A holistic theory view about second language corrective feedback
Author
Source
Al-Omda en Linguistique et Analyse du Discours
Issue
Vol. 5, Issue 2 (31 Dec. 2021), pp.425-433, 9 p.
Publisher
Université Mohamed Boudiaf-M'sila Faculté des Letters et des Langues
Publication Date
2021-12-31
Country of Publication
Algeria
No. of Pages
9
Main Subjects
Topics
Abstract EN
Despite the fact that the impact of corrective feedback on second language acquisition has sparked considerable debate among researchers and theorists, it is commonly used as a pedagogical method in L2 classrooms and is supported by various SLA theories, each with its own claims, arguments, principles, and stances.
In this paper, the definition and typology of corrective feedback are presented, followed by a description of three theoretical underpinnings of CF, which reflect three dimensions: cognitive, social, and psychological.
The socio-cognitive theory is then described as a comprehensive theory that incorporates all three dimensions.
Last but not least, a series of corrective feedback pedagogic implications are provided from a socio-cognitve perspective.
American Psychological Association (APA)
al-Baghdadi, Asia. 2021. A holistic theory view about second language corrective feedback. Al-Omda en Linguistique et Analyse du Discours،Vol. 5, no. 2, pp.425-433.
https://search.emarefa.net/detail/BIM-1233876
Modern Language Association (MLA)
al-Baghdadi, Asia. A holistic theory view about second language corrective feedback. Al-Omda en Linguistique et Analyse du Discours Vol. 5, no. 2 (2021), pp.425-433.
https://search.emarefa.net/detail/BIM-1233876
American Medical Association (AMA)
al-Baghdadi, Asia. A holistic theory view about second language corrective feedback. Al-Omda en Linguistique et Analyse du Discours. 2021. Vol. 5, no. 2, pp.425-433.
https://search.emarefa.net/detail/BIM-1233876
Data Type
Journal Articles
Language
English
Notes
Includes bibliographical references : p. 432-433
Record ID
BIM-1233876