By Dana R. Ferris
Remedy of errors bargains a pragmatic, well-reasoned account of what lecturers of multilingual writers want to know approximately mistakes and the way to place what they understand to take advantage of. As within the first variation, Ferris back persuasively addresses the elemental mistakes remedy questions that plague beginner and professional writing experts alike: What forms of error may still academics reply to? while should still we reply to them? What are the main efficacious methods of responding to them? And eventually, what position should still errors therapy play within the educating of the method of writing? the second one version improves upon the 1st via exploring adjustments within the box considering 2002, similar to the becoming variety in what's referred to as “L2 writers,” the blurring barriers among “native” and “non-native” audio system of English, the impact of style reports and corpus linguistics at the instructing of writing, and the necessity the circulate past “error” to “second language improvement” by way of drawing close scholars and their texts. It additionally explores what instructor education courses have to do to coach lecturers to regard pupil mistakes. the second one version features * an updating of the literature in all chapters * a new bankruptcy on educational language development * a postscript on the best way to combine blunders treatment/language improvement feedback in Chapters 4-6 right into a writing category syllabus * the addition of discussion/analysis questions on the finish of every bankruptcy, plus recommended readings, to make the ebook extra important in pedagogy or instructor improvement workshops
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Additional info for Treatment of Error in Second Language Student Writing, Second Edition
Sample text
10 Treatment of Error, Second Ed. • As learners go through various stages of acquisition of different elements of the L2, they will make errors reflective of their SLA processes. These errors may be caused by inappropriate transference of L1 patterns and/ or by incomplete knowledge of the L2. Written errors made by adult L2 acquirers are therefore often quite different from those made by native speakers. These insights from SLA research have several practical implications for teachers of L2 writers.
Long (1996); Schmidt (1994). 2. For discussions of the “global/local” distinction, see Bates, Lane, & Lange, 1993; Burt & Kiparsky, 1972; Hendrickson, 1980. 3. There are some possible exceptions to this general statement. For instance, if a student is highly proficient and not making (m)any other types of language errors, the teacher might want to work intentionally with the writer on strategies for elevating style and/or using idiomatic expressions appropriately. See Chapter 6 for more ideas along this line.
Although there have been many empirical studies over the past 20 years on the nature and effects of peer feedback, none have specifically looked at the effects of peer error correction on student accuracy. Thus, though it is certainly possible that both feedback delivery systems (conferences and peer editing), together with rapidly developing technological options such as computer text analyzers or grammar checkers, may have value in helping students to edit their work and improve the accuracy and clarity of their writing, there is no empirical evidence available yet to support these assumptions.