Hostname: page-component-745bb68f8f-hvd4g Total loading time: 0 Render date: 2025-01-12T11:08:08.177Z Has data issue: false hasContentIssue false
  • English
  • Français

SECOND LANGUAGE WRITING RESEARCH AND WRITTEN CORRECTIVE FEEDBACK IN SLA

Intersections and Practical Applications

Published online by Cambridge University Press:  23 April 2010

Dana R. Ferris
Dana R. Ferris*
Affiliation:
University of California, Davis
*
*Address correspondence to: Dana R. Ferris, 3301 Morro Bay Ave., Davis, CA 95616; e-mail: [email protected].
Get access Rights & Permissions [Opens in a new window]

Abstract

For more than a decade now, a great deal of research has been done on the topic of written corrective feedback (CF) in SLA and second language (L2) writing. Nonetheless, what those research efforts really have shown as well as the possible implications for practice remain in dispute. Although L2 writing and SLA researchers often examine similar phenomena in similar ways, they do not necessarily ask the same questions. SLA-focused researchers investigate whether written CF facilitates the acquisition of particular linguistic features. In contrast, L2 writing researchers generally emphasize the question of whether written CF helps student writers improve the overall effectiveness of their texts. Understanding these differences in starting points is important because it provides a possible explanation for the conflicting methodologies and conclusions of various reviews on this topic (e.g., Ferris, 2003, 2004; Truscott, 1996, 2007). This article briefly traces the history of these two parallel lines of research on written CF and notes both contrasts and convergences. It then moves to a focused discussion of the possible implications and applications of this body of work for the L2 language and writing classroom and for future research efforts.

Type
Research Articles
Information
Studies in Second Language Acquisition , Volume 32 , Special Issue 2: The Role of Oral and Written Corrective Feedback in SLA , June 2010 , pp. 181 - 201
Copyright
Copyright © Cambridge University Press 2010

