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Zusatztext Hossein Nassaji’s book provides an excellent and detailed review of interactionist theory and research (descriptive, experimental and comparative) related to the role of feedback in classroom-based language learning. Particularly useful is that Nassaji links theory and empirical findings to pedagogical implications, providing suggestions for enhancing the effectiveness of feedback for second language learning. Each chapter usefully begins with a set of goals for that chapter and ends with a set of discussion questions. Informationen zum Autor Hossein Nassaji, Professor of Applied Linguistics, University of Victoria, Canada Klappentext This book examines current advances in the role of interactional feedback in second language (L2) teaching and learning. Drawing on recent theory and research in both classroom and laboratory contexts, the book explores a wide range of issues regarding interactional feedback and their relevance for both theory and practice, including how interactional feedback is used, processed, and contributes to L2 acquisition. This book will provide a useful resource for applied linguistics students and academics as well as language teachers and teacher educators who would like to gain insight into the role of interactional feedback and how it can be used as a means of integrating form and meaning in classroom contexts. Vorwort Identifies the developmental stages that characterize the acquisition of direct pronouns in Spanish and the effect of formal instructionof language development. Zusammenfassung This book examines current advances in the role of interactional feedback in second language (L2) teaching and learning. Drawing on recent theory and research in both classroom and laboratory contexts, the book explores a wide range of issues regarding interactional feedback and their relevance for both theory and practice, including how interactional feedback is used, processed, and contributes to L2 acquisition. This book will provide a useful resource for applied linguistics students and academics as well as language teachers and teacher educators who would like to gain insight into the role of interactional feedback and how it can be used as a means of integrating form and meaning in classroom contexts. Inhaltsverzeichnis Series Editor Foreword Preface Introduction 1. Review of key concepts Part 1. Theoretical underpinnings 2. The role of corrective feedback: Theoretical and pedagogical perspectives 3. Interactional feedback: Types and subtypes 4. How does interactional feedback assist language acquisition? Part 2. Researching interactional feedback 5. Feedback provision and learner uptake: Descriptive research 6. Feedback effects on learning: Experimental and other pretest-posttest studies 7. Comparative studies of interactional feedback Part 3. Factors affecting interactional feedback 8. Factors affecting the provision and usefulness of interactional feedback 9. Perception and interpretation of feedback Part 4. Linking theory, research, and practice 10. Conclusions, implications, and pedagogical recommendations References Index ...
