A typology of written corrective feedback types

Rod Ellis ^[1]
1. [1] University of Auckland
  
  University of Auckland
  
  Nueva Zelanda
Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 63, Nº 2, 2009, págs. 97-107
Idioma: inglés
Texto completo no disponible (Saber más ...)

Resumen
- As a basis for a systematic approach to investigating the effects of written corrective feedback, this article presents a typology of the different types available to teachers and researchers. The typology distinguishes two sets of options relating to (1) strategies for providing feedback (for example, direct, indirect, or metalinguistic feedback) and (2) the students' response to the feedback (for example, revision required, attention to correction only required). Each option is illustrated and relevant research examined.