Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2019, Cilt: 3 Sayı: 1, 1 - 13, 28.03.2019

Öz

Kaynakça

  • Amrhein, H. & Nassaji, H. (2010). Written corrective feedback: What do students and teachers prefer and why? Canadian Journal of Applied Linguistics, 13, 95-127.
  • Ashwell, T. (2000). Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best method? Journal of Second Language Writing, 9, 227-58.
  • Atmaca, C. (2016). Contrasting perceptions of students and teachers: written corrective feedback, Journal of Language and Linguistic Studies, 12(2), 166-182.
  • Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of Second Language Writing, 17, 102–118.
  • Bitchener, J. & Knoch, U. (2009a). The relative effectiveness of different types of direct written corrective feedback. System, 37, 322-329.
  • Bitchener, J. & Knoch, U. (2009b). The value of a focused approach to written corrective feedback. ELT Journal, 63, 204-211.
  • Bitchener, J. & Knoch, U. (2010a). The contribution of written corrective feedback to language development: A ten month investigation. Applied Linguistics, 31, 193-214.
  • Bitchener, J., Young, S. & Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, 14, 191-205.
  • Bitchener, J. & Storch, N. (2016). Written Corrective Feedback for L2 development.North York, Ontario: Multilingual Matters.
  • Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12(3):267-296
  • Ellis, R. (2009a). Corrective feedback and teacher development. L2 Journal, 1(1), 3-18.
  • Ellis, R. (2009b). A typology of written corrective feedback types. ELT Journal, 63(2), 97-107.
  • Ellis, R., Sheen, Y., Murakami, M. & Takashima, H. (2008).The effects of focused and unfocused written corrective feedback in English as a foreign language context. System, 36, 353-371.
  • Fathman, A. & Whalley, E. (1990). Teacher response to student writing: Focus on form versus content. In B. Kroll (Ed.), Second language writing: Research insights for the classroom. Cambridge, UK: Cambridge University Press, 178-190.
  • Ferris, D. (1999). The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing, 8, 1-10.
  • Ferris, D. (2006). Does error feedback help student writers? New evidence on the short and long-term effects of written error correction. In Hyland, K. and Hyland, F. (Eds), Feedback in Second Language Writing: Contexts and Issues 81-104. New York: Cambridge University Press.
  • Ferris, D. (2010). Second language writing research and written corrective feedback in SLA: Intersections and practical applications. Studies in Second Language Acquisition, 32, 181-201.
  • Ferris, D. and Roberts, B. (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 10, 161-84.
  • Frear, D. & Chiu, Y. (2015). The effect of focused and unfocused indirect written corrective feedback on EFL learners’ accuracy in new pieces of writing. System, 53, 24-34.
  • Hedgcock, J., & Lefkowitz, N. (1994). Feedback on feedback: Assessing learner receptivity to teacher response in L2 composing. Journal of Second Language Writing, 3, 141-163.
  • Hendrickson, M. (1980). The treatment of error in written work. Modern Language Journal, 64, 216-221.
  • Hyland, K. & Hyland, F. (2006). Contexts and issues in feedback on L2 writing. Hyland, K. & Hyland, F. (Eds.). Feedback in second language writing: contexts and issues. New York: Cambridge University Press, 1-19.
  • Kepner, C. (1991). An experiment in the relationship of types of written feedback to the development of second-language writing skills. Modern Language Journal, 75, 305-13. grammatical accuracy of EFL students: An improvement over previous unfocused designs. Iranian Journal of Language Teaching Research, 4(2), 55-68.
  • Krashen, S. (1982). Principles and practice in second language acquisition. New York: Pergamon Institute.
  • Krashen, S. (1984). Writing: Research, theory, and applications. Oxford: Pergamon Institute of English.
  • Lalande, J. F., 11. (1982). Reducing composition errors: An experiment. Modern Language Journal, 66, 140-149.
  • Lee, I. (1997). ESL learners’ performance in error correction in writing. System, 25, 465–477.
  • Lee, I. (2004). Error correction in L2 secondary writing classrooms: The case of Hong Kong. Journal of Second Language Writing, 13, 285-312.
  • Lightbown, P. & Spada, N. (1999). How languages are learned. Oxford: Oxford University Press.
  • Radecki, P. M., & Swales, J. M. (1988). ESL student reaction to written comments on their written work. System, 16, 355-365.
  • Robb, T., Ross, S. and Shortreed, I. (1986). Salience of feedback on error and its effect on EFL writing quality. TESOL Quarterly, 20, 83-93.
  • Saito, H. (1994). Teachers’ practices and students’ preferences for feedback on second language writing: A case study of adult ESL learners. TESL Canada Journal, 11(2), 46-70.
  • Semke, H. (1984). The effects of the red pen. Foreign Language Annals, 17, 195-202.
  • Sheen, Y. 2007. The effect of focused written corrective feedback and language aptitude on ESL learners’ acquisition of articles. TESOL Quarterly, 41, 255–283. Sheppard, K. (1992). Two feedback types: Do they make a difference? RELC Journal, 23, 103-110.
  • Skinner, B. (1957). Verbal Behavior. New York: Appleton-Century-Corfts.
  • Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46/2, 327-69.
  • Truscott, J. (1999). The case for ‘‘the case for grammar correction in L2 writing classes”: a response to Ferris. Journal of Second Language Writing 8, 111–22.
  • Truscott, J. & Hsu, A. (2008). Error correction, revision, and learning. Journal of Second Language Writing, 17, 292–305.
  • Woods, D. (1989). Error correction and the improvement of language form. TESL Canada Journal, 6(2), 60-72.
  • Zamel, V. (1985) Responding to students' writing. TESOL Quarterly 19, 79 -101.

