Araştırma Makalesi
Yıl 2018,
Sayı: 13, 161 - 178, 30.12.2018
Öz
Öğrencilerin ikinci dilde yazmalarına nasıl
etkili dönüt sağlanabileceğine dair farklı makalelerde farklı öneriler
bulunmaktadır. Ancak bağlam, araştırma sonuçlarını etkileyen önemli bir
unsurdur. Makalelerdeki öneriler, makalenin bağlamından soyutlandığında etkili
olmayabilir. Bu çalışmanın amacı, alan yazın taramasına bağlı olarak, ikinci
dil öğrenenlerin öğrenmelerini geliştirmek amacıyla etkili bir şekilde
kullanılabilecek geniş çaplı dönüt uygulamalarının bir taramasını yapmaktır.
Bağlam önemli bir unsur olduğu için, bu çalışmadaki öneriler yazmanın
öğrenildiği dersin ve dönütün amacına bağlı olarak düzenlenecektir. Öneriler
özellikle dönütün odak noktasına, dönüt verme yoluna, direk dönüt seviyesine,
dönüt miktarına ve dönütün kaynağına göre verilecektir. Son olarak, yabancı
dilde yazmayı öğrenmenin her bir safhası için öneriler özetlenecektir ve
makalenin sınırlılıklarının yanı sıra daha ileri deneysel araştırmalar için
öneriler yapılacaktır.
Anahtar Kelimeler
Kaynakça
- Andrade, M. & Evans, N. (2013). Principles and practices for response in Second Language Writing: Developing self-regulated learners. New York: Routledge. Astin, A. (1993). What matters in college? Four critical years revisited. San Francisco: Jossey-Bass Publishers. Baddeley, A. (1990). Human memory. London: Lawrence Erlbaum Associates. Bauer, S. (2011). When I Stopped Writing on Their Papers: Accommodating the Needs of Student Writers with Audio Comments. The English Journal, 101(2), 64-67. Berger, V. (1990). The effects of peer and self-feedback. The CATESOL Journal, 3, 21-35. Biber, D., Nekrasova, T. & Horn, B. (2011). The effectiveness of feedback for L1-English and L2-writing development: A meta-analysis. TOEFL iBT Research Report 14. Bitchener, J. (2009). Measuring the effectiveness of written corrective feedback: A response to “Overgeneralization from a narrow focus: A response to Bitchener (2008)”. Journal of Second Language Writing, 18(4), 276-279. Bitchener, J. & Ferris, D. (2012). Written corrective feedback in second language acquisition and writing. New York: Routledge. Chickering, A. & Gamson, Z. (1987). Seven Principles for good practice in undergraduate education. AAHE Bulletin. Cleary, L. (1990). The fragile inclination to write: Praise and criticism in the classroom. English journal, 79(2), 22-28. Cohen, A. (1987). Student processing of feedback on their compositions. In A. Wenden & J. Rubin (Eds.) Learner strategies in language learning. Englewood Cliffs, N.J.: Prentice-Hall. Eckerth, J. & Tavakoli, P. (2012). The effects of word exposure frequency and elaboration of word processing on incidental vocabulary acquisition through reading. Language Teaching Research, 16(2): 227-252. 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 (pp. 178-190). Cambridge: Cambridge University Press. Fazio, L. (2001). The effect of corrections and commentaries on the journal writing accuracy of minority- and majority-language students. Journal of Second Language Writing 10, 235-249. Ferris, D. (2002). Treatment of error in second language student writing. Ann Arbour: The University of Michigan Press. Ferris, D. (2003). Response to Student Writing. Mahwah NJ: Lawrence Erlbaum Associates. Ferris, D. (2006). Does error feedback help student writers? In K. Hyland & F. Hyland (Eds.). Feedback in Second Language Writing: Contexts and Issues (pp. 81-104). Cambridge: Cambridge University Press. Ferris, D. & Hedgcock, J. (2005). Teaching ESL composition: Purpose, process and practice. Mahwah: Lawrence Erlbaum Associates. Ferris, D., Liu, H., Sinha, A. & Senna, M. (2013). Written corrective feedback for individual L2 writers. Journal of Second Language Writing, 22(3), 307-329. Ferris, D. & Roberts, B. (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 10, 161-184. Folse, K. (2006). The effect of type of written exercise on L2 vocabulary retention. TESOL Quarterly, 40(2): 273-293. Foster, P. (1998) A classroom perspective on negotiation of meaning. Applied Linguistics, 19(1), 1998. Gere, A. (1987). Writing groups: History, theory and implications. Carbondale and Edwardsville: Southern Illinois University Press. Goldstein, L. & Conrad, S. (1990). Student input and negotiation of meaning in ESL writing conferences. TESOL Quarterly, 24(3), 443-460. Grabe, W. & Kaplan, R. (1996). Theory and practice of writing. Harlow: Pearson Education. Hyland, F. (1998). The impact of Teacher Written Feedback on Individual Learners. Journal of Second Language Writing, 7, 255-286. Hyland, F. & Hyland, K. (2001) Sugaring the Pill: Praise and criticism in written feedback. Journal of Second Language Writing 10, 185-212 Hyland, K. (1996). Second language writing. New York: Cambridge. Hyland, K. (2016). Academic publishing and the myth of linguistic injustice. Journal of Second Language Writing, 31, 58-69. Keating, G. (2008). ‘Task Effectiveness and Word Learning in a Second language: The Involvement Load Hypothesis on Trial.’ Language Teaching Research, 12: 365-368. 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, 305-313. Kuh, G., Kinzie, J., Buckley, J., Bridges, B. & Hayek, J. (2006). What matters to student success: A review of the literature. National Postsecondary Education Cooperative. Lalande, J. (1982). Reducing composition errors: An experiment. Modern Language Journal 66, 140-149. Laufer, B. & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language. Applied Linguistics, 22(1): 1-26. Leki, I., Cumming, A. & Silva, T. (2008). A synthesis of research on second language writing in English. New York: Routledge. Liu, J. & Hansen, J. (2002). Peer response in second language writing classrooms. Ann Arbor: The University of Michigan Press. Manchon, R. (2011). Situating the learning-to-write and writing-to-learn dimensions of L2 writing. In R. Manchon (Ed.). Learning-to-write and writing-to-learn in an additional language (pp. 3-14). Amsterdam: John Benjamins Publishing. Mawlawi Diab, N. (2016). A comparison of peer, teacher and self-feedback on the reduction of language errors in student essays. System, 57, 55-65. Min, H. (2006). The effects of trained peer-review on EFL students’ revision types and writing quality. Journal of Second Language Writing 15, 118-141. Moxley, J. (1989). Responding to student writing: Goals, methods, alternatives. Freshman English News, 17(3-4), 9-11. Nation, P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press. Nemec, E., & Dintzner, M. (2016). Comparison of audio versus written feedback on writing assignments. Currents in Pharmacy Teaching and Learning, 8(2), 155-159. Patchan, M., Schunn, C. & Correnti, R. (2016). The nature of feedback: How peer feedback features affect students’ implementation rate and quality of revisions. Journal of Educational Psychology, 108(8), 1098-1120. Raimes, A. (1983). How English works: A grammar handbook with readings. New York: Cambridge University Press. Robb, T., Ross, S. & Shortreed, I. (1986). Salience of feedback on error and its effect on EFL writing quality. TESOL Quarterly, 20, 83-95. Ruegg, R. (2015a). The relative effects of peer and teacher feedback on improvement in EFL students` writing ability. Linguistics and Education, 29(1), 73-82. Ruegg, R. (2015b). Student uptake of teacher written feedback on writing. Asian EFL Journal, 17(1), 36-56. Sachs, R. & Polio, C. (2007). Learners’ uses of two types of written feedback on a L2 writing revision task. Studies in Second Language Acquisition, 29, 67-100. Semke, H. (1982). Effects of the Red Pen. Foreign Language Annals, 17, 195-202. Séror, J. (2013). Show me! Enhanced Feedback Through Screencasting Technology. TESL Canada Journal, 30(1), 104-116. Sheppard, K. (1992). Two feedback types: Do they make a difference? RELC Journal 23, 103-110. Sipple, S. (2007). Ideas in practice: Developmental writers' attitudes toward audio and written feedback. Journal of Developmental Education, 30(3), 22-31. Stanley, J. (1992). Coaching student writers to be effective peer evaluators. Journal of Second Language Writing, 1(3), 217-233. Swain M. (2006). Languaging, agency and collaboration in advanced second language proficiency. In H. Byrnes. (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95–108). New York: Continuum. Tinkham, T. (1993), The effect of semantic clustering on the learning of second language vocabulary. System, 21, 371-380. Wakabayashi, R. (2013). The effects of the peer feedback process on the reviewer’s own writing. English Language Teaching, 6(9), 177-191. Walker, C. & Elias, D. (1987). Writing conference talk: Factors associated with high- and low-rated writing conferences. Research in the Teaching of English, 21(3), 266-283. Weigle, S. (2013). English language learners and automated scoring of essays: Critical considerations. Assessing Writing, 18(1), 85-99. Xu, C. (2008). Overgeneralization from a narrow focus: A response to Ellis et al. (2008) and Bitchener (2008). Journal of Second Language Writing, 18(4), 270-275. Yu, S. & Hu, G. (2017). Can higher-proficiency learners benefit from working with lower-proficiency partners in peer feedback? Teaching in Higher Education, 22(2), 178-192. Zhu, W. (1995). Effects of training for peer response on students' comments and interaction. Written Communication, 12(4), 492-528.
