Pedagogical Perspectives on Corrective Feedback
Teachers are often uncertain about correcting their students’ errors, but students themselves are very clear about what is needed. Survey after survey has shown that second language (L2) learners wish to be corrected by their teachers (Ferris, 1995; Hedgc
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Educational Linguistics Volume 13
General Editors: Leo van Lier Monterey Institute of International Studies, U.S.A Francis M. Hult University of Texas at San Antonio, U.S.A Editorial Board: Marilda C. Cavalcanti Universidade Estadual de Campinas, Brazil Hilary Janks University of Witwatersrand, South Africa Claire Kramsch University of California, Berkeley, U.S.A Alastair Pennycook University of Technology, Sydney, Australia The Educational Linguistics book series focuses on work that is: innovative, transdisciplinary, contextualized and critical. In our compartmentalized world of diverse academic fields and disciplines there is a constant tendency to specialize more and more. In academic institutions, at conferences, in journals, and in publications the crossing of disciplinary boundaries is often discouraged. This series is based on the idea that there is a need for studies that break barriers. It is dedicated to innovative studies of language use and language learning in educational settings worldwide. It provides a forum for work that crosses traditional boundaries between theory and practice, between micro and macro, and between native, second and foreign language education. The series also promotes critical work that aims to challenge current practices and offers practical, substantive improvements. For further volumes: http://www.springer.com/series/5894
Younghee Sheen
Corrective Feedback, Individual Differences and Second Language Learning
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Younghee Sheen Department of Language and Foreign Studies American University 4400 Massachusetts Ave NW Washington, DC 20016–8045 USA [email protected]
ISSN 1572-0292 ISBN 978-94-007-0547-0 ISBN 978-94-007-0548-7 (eBook) DOI 10.1007/978-94-007-0548-7 Springer Dordrecht Heidelberg London New York Library of Congress Control Number: 2011922307 © Springer Science+Business Media B.V. 2011 No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
To my parents
Preface
Since my journey as an ESL learner began nearly 15 years ago, I have often been asked this question: ‘Where did you pick up that word/expression and learn to use it so well?’ Many years later, when I entered graduate school to develop myself as a Second Language Acquisition (SLA) researcher, I found the answer to this question in the books and articles on SLA that I read. In fact, I found multiple answers. Rod Ellis’ books (1994, 1997) made me realize that I was an English user/speaker as well as a learner and that ‘learning’ and ‘communicating’ were inextricably linked; not only was I constantly learning the language but at the same time I was using it as
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