The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching

ISBN 10: 1108499104 / ISBN 13: 9781108499101

Published by Cambridge University Press, 2021

About this Item

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Bibliographic Details

• Title: The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching
• Publisher: Cambridge University Press
• Publication Date: 2021
• Language: English
• ISBN 10: 1108499104
• ISBN 13: 9781108499101
• Binding: Hardcover
• Condition: New

About this title

Synopsis

Corrective feedback is a vital pedagogical tool in language learning. This is the first volume to provide an in-depth analysis and discussion of the role of corrective feedback in second and foreign language learning and teaching. Written by leading scholars, it assembles cutting-edge research and state-of-the-art articles that address recent developments in core areas of corrective feedback including oral, written, computer-mediated, nonverbal, and peer feedback. The chapters are a combination of both theme-based and original empirical studies carried out in diverse second and foreign language contexts. Each chapter provides a concise review of its own topic, discusses theoretical and empirical issues not adequately addressed before, and identifies their implications for classroom instruction and future research. It will be an essential resource for all those interested in the role of corrective feedback in second and foreign language learning and how they can be used to enhance classroom teaching.

About the Authors

Hossein Nassaji is Professor of Applied Linguistics in the Department of Linguistics at the University of Victoria, Canada. He maintains active research agenda across various areas of second language teaching and learning and has authored numerous publications on these topics.

Eva Kartchava is Associate Professor in the School of Linguistics and Language Studies at Carleton University, Canada. She has published research on the relationship between corrective feedback and second language learning, noticeability of feedback, and the role of individual differences in the language learning process.