Treatment of error in second language student writing /

Detalles Bibliográficos
Autor principal: Ferris, Dana
Formato: Libro
Lenguaje:English
Publicado: Ann Arbor : University of Michigan Press, c2011.
Edición:2nd ed.
Colección:The Michigan series on teaching multilingual writers
Materias:
English language > Study and teaching > Foreign speakers.
English language > Rhetoric > Study and teaching.
Report writing > Study and teaching.
English language > Errors of usage.
Second language acquisition.
Tabla de Contenidos:
  • Machine generated contents note: ch. 1 Is Error Treatment Helpful for L2 Writers?
  • Definitions
  • Error
  • L2/Second Language Writers
  • International Students
  • Late-Arriving Resident Immigrants
  • Early-Arriving or Generation 1.5 Students
  • Perspectives on Error Correction
  • A Brief History
  • Second Language Acquisition and Its Implications for Error Correction
  • Challenges to Error Correction in L2 Writing Classes
  • Arguments for Continued Error Treatment
  • Error Feedback Helps Students Revise and Edit Their Texts
  • Error Feedback Leads to Accuracy Gains over Time
  • Students and Teachers Value Error Feedback
  • Written Accuracy Is Important in the Real World
  • Concluding Thoughts
  • Questions for Discussion and Application
  • Further Reading
  • ch. 1 Notes
  • ch. 2 Research on Corrective Feedback in L2 Writing
  • Effects of Corrective Feedback on Student Writing
  • Adequacy of Teacher Feedback
  • Student Uptake of Error Feedback
  • Teacher Correction and Timed Student Revision
  • Teacher Correction Followed by Out-of-Class Revision
  • The Influence of Error Feedback on Student Revision
  • Effects of Error Feedback on Student Accuracy over Time
  • SLA Studies of Written Corrective Feedback
  • Classroom Studies of the Effects of Corrective Feedback over Time
  • Research on Feedback Approaches
  • Focused and Unfocused Feedback
  • Direct and Indirect Feedback
  • Explicitness of Feedback
  • Effects of Error Feedback across Different Linguistic Categories
  • Global and Local Errors
  • Treatable and Unbeatable Errors
  • Beyond Corrective Feedback: Effects of Other Classroom Interventions on Students' Written Accuracy
  • Alternate Forms of Error Feedback
  • Error Correction and Revision
  • In-Class Grammar Instruction
  • Error Charts
  • Student Views of Error Treatment in Writing Classes
  • Possible Directions for Further Research
  • Methodology
  • Questions for Further Research
  • Longitudinal AND Contextualized?
  • Effective versus Ineffective Error Treatment
  • Student Views and Individual Differences
  • Concluding Thoughts
  • Questions for Discussion and Application
  • Further Reading
  • ch. 2 Notes
  • ch. 3 Preparing Teachers of L2 Writers to Treat Student Error
  • Understanding the Problem
  • Teachers' Error Treatment Strategies May Not Always Be Effective
  • Teacher Preparation Programs May Not Adequately Address Error Treatment
  • Teachers May Have Philosophical Objections to Error Treatment
  • Preparing Teachers for Error Treatment: Five Principles
  • 1.Teachers of L2 writers need to study aspects of grammar that are particularly problematic for non-native speakers of English
  • 2.Teachers of L2 writers need practice in recognizing and identifying errors in student writing
  • 3.Teachers of L2 writers need practice in developing lessons and teaching grammar points and editing strategies to their writing students
  • 4.Teachers of L2 writers need to understand the principles of second language acquisition and of composition theory
  • 5.Teachers of L2 writers should become familiar with language structures needed for different task types and academic disciplines
  • Concluding Thoughts
  • Questions for Discussion and Application
  • Further Reading
  • Appendix 3.1
  • ch. 3 Notes
  • ch. 4 Responding to Student Errors: Issues and Strategies
  • Choosing Which Errors to Mark
  • Comprehensive versus Selective Error Correction
  • Errors versus Style
  • Criteria for Selective Error Feedback
  • Consider Errors Common to L2 Writers
  • Recognize That Different Students May Make Distinct Types of Errors
  • Students' English Language Learning Backgrounds
  • The Influence of Specific L1s
  • Differences in L2 Proficiency
  • Decide How to Prioritize Feedback for Individual Students
  • 1.Global versus Local Errors
  • 2.Frequent Errors
  • 3.Structures Discussed in Class
  • Timing of Error Correction
  • Options for Corrective Feedback
  • Option 1 Indirect versus Direct Feedback
  • Option 2 Error Location versus Error Labeling
  • Option 3 Marking Broader versus Narrower Categories of Errors
  • Option 4 Codes versus Symbols versus Verbal Comments
  • Option 5 Textual Corrections versus Endnotes
  • Option 6 Alternatives to Written Error Correction
  • Following Up Corrective Feedback
  • Avoiding Burnout
  • Concluding Thoughts
  • Questions for Discussion and Application
  • Further Reading
  • Appendix 4.1
  • ch. 4 Notes
  • ch. 5 Beyond Error Correction: Teaching Grammar and Self-Editing Strategies to L2 Student Writers
  • Helping Students Understand the Importance of Editing
  • Training Students in Self-Editing Strategies
  • Helping Students Become Aware of Their Most Pervasive Error Patterns
  • Educating Students about Principles of Successful Self-Editing
  • Teaching Specific Editing Strategies
  • Training Students to Look at Problem Areas
  • Encouraging Students to Track Their Progress
  • Teaching Students How to Edit under Time Pressure
  • Providing Grammar Support
  • A Sample Mini-Lesson Sequence
  • Mini-Lessons for "Untreatable" Errors
  • Selecting and Adapting Text Models for Mini-Lessons
  • Providing Additional Resources for Self-Study
  • Peer- and Self-Editing Workshops in the L2 Writing Class
  • Concluding Thoughts
  • Questions for Discussion and Application
  • Further Reading
  • Appendix 5.1
  • Appendix 5.2
  • ch. 5 Notes
  • ch. 6 Beyond Error Treatment: Academic Language Development for L2 Writers
  • Reading for Writers
  • Text Selection of Reading Material
  • Analyzing Vocabulary in a Text
  • Examining Syntactic Structures in a Text
  • Readability
  • Analyzing Written Language for Style and Rhetorical Effectiveness
  • Designing Classroom Activities
  • The Role of Extensive Reading
  • Reading for Language Development: A Summary
  • Acquiring Vocabulary for Writing
  • Vocabulary Learning
  • The "Right" Vocabulary
  • Collocations
  • Paraphrasing and Citation
  • Vocabulary Analysis
  • Analyzing Texts for Lexical Variety
  • Lexical Bundles
  • Evaluating and Editing Students' Own Texts
  • Syntactic Development
  • Syntactic Structures for Analysis, Instruction, and Application
  • Using Corpus Findings and Methods for Writing Instruction
  • Corpus-Informed Resources
  • Corpora in the Classroom
  • Concluding Thoughts
  • Questions for Discussion and Application
  • Further Reading
  • ch. 6 Notes
  • Postscript: Summary and Putting It All Together
  • Language Development Sequence for Writing Teachers
  • Before Teaching the Course
  • During the Course
  • After Teaching the Course
  • Concluding Thoughts.

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