English passive voice
L2 learning
L2 teaching
types of corrective feedback
correction
reactivation and reconsolidation
cognitive comparison
skill acquisition
proceduralization
delayed corrective feedback
immediate corrective feedback
second language education
SLA
0290
Online Access:http://hdl.handle.net/1807/65728

Internet

http://hdl.handle.net/1807/65728

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