東華大學圖書館 |

Treatment of error in second language student writing /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Treatment of error in second language student writing // Dana R. Ferris.
作者:	Ferris, Dana.
出版者:	Ann Arbor :University of Michigan Press, : c2011.,
面頁冊數:	219 p. :ill;23 cm.
內容註:	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.
標題:	English language - Study and teaching -
ISBN:	9780472034765 (pbk. ) :

Treatment of error in second language student writing /
Ferris, Dana.

Treatment of error in second language student writing /Dana R. Ferris. - 2nd ed. - Ann Arbor :University of Michigan Press,c2011. - 219 p. :ill;23 cm. - The Michigan series on teaching multilingual writers. - Michigan series on teaching multilingual writers..

Includes bibliographical references and index.

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.

ISBN: 9780472034765 (pbk. ) :US24.00

LCCN: 2011023791Subjects--Topical Terms:

526716
English language
--Study and teaching

LC Class. No.: PE1128.A2 / F474 2011

Dewey Class. No.: 808/.0428071

Treatment of error in second language student writing /
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-- 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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650 # 0 $a Report writing $x Study and teaching. $3 578117
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