Corrective Feedback, Individual Differences and Second Language Learning

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