The Effects of Written Corrective Feedback Types on the Prepositions of Place and Time in EFL Context

Yıl 2019, Cilt: 3 Sayı: 1, 1 - 13, 28.03.2019

Öz

Written Corrective Feedback
(WCF) has been a centre of a lively debate among English as a Foreign Language
(EFL) and English as a Second Language (ESL) researchers and practitioners. For
this motive, the present study sets out to examine the effects of WCF on the
accuracy of the EFL students in second language (L2) writing. For this reason,
a pre-test-post-test-delayed post-test design was used to compare the effects
of direct-focused and direct-unfocused WCF on the accuracy of the prepositions
of place and time: ‘-in, -at, -on and -to’. The students who were in the
focused WCF group received direct correction on the errors related to the
target structure only whereas the unfocused WCF group received direct
correction on all of their errors (grammar, spelling and punctuation) including
the target structure errors. In the post-test and delayed post-test, both
experimental groups outperformed the control group, which received no
correction. Between the focused WCF and unfocused WCF groups, on the other
hand, no statistically significant difference was found in the short and long
term. Thus, it was concluded that WCF, focused or unfocused, was helpful for
the students to use the target structure more accurately. 

Kaynakça

  • Amrhein, H. & Nassaji, H. (2010). Written corrective feedback: What do students and teachers prefer and why? Canadian Journal of Applied Linguistics, 13, 95-127.
  • Ashwell, T. (2000). Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best method? Journal of Second Language Writing, 9, 227-58.
  • Atmaca, C. (2016). Contrasting perceptions of students and teachers: written corrective feedback, Journal of Language and Linguistic Studies, 12(2), 166-182.
  • Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of Second Language Writing, 17, 102–118.
  • Bitchener, J. & Knoch, U. (2009a). The relative effectiveness of different types of direct written corrective feedback. System, 37, 322-329.
  • Bitchener, J. & Knoch, U. (2009b). The value of a focused approach to written corrective feedback. ELT Journal, 63, 204-211.
  • Bitchener, J. & Knoch, U. (2010a). The contribution of written corrective feedback to language development: A ten month investigation. Applied Linguistics, 31, 193-214.
  • Bitchener, J., Young, S. & Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, 14, 191-205.
  • Bitchener, J. & Storch, N. (2016). Written Corrective Feedback for L2 development.North York, Ontario: Multilingual Matters.
  • Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12(3):267-296
  • Ellis, R. (2009a). Corrective feedback and teacher development. L2 Journal, 1(1), 3-18.
  • Ellis, R. (2009b). A typology of written corrective feedback types. ELT Journal, 63(2), 97-107.
  • Ellis, R., Sheen, Y., Murakami, M. & Takashima, H. (2008).The effects of focused and unfocused written corrective feedback in English as a foreign language context. System, 36, 353-371.
  • Fathman, A. & Whalley, E. (1990). Teacher response to student writing: Focus on form versus content. In B. Kroll (Ed.), Second language writing: Research insights for the classroom. Cambridge, UK: Cambridge University Press, 178-190.
  • Ferris, D. (1999). The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing, 8, 1-10.
  • Ferris, D. (2006). Does error feedback help student writers? New evidence on the short and long-term effects of written error correction. In Hyland, K. and Hyland, F. (Eds), Feedback in Second Language Writing: Contexts and Issues 81-104. New York: Cambridge University Press.
