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Look Inside Feedback in Second Language Writing

Feedback in Second Language Writing
Contexts and Issues

2nd Edition

c.£27.99

Part of Cambridge Applied Linguistics

Ken Hyland, Fiona Hyland, Olga S. Villamil, Maria C. M. de Guerrero, Guangwei Hu, Christine M. Tardy, John Bitchener, Dana Ferris, Kendon Kerzer, Marie Stevenson, Aik Phakiti, Neomy Storch, Ann Hewings, Caroline Coffin, Sue Starfield, Brian Paltridge, Ye Han, Soobin Yim, Mark Warschaeur
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  • Publication planned for: June 2019
  • availability: Not yet published - available from June 2019
  • format: Paperback
  • isbn: 9781108439978

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About the Authors
  • Now in its second edition, this volume provides an up to date, accessible, yet authoritative introduction to feedback on second language writing for upper undergraduate and postgraduate students, teachers and researchers in TESOL, applied linguistics, composition studies and English for academic purposes (EAP). Chapters written by leading experts emphasise the potential that feedback has for helping to create a supportive teaching environment, for conveying and modelling ideas about good writing, for developing the ways students talk about writing, and for mediating the relationship between students' wider cultural and social worlds and their growing familiarity with new literacy practices. In addition to updated chapters from the first edition, this edition includes new chapters which focus on new and developing areas of feedback research including student engagement and participation with feedback, the links between SLA and feedback research, automated computer feedback and the use by students of internet resources and social media as feedback resources.

    • Provides a relevant overview of current developments in feedback research and practice, ideal for students, teachers and researchers in the areas of TESOL, applied linguistics, composition studies and English for Academic Purposes (EAP)
    • Includes ten new chapters as well as a new section on student engagement
    • Provides an up-to-date analysis of multiple issues related to the area of feedback on second language writing, including developments relating to technology and social media
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    Product details

    • Edition: 2nd Edition
    • Publication planned for: June 2019
    • format: Paperback
    • isbn: 9781108439978
    • dimensions: 228 x 152 mm
    • availability: Not yet published - available from June 2019
  • Table of Contents

    Introduction. 1. Contexts and issues in feedback on L2 writing: setting the scene Ken Hyland and Fiona Hyland
    Part I. Situating Feedback: Socio-cultural Dimensions:
    2. Sociocultural theory: a framework for understanding socio-cognitive dimensions of peer feedback Olga S. Villamil and Maria C. M. de Guerrero
    3. Culture and peer feedback Guangwei Hu
    4. Appropriation, ownership, and agency: negotiating teacher feedback in academic settings Christine M. Tardy
    Part II. Shaping Feedback: Delivery and Focus Dimensions:
    5. The intersection between SLA and feedback research John Bitchener
    6. Does error feedback help L2 writers? Latest evidence on the efficacy of written corrective feedback Dana Ferris and Kendon Kerzer
    7. Electronic resources for feedback Marie Stevenson and Aik Phakiti
    8. Collaborative writing as peer feedback Neomy Storch
    Part III. Negotiating Feedback: Interpersonal and Interactional Dimensions:
    9. Interpersonal aspects of response: constructing and interpreting teacher written feedback Ken Hyland and Fiona Hyland
    10. Fostering formative online forums: feedback, dialogue and disciplinarity Ann Hewings and Caroline Coffin
    11. Supervisory feedback: building writing scaffolds with doctoral students Sue Starfield
    12. Reviewers' feedback on second language writers' submissions to academic journals Brian Paltridge
    Part IV. Engaging with Feedback: Student Participation Dimensions:
    13. Learner engagement with written feedback from a socio-cognitive perspective Ye Han and Fiona Hyland
    14. What messages do students take from teacher feedback? Ken Hyland
    15. Students initiating feedback: the potential of social media Soobin Yim and Mark Warschaeur
    Index.

  • Editors

    Ken Hyland, The University of Hong Kong
    Ken Hyland is Professor of Applied Linguistics in Education at the University of East Anglia. His primary research area is written discourse analysis, particularly in academic context. He has written and edited over twenty-five books, including Second Language Writing (Cambridge, 2003) and Disciplinary Identities (Cambridge, 2012).

    Fiona Hyland, The University of Hong Kong
    Fiona Hyland was an associate professor in the Faculty of Education at The University of Hong Kong until her retirement in 2015. She has more than thirty-five years of experience teaching and researching applied linguistics and teacher education in a variety of international contexts.

    Contributors

    Ken Hyland, Fiona Hyland, Olga S. Villamil, Maria C. M. de Guerrero, Guangwei Hu, Christine M. Tardy, John Bitchener, Dana Ferris, Kendon Kerzer, Marie Stevenson, Aik Phakiti, Neomy Storch, Ann Hewings, Caroline Coffin, Sue Starfield, Brian Paltridge, Ye Han, Soobin Yim, Mark Warschaeur

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