Recursion and Noticing In Written Feedback
Though written feedback is one of the widely researched area in second language writing, cognitive processes of student writers as they attend to teacher feedback is still in its infancy. Previous researches have concentrated mostly on the types of feedback, the teacher or the student writers. Teach...
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| 主要な著者: | , |
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| フォーマット: | 論文 |
| 言語: | English English |
| 出版事項: |
EuroJournals Publishing, Inc.
2009
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| オンライン･アクセス: | http://psasir.upm.edu.my/id/eprint/5623/1/European_Journal_of_Scientific_Research_8.2.94.pdf http://psasir.upm.edu.my/id/eprint/5623/ http://www.eurojournals.com/ejss_12_1_09.pdf |
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| 要約: | Though written feedback is one of the widely researched area in second language writing, cognitive processes of student writers as they attend to teacher feedback is still in its infancy. Previous researches have concentrated mostly on the types of feedback, the teacher or the student writers. Teachers need to understand writers’ behaviors to intervene. There is a paucity of literature on the actual thought processes that occurs when a writer attends to
written teacher feedback at a particular moment of time. This exploratory study provides a window to two important thought processes of a writer; recursiveness and noticing which have pedagogical implications. |
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