Review of Written corrective feedback for L2 development; Authors: John Bitchener, Neomy Storch; Publisher: Multilingual Matters, 2016; ISBN: 9781783095032; Pages: 156

• Authors: Mirosław Pawlak
• Languages of publication: EN

Abstracts

EN

Book review

• Publisher: Uniwersytet im. Adama Mickiewicza w Poznaniu
• Journal: Studies in Second Language Learning and Teaching
• Year: 2016
• Volume: 6
• Issue: 4
• Pages: 717-723

Dates

published

2016-12-30

Contributors

author

Mirosław Pawlak

• Adam Mickiewicz University, Kalisz State University of Applied Sciences, Konin

References

• Anderson, J. (1993). Rules of the mind. Hillsdale, NJ: Lawrence Erlbaum.
• DeKeyser, R. M. (2007). Introduction: Situating the concept of practice. In R. M. DeKeyser (Ed.), Practice in a second language (pp. 1-18). Cambridge: Cambridge University Press.
• DeKeyser, R. M. (2010). Cognitive-psychological processes in second language learning. In M. H. Long & C. J. Doughty (Eds.), The handbook of language teaching (pp. 119-138). Oxford: Wiley-Blackwell.
• Ellis, R. (2010). Epilogue: A framework for investigating oral and written corrective feedback. Studies in Second Language Acquisition, 32, 335-349.
• Engeström, Y. (2001). Expansive learning at work: Toward and activity theoretical reconceptualization. Journal of Education and Work, 14, 133-156.
• Gass, S. M. (1997). Input, interaction, and the second language learner. Mahwah, NJ: Lawrence Erlbaum.
• Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of L2 development. Oxford: Oxford University Press.
• Leontjev, A. N. (1978). Activity, consciousness, and personality. Englewood Cliffs, NJ: Prentice Hall.
• Mackey, A. (2012). Input, interaction and corrective feedback in L2 learning. Oxford: Oxford University Press.
• McKay, S. L. (2011). English as an international lingua franca pedagogy. In E. Hinkel (Ed.). Handbook of research into second language teaching and learning. Volume II. (pp. 122-139). Mahwah, NJ: Lawrence Erlbaum.
• McLaughlin, B. (1990). Restructuring. Applied Linguistics, 11, 113-128.
• Nassaji, H. (2015). The interactional feedback dimension in instructed second language learning: Linking theory, research, and practice. London: Bloomsbury.
• Pawlak, M. (2013). Principles of instructed language learning revisited: Guidelines for effective grammar teaching in the foreign language classroom. In K. Droździał-Szelest & M. Pawlak (Eds.), Psycholinguistic and sociolinguistic perspectives on second language learning and teaching. Studies in honor of Waldemar Marton (pp. 199-220). Heidelberg: Springer.
• Pawlak, M. (2014). Error correction in the foreign language classroom: Reconsidering the issues. Heidelberg: Springer.
• Vygotsky, L. (1978). Mind in society. The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Identifiers

DOI

10.14746/ssllt.2016.6.4.8