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

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, 227–258.CrossRefGoogle Scholar
Bates, L., Lane, J., & Lange, E. (1993). Writing clearly: Responding to ESL compositions. Boston: Heinle & Heinle.Google Scholar
Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of Second Language Writing, 17, 102–118.CrossRefGoogle Scholar
Bitchener, J., & Knoch, U. (2008). The value of written corrective feedback for migrant and international students. Language Teaching Research, 12, 409–431.CrossRefGoogle Scholar
Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, 9, 227–258.Google Scholar
Brannon, L., & Knoblauch, C. H. (1982). On students’ rights to their own texts: A model of teacher response. College Composition and Communication, 33, 157–166.CrossRefGoogle Scholar
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). White Plains, NY: Pearson Education.Google Scholar
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, 267–296.CrossRefGoogle Scholar
Chandler, J. (2004). A response to Truscott. Journal of Second Language Writing, 13, 345–348.CrossRefGoogle Scholar
Corder, S. P. (1967). The significance of learners’ errors. International Review of Applied Linguistics, 5, 161–170.CrossRefGoogle Scholar
Elbow, P. (1973). Writing without teachers. Oxford: Oxford University Press.Google Scholar
Ellis, R. (1998). Teaching and research: Options in grammar teaching. TESOL Quarterly, 32, 39–60.CrossRefGoogle Scholar
Ellis, R., Sheen, Y., Murakami, M., & Takashima, H. (2008). The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System, 36, 353–371.CrossRefGoogle Scholar
Eskey, D. E. (1983). Meanwhile, back in the real world…: Accuracy and fluency in second language teaching. TESOL Quarterly, 17, 315–323.CrossRefGoogle Scholar
Fathman, A., & Whalley, E. (1990). Teacher response to student writing: Focus on form versus content. In Kroll, B. F. (Ed.), Second language writing: Research insights for the classroom (pp. 178–190). New York: Cambridge University Press.CrossRefGoogle Scholar
Ferris, D. R. (1995a). Can advanced ESL students be taught to correct their most serious and frequent errors? CATESOL Journal, 8, 41–62.Google Scholar
Ferris, D. R. (1995b). Teaching ESL composition students to become independent self-editors. TESOL Journal, 4, 18–22.Google Scholar
Ferris, D. R. (1999). The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing, 8, 1–10.CrossRefGoogle Scholar
Ferris, D. R. (2002). Treatment of error in second language student writing. Ann Arbor: University of Michigan Press.Google Scholar
Ferris, D. R. (2003). Response to student writing: Implications for second language students. Mahwah, NJ: Erlbaum.CrossRefGoogle Scholar
Ferris, D. R. (2004). The “grammar correction” debate in L2 writing: Where are we, and where do we go from here? (and what do we do in the meantime…?). Journal of Second Language Writing, 13, 49–62.CrossRefGoogle Scholar
Ferris, D. R. (2006). Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction. In Hyland, K. & Hyland, F. (Eds.), Feedback in second language writing: Contexts and issues (pp. 81–104). New York: Cambridge University Press.CrossRefGoogle Scholar
Ferris, D. R., & Hedgcock, J. S. (2005). Teaching ESL composition: Purpose, process, and practice. Mahwah, NJ: Erlbaum.Google Scholar
Ferris, D. R., & Roberts, B. (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 10, 161–184.CrossRefGoogle Scholar
Frodesen, J. (1991). Grammar in writing. In Celce-Murcia, M. (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 264–276). Boston: Heinle & Heinle.Google Scholar
Hartwell, P. (1985). Grammar, grammars, and the teaching of grammar. College English, 47, 105–127.CrossRefGoogle Scholar
Hedgcock, J. S., & Lefkowitz, N. (1994). Feedback on feedback: Assessing learner receptivity in second language writing. Journal of Second Language Writing, 3, 141–163.CrossRefGoogle Scholar
Hedgcock, J. S., & Lefkowitz, N. (1996). Some input on input: Two analyses of student response to expert feedback on L2 writing. Modern Language Journal, 80, 287–308.CrossRefGoogle Scholar
Hendrickson, J. M. (1980). The treatment of error in written work. Modern Language Journal, 64, 216–221.CrossRefGoogle Scholar
Horowitz, D. (1986). Process not product: Less than meets the eye. TESOL Quarterly, 20, 141–144.CrossRefGoogle Scholar
Johns, A. M. (1995). Genre and pedagogical purposes. Journal of Second Language Writing, 4, 181–190.CrossRefGoogle Scholar
Kepner, C. G. (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.Google Scholar
Krashen, S. D. (1982). Principles and practices in second language acquisition. Oxford: Pergamon Press.Google Scholar
Krashen, S. D. (1984). Writing: Research, theory and applications. Oxford: Pergamon Press.Google Scholar
Krashen, S. D., & Terrell, T. (1983). The natural approach: Language acquisition in the classroom. Hayward, CA: Alemany Press.Google Scholar
Lalande, J. F. II. (1982). Reducing composition errors: An experiment. Modern Language Journal, 66, 140–149.CrossRefGoogle Scholar
Lane, J., & Lange, E. (1999). Writing clearly: An editing guide (2nd ed.). Boston: Heinle & Heinle.Google Scholar
Leki, I. (1990). Coaching from the margins: Issues in written response. In Kroll, B. F. (Ed.), Second language writing: Research insights for the classroom (pp. 57–68). New York: Cambridge University Press.CrossRefGoogle Scholar
Leki, I. (1991). The preferences of ESL students for error correction in college-level writing classes. Foreign Language Annals, 24, 203–218.CrossRefGoogle Scholar
Leki, I., Cumming, A., & Silva, T. (2006). Second-language composition: Teaching and learning. In Smagorinsky, P. (Ed.), Research on composition: Multiple perspectives on two decades of change (pp. 141–169). New York: Teachers College Press.Google Scholar
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake. Studies in Second Language Acquisition, 19, 37–66.CrossRefGoogle Scholar
Matsuda, P. K. (2006). Second-language writing in the twentieth century: A situated historical perspective. In Matsuda, P. K., Cox, M., Jordan, J., & Ortmeier-Hooper, C. (Eds.), Second-language writing in the composition classroom: A critical sourcebook (pp. 14–30). Boston: Bedford/St. Martin’s.Google Scholar
Qi, D. S., & Lapkin, S. (2001). Exploring the role of noticing in a three-stage second language writing task. Journal of Second Language Writing, 10, 277–303.CrossRefGoogle Scholar
Reid, J. (1994). Responding to ESL students’ texts: The myths of appropriation. TESOL Quarterly, 28, 273–292.CrossRefGoogle Scholar
Robb, T., Ross, S., & Shortreed, I. (1986). Salience of feedback on error and its effect on EFL writing quality. TESOL Quarterly, 20, 83–93.CrossRefGoogle Scholar
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.CrossRefGoogle Scholar
Semke, H. (1984). The effects of the red pen. Foreign Language Annals, 17, 195–202.CrossRefGoogle Scholar
Shaughnessy, M. (1977). Errors and expectations: A guide for the teacher of basic writing. Oxford: Oxford University Press.Google Scholar
Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on ESL learners’ acquisition of articles. TESOL Quarterly, 41, 255–283.CrossRefGoogle Scholar
Sheppard, K. (1992). Two feedback types: Do they make a difference? Regional Language Center Journal, 23, 103–110.Google Scholar
Silva, T. (1988). Comments on Vivian Zamel’s “Recent research on writing pedagogy.” TESOL Quarterly, 22, 517–519.CrossRefGoogle Scholar
Silva, T. (1990). Second language composition instruction: Developments, issues, and directions in ESL. In Kroll, B. F. (Ed.), Second language writing: Research insights for the classroom (pp. 11–23). New York: Cambridge University Press.CrossRefGoogle Scholar
Silva, T., Leki, I., & Carson, J. (1997). Broadening the perspective of mainstream composition studies: Some thoughts from the disciplinary margins. Written Communication, 14, 398–428.CrossRefGoogle Scholar
Sommers, N. (1980). Revision strategies of student writers and experienced adult writers. College Composition and Communication, 31, 378–388.CrossRefGoogle Scholar
Sommers, N. (1982). Responding to student writing. College Composition and Communication, 33, 148–156.CrossRefGoogle Scholar
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46, 327–369.CrossRefGoogle Scholar
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, 111–122.CrossRefGoogle Scholar
Truscott, J. (2004). Evidence and conjecture: A response to Chandler. Journal of Second Language Writing, 13, 337–343.CrossRefGoogle Scholar
Truscott, J. (2007). The effect of error correction on learners’ ability to write accurately. Journal of Second Language Writing, 16, 255–272.CrossRefGoogle Scholar
Truscott, J., & Hsu, A. Y.-P. (2008). Error correction, revision, and learning. Journal of Second Language Writing, 17, 292–305.CrossRefGoogle Scholar
Zamel, V. (1982). Writing: The process of discovering meaning. TESOL Quarterly, 16, 195–209.CrossRefGoogle Scholar