Yıl 2018,
Sayı: 13, 161 - 178, 30.12.2018
Öz
Different articles give different suggestions
about how to provide effective feedback on L2 student writing. However, context is an important factor
influencing research results. The
suggestions in research articles may not be effective when taken out of the
context of the article. The purpose of
this article is to provide an overview of a wide range of feedback practices
that can be effectively used with L2 learners to promote learning, based on a
review of literature. As context is such an important factor, in this article
suggestions will be organized based on the purpose of the class for which the
writing is undertaken and the purpose of the feedback. In particular,
suggestions will be made in terms of the focus of feedback, medium of feedback
delivery, level of explicitness, amount of feedback and source of
feedback. Finally, specific suggestions
will be summarized for each stage of L2 writing learning, limitations of the
article and suggestions for further empirical research will be made.
Anahtar Kelimeler
Kaynakça
- Andrade, M. & Evans, N. (2013). Principles and practices for response in Second Language Writing: Developing self-regulated learners. New York: Routledge. Astin, A. (1993). What matters in college? Four critical years revisited. San Francisco: Jossey-Bass Publishers. Baddeley, A. (1990). Human memory. London: Lawrence Erlbaum Associates. Bauer, S. (2011). When I Stopped Writing on Their Papers: Accommodating the Needs of Student Writers with Audio Comments. The English Journal, 101(2), 64-67. Berger, V. (1990). The effects of peer and self-feedback. The CATESOL Journal, 3, 21-35. Biber, D., Nekrasova, T. & Horn, B. (2011). The effectiveness of feedback for L1-English and L2-writing development: A meta-analysis. TOEFL iBT Research Report 14. Bitchener, J. (2009). Measuring the effectiveness of written corrective feedback: A response to “Overgeneralization from a narrow focus: A response to Bitchener (2008)”. Journal of Second Language Writing, 18(4), 276-279. Bitchener, J. & Ferris, D. (2012). Written corrective feedback in second language acquisition and writing. New York: Routledge. Chickering, A. & Gamson, Z. (1987). Seven Principles for good practice in undergraduate education. AAHE Bulletin. Cleary, L. (1990). The fragile inclination to write: Praise and criticism in the classroom. English journal, 79(2), 22-28. Cohen, A. (1987). Student processing of feedback on their compositions. In A. Wenden & J. Rubin (Eds.) Learner strategies in language learning. Englewood Cliffs, N.J.: Prentice-Hall. Eckerth, J. & Tavakoli, P. (2012). The effects of word exposure frequency and elaboration of word processing on incidental vocabulary acquisition through reading. Language Teaching Research, 16(2): 227-252. 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 (pp. 178-190). Cambridge: Cambridge University Press. Fazio, L. (2001). The effect of corrections and commentaries on the journal writing accuracy of minority- and majority-language students. Journal of Second Language Writing 10, 235-249. Ferris, D. (2002). Treatment of error in second language student writing. Ann Arbour: The University of Michigan Press. Ferris, D. (2003). Response to Student Writing. Mahwah NJ: Lawrence Erlbaum Associates. Ferris, D. (2006). Does error feedback help student writers? In K. Hyland & F. Hyland (Eds.). Feedback in Second Language Writing: Contexts and Issues (pp. 81-104). Cambridge: Cambridge University Press. Ferris, D. & Hedgcock, J. (2005). Teaching ESL composition: Purpose, process and practice. Mahwah: Lawrence Erlbaum Associates. Ferris, D., Liu, H., Sinha, A. & Senna, M. (2013). Written corrective feedback for individual L2 writers. Journal of Second Language Writing, 22(3), 307-329. Ferris, D. & Roberts, B. (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 10, 161-184. Folse, K. (2006). The effect of type of written exercise on L2 vocabulary retention. TESOL Quarterly, 40(2): 273-293. Foster, P. (1998) A classroom perspective on negotiation of meaning. Applied Linguistics, 19(1), 1998. Gere, A. (1987). Writing groups: History, theory and implications. Carbondale and Edwardsville: Southern Illinois University Press. Goldstein, L. & Conrad, S. (1990). Student input and negotiation of meaning in ESL writing conferences. TESOL Quarterly, 24(3), 443-460. Grabe, W. & Kaplan, R. (1996). Theory and practice of writing. Harlow: Pearson Education. Hyland, F. (1998). The impact of Teacher Written Feedback on Individual Learners. Journal of Second Language Writing, 7, 255-286. Hyland, F. & Hyland, K. (2001) Sugaring the Pill: Praise and criticism in written feedback. Journal of Second Language Writing 10, 185-212 Hyland, K. (1996). Second language writing. New York: Cambridge. Hyland, K. (2016). Academic publishing and the myth of linguistic injustice. Journal of Second Language Writing, 31, 58-69. Keating, G. (2008). ‘Task Effectiveness and Word Learning in a Second language: The Involvement Load Hypothesis on Trial.’ Language Teaching Research, 12: 365-368. 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, 305-313. Kuh, G., Kinzie, J., Buckley, J., Bridges, B. & Hayek, J. (2006). What matters to student success: A review of the literature. National Postsecondary Education Cooperative. Lalande, J. (1982). Reducing composition errors: An experiment. Modern Language Journal 66, 140-149. Laufer, B. & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language. Applied Linguistics, 22(1): 1-26. Leki, I., Cumming, A. & Silva, T. (2008). A synthesis of research on second language writing in English. New York: Routledge. Liu, J. & Hansen, J. (2002). Peer response in second language writing classrooms. Ann Arbor: The University of Michigan Press. Manchon, R. (2011). Situating the learning-to-write and writing-to-learn dimensions of L2 writing. In R. Manchon (Ed.). Learning-to-write and writing-to-learn in an additional language (pp. 3-14). Amsterdam: John Benjamins Publishing. Mawlawi Diab, N. (2016). A comparison of peer, teacher and self-feedback on the reduction of language errors in student essays. System, 57, 55-65. Min, H. (2006). The effects of trained peer-review on EFL students’ revision types and writing quality. Journal of Second Language Writing 15, 118-141. Moxley, J. (1989). Responding to student writing: Goals, methods, alternatives. Freshman English News, 17(3-4), 9-11. Nation, P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press. Nemec, E., & Dintzner, M. (2016). Comparison of audio versus written feedback on writing assignments. Currents in Pharmacy Teaching and Learning, 8(2), 155-159. Patchan, M., Schunn, C. & Correnti, R. (2016). The nature of feedback: How peer feedback features affect students’ implementation rate and quality of revisions. Journal of Educational Psychology, 108(8), 1098-1120. Raimes, A. (1983). How English works: A grammar handbook with readings. New York: Cambridge University Press. Robb, T., Ross, S. & Shortreed, I. (1986). Salience of feedback on error and its effect on EFL writing quality. TESOL Quarterly, 20, 83-95. Ruegg, R. (2015a). The relative effects of peer and teacher feedback on improvement in EFL students` writing ability. Linguistics and Education, 29(1), 73-82. Ruegg, R. (2015b). Student uptake of teacher written feedback on writing. Asian EFL Journal, 17(1), 36-56. Sachs, R. & Polio, C. (2007). Learners’ uses of two types of written feedback on a L2 writing revision task. Studies in Second Language Acquisition, 29, 67-100. Semke, H. (1982). Effects of the Red Pen. Foreign Language Annals, 17, 195-202. Séror, J. (2013). Show me! Enhanced Feedback Through Screencasting Technology. TESL Canada Journal, 30(1), 104-116. Sheppard, K. (1992). Two feedback types: Do they make a difference? RELC Journal 23, 103-110. Sipple, S. (2007). Ideas in practice: Developmental writers' attitudes toward audio and written feedback. Journal of Developmental Education, 30(3), 22-31. Stanley, J. (1992). Coaching student writers to be effective peer evaluators. Journal of Second Language Writing, 1(3), 217-233. Swain M. (2006). Languaging, agency and collaboration in advanced second language proficiency. In H. Byrnes. (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95–108). New York: Continuum. Tinkham, T. (1993), The effect of semantic clustering on the learning of second language vocabulary. System, 21, 371-380. Wakabayashi, R. (2013). The effects of the peer feedback process on the reviewer’s own writing. English Language Teaching, 6(9), 177-191. Walker, C. & Elias, D. (1987). Writing conference talk: Factors associated with high- and low-rated writing conferences. Research in the Teaching of English, 21(3), 266-283. Weigle, S. (2013). English language learners and automated scoring of essays: Critical considerations. Assessing Writing, 18(1), 85-99. Xu, C. (2008). Overgeneralization from a narrow focus: A response to Ellis et al. (2008) and Bitchener (2008). Journal of Second Language Writing, 18(4), 270-275. Yu, S. & Hu, G. (2017). Can higher-proficiency learners benefit from working with lower-proficiency partners in peer feedback? Teaching in Higher Education, 22(2), 178-192. Zhu, W. (1995). Effects of training for peer response on students' comments and interaction. Written Communication, 12(4), 492-528.
Toplam 1 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Türk dili, kültürü ve edebiyatı |
| Yazarlar | |
| Yayımlanma Tarihi | 30 Aralık 2018 |
| Yayımlandığı Sayı | Yıl 2018 Sayı: 13 |
- Makale Dosyaları