Corrective Feedback, Individual Differences and Second Language Learning

TABLE OF CONTENTS Chapter 1: Introduction 1.1 Background1.2 Overview Chapter 2: Oral CorrectiveFeedback 2.1 Oral Corrective Feedback and Second Language Acquisition 2.2 Theoretical Perspectives 2.2.1 Krashen's Input Hypothesis2.2.2 Long's Interaction Hypothesis 2.2.3 Swain's Output Hypothesis 2.2.4 Schmidt's Noticing Hypothesis 2.2.5 Input Enhancement 2.2.6 Final Comments 2.3 Pedagogical Perspectives 2.3.1 Pedagogical Suggestions on Error Correction 2.3.2 Error Correction Practices in the Classroom and Learner Perceptions 2.3.3 Shifts in Pedagogical Views on Error Correction 2.4 Taxonomies of Corrective Feedback Strategies 2.4.1 Learner Uptake 2.4.2 Recasts 2.4.3 Metalinguistic Feedback 2.5 Empirical Research 2.5.1 Descriptive Studies 2.5.2 Experimental Studies 2.6 Conclusion Chapter 3: Written Corrective Feedback 3.1 Written Versus Oral CF: The Scope of my Inquiry into Written CF 3.2 Pedagogical Perspectives on Written Corrective Feedback 3.2.1 What Kinds of Errors Do ESL Writers Most Typically Make? 3.2.2 What Errors Should Feedback Focus on? 3.2.3 Should Error Feedback Be Selective or Comprehensive? 3.2.4 Should Error Feedback Be Direct or Indirect? 3.2.5 Final Comments 3.3 Empirical Research 3.3.1 Descriptive Studies of Written CF 3.3.2 Experimental Studies of Written CF 3.3.3 Methodological Problems 3.4 Conclusion Chapter 4: Corrective Feedback and Individual Differences 4.1 Language Aptitude and Second Language Acquisition 4.1.1 Definition and Measurement of Language Aptitude 4.1.2 A Review of Aptitude Research 4.1.3 Language Aptitude and L2 Acquisition 4.1.4 Final Comments 4.2 Learner Anxiety and Second Language Acquisition 4.2.1 Definition and Measurement of Anxiety 4.2.2 Anxiety and Second Language Acquisition 4.2.3 Pedagogical Implications of Learner Anxiety 4.2.4 Final Comments 4.3 Learner Attitudes toward Corrective Feedback 4.3.1 Definition of "Attitudes' 4.3.2 A Review of Research on the Impact of Attitudes on Corrective Feedback 4.3.3 Final Comments 4.4 Summary and Conclusion Chapter 5: Methodology 5.1 Design 5.2 Research Questions 5.3 Piloting the Research Instruments and Procedures 5.4 Research Site 5.5 Participants 5.6 Target Linguistic Structure 5.7 Research Instruments and Procedures 5.7.1 Narrative Task 5.7.2 Oral Corrective Feedback Treatment Procedures 5.7.3 Written Corrective Feedback Treatment Procedures 5.7.4 Testing Instruments and Scoring Guidelines 5.7.5 Test Procedures 5.8 Test Reliability 5.9 Data Analysis Chapter 6: The Effects of Oral Corrective Feedback 6.1 Comparison of Oral Recasts, Oral Metalinguistic and Control Groups 6.2 The Effect of Recasts 6.3 The Effect of Metalinguistic Corrective Feedback 6.4 The Differential Effects of Recasts and Metalinguistic Corrective Feedback 6.5Conclusion Chapter 7: The Effects of Written Corrective Feedback 7.1 Comparisons of the Treatment and Control Groups 7.2 The Effect of Written CF 7.3 The Differential Effects of Written CF 7.4 Conclusion Chapter 8: The Differential Effects of Oral and Written Corrective Feedback 8.1 The Distinctions between Oral and Written Corrective Feedback 8.2 Comparisons of Oral Recasts, Written Direct and Control Groups 8.3 Discussion: The Differential Effects of Oral Recasts and Written Direct Correction 8.4 Comparisons between Oral Metalinguistic, Written Metalinguistic and Control Groups 8.5 Discussion: The Differential Effects of Oral Metalinguistic Versus Written Metalinguistic Correction 8.6 Conclusion Chapter 9: The Effects of Individual Differences on the Success of Corrective Feedback 9.1 The Relationship between Language Aptitude and CF Success 9.2 Discussion: The Mediating Effect of Language Aptitude 9.3 The Relationship between Language Anxiety and CF Success 9.4 Discussion: The Mediating Effect of Language Anxiety 9.5 The Relationship between Learner Attitudes and CF Success 9.6 Discussion: The Mediating Effect of Learner Attitudes 9.7 Conclusion Chapter 10: Conclusion 10.1 Differential Effects of Corrective Feedback 10.2 Mediating Effects of Individual Difference Factors 10.3 Implications 10.3.1 Theoretical Implications 10.3.2 Pedagogical Implications 10.4 Limitations 10.5 Future Research