Full Description
This book examines current advances in the role of interactional feedback in second language (L2) teaching and learning. Drawing on recent theory and research in both classroom and laboratory contexts, the book explores a wide range of issues regarding interactional feedback and their relevance for both theory and practice, including how interactional feedback is used, processed, and contributes to L2 acquisition. This book will provide a useful resource for applied linguistics students and academics as well as language teachers and teacher educators who would like to gain insight into the role of interactional feedback and how it can be used as a means of integrating form and meaning in classroom contexts.
Contents
Series Editor Foreword
Preface
Introduction
1. Review of key concepts
Part 1. Theoretical underpinnings
2. The role of corrective feedback: Theoretical and pedagogical perspectives
3. Interactional feedback: Types and subtypes
4. How does interactional feedback assist language acquisition?
Part 2. Researching interactional feedback
5. Feedback provision and learner uptake: Descriptive research
6. Feedback effects on learning: Experimental and other pretest-posttest studies
7. Comparative studies of interactional feedback
Part 3. Factors affecting interactional feedback
8. Factors affecting the provision and usefulness of interactional feedback
9. Perception and interpretation of feedback
Part 4. Linking theory, research, and practice
10. Conclusions, implications, and pedagogical recommendations
References
Index