  • Ferris, D. (2010). Second language writing research and written corrective feedback in SLA: Intersections and practical applications. Studies in Second Language Acquisition, 32, 181-201.
  • Ferris, D. and Roberts, B. (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 10, 161-84.
  • Frear, D. & Chiu, Y. (2015). The effect of focused and unfocused indirect written corrective feedback on EFL learners’ accuracy in new pieces of writing. System, 53, 24-34.
  • Hedgcock, J., & Lefkowitz, N. (1994). Feedback on feedback: Assessing learner receptivity to teacher response in L2 composing. Journal of Second Language Writing, 3, 141-163.
  • Hendrickson, M. (1980). The treatment of error in written work. Modern Language Journal, 64, 216-221.
  • Hyland, K. & Hyland, F. (2006). Contexts and issues in feedback on L2 writing. Hyland, K. & Hyland, F. (Eds.). Feedback in second language writing: contexts and issues. New York: Cambridge University Press, 1-19.
  • Kepner, C. (1991). An experiment in the relationship of types of written feedback to the development of second-language writing skills. Modern Language Journal, 75, 305-13. grammatical accuracy of EFL students: An improvement over previous unfocused designs. Iranian Journal of Language Teaching Research, 4(2), 55-68.
  • Krashen, S. (1982). Principles and practice in second language acquisition. New York: Pergamon Institute.
  • Krashen, S. (1984). Writing: Research, theory, and applications. Oxford: Pergamon Institute of English.
  • Lalande, J. F., 11. (1982). Reducing composition errors: An experiment. Modern Language Journal, 66, 140-149.
  • Lee, I. (1997). ESL learners’ performance in error correction in writing. System, 25, 465–477.
  • Lee, I. (2004). Error correction in L2 secondary writing classrooms: The case of Hong Kong. Journal of Second Language Writing, 13, 285-312.
  • Lightbown, P. & Spada, N. (1999). How languages are learned. Oxford: Oxford University Press.
  • Radecki, P. M., & Swales, J. M. (1988). ESL student reaction to written comments on their written work. System, 16, 355-365.
  • Robb, T., Ross, S. and Shortreed, I. (1986). Salience of feedback on error and its effect on EFL writing quality. TESOL Quarterly, 20, 83-93.
  • Saito, H. (1994). Teachers’ practices and students’ preferences for feedback on second language writing: A case study of adult ESL learners. TESL Canada Journal, 11(2), 46-70.
  • Semke, H. (1984). The effects of the red pen. Foreign Language Annals, 17, 195-202.
  • Sheen, Y. 2007. The effect of focused written corrective feedback and language aptitude on ESL learners’ acquisition of articles. TESOL Quarterly, 41, 255–283. Sheppard, K. (1992). Two feedback types: Do they make a difference? RELC Journal, 23, 103-110.
  • Skinner, B. (1957). Verbal Behavior. New York: Appleton-Century-Corfts.
  • Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46/2, 327-69.
  • Truscott, J. (1999). The case for ‘‘the case for grammar correction in L2 writing classes”: a response to Ferris. Journal of Second Language Writing 8, 111–22.
  • Truscott, J. & Hsu, A. (2008). Error correction, revision, and learning. Journal of Second Language Writing, 17, 292–305.
  • Woods, D. (1989). Error correction and the improvement of language form. TESL Canada Journal, 6(2), 60-72.
  • Zamel, V. (1985) Responding to students' writing. TESOL Quarterly 19, 79 -101.
Toplam 40 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Semih Beşkardeşler Bu kişi benim 0000-0002-5824-8063

Orhan Kocaman 0000-0003-2431-8825

Yayımlanma Tarihi 28 Mart 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 3 Sayı: 1

Kaynak Göster

APA Beşkardeşler, S., & Kocaman, O. (2019). The Effects of Written Corrective Feedback Types on the Prepositions of Place and Time in EFL Context. Journal of Multidisciplinary Studies in Education, 3(1), 1-13.