1 / 11

Feedback to Second Language Writing —What Can People and Computers Do? Mitsuaki Hayase,

Feedback to Second Language Writing —What Can People and Computers Do? Mitsuaki Hayase, Faculty of Education, Mie University, Japan Ryo Nagata, Faculty of Engineering, Mie University, Japan Shinobu Nagashima. College of Economics, Rikkyo University, Japan Etsuo Kobayashi,

wesley
Télécharger la présentation

Feedback to Second Language Writing —What Can People and Computers Do? Mitsuaki Hayase,

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Feedback to Second Language Writing —What Can People and Computers Do? Mitsuaki Hayase, Faculty of Education, Mie University, Japan Ryo Nagata, Faculty of Engineering, Mie University, Japan Shinobu Nagashima. College of Economics, Rikkyo University, Japan Etsuo Kobayashi, College of Community and Human Services, Rikkyo University, Japan

  2. Introduction Feedback to L2 writing…….complicated issue Questions to ask: -Should feedback be given? -What kind of feedback? -In what way? -Who should be involved? -What can the computer do? • Are specific suggestions to improve • grammatical accuracy helpful?

  3. 2. Overview of Feedback to L2 writing WHAT? Language Content and organization WHO/MEANS? Teacher Peers Writer Computer HOW? Direct feedback Indirect feedback Self-discovery technique

  4. WHAT? Language Content and organization Language: Traditionally, L2 correction has been focusing exclusively on language forms. Content/Organization: Currently, it is considered that content is as important as language forms in correction.

  5. WHO/MEANS? Teacher Peers Writer Computer Teacher: Traditionally, the teacher has been an almighty “correcter” of the student writing, notoriously with a “red pen.” Currently, the teacher now is considered to play the role of a facilitator. Peers:Peer editing is considered to be useful in second language writing. It may be that peer editing is more fruitful in content rather than in language. Writer: The writer’s role as a “correcter” and an editor has been emphasized in recent years. Computer: The computer should play an important role in correcting errors by the student writer. The computer can work on language, if not on content. The computer may play a significant role in helping Self-discovery technique.

  6. HOW? Direct feedback Indirect feedback Self-discovery technique Direct Feedback: The teacher gives feedback in corrected forms directly. Peers may play the same role (within their skills). Indirect feedback: The teacher gives hints, advice, and suggestions in words and as well in visual forms such as underlines and correction codes. Peers can do the same. Self-discovery technique: The writer himself revises his work by himself with the use of writing strategies, dictionaries, grammar handbooks, corpuses, reference books, and help from the computer. The teacher can assist students in finding those resources and in giving advice on how to use them.

  7. 3. Using writing strategies (Ferris, 2002) (1) Leave plenty of time to read over your papers. (2) Read your paper aloud. (3) Run a spell-check. (4) Ask your friend to read your paper. (5) Be aware of your own individual error patters. (6) Be patient.

  8. 4. Using the Computer • Error-corpus register (Demonstration on the Internet) No.81 登録者: Kobayashi 04/22/03 12:05 en:wasbelongtojp:?-->belongedtoexample: He belonged to the baseball team at senior high school. • Word register (Demonstration on the Internet) • When a student uses words, which are also registered in the error-corpus, they are highlighted in the composition. Then for each highlighted word, a list of corresponding entries from the corpus will be shown. The student will go through the list finding information useful for his composition. (sample)

  9. 5. How to enhance grammatical accuracy • Truscott (1996) : • Grammatical correction -- Not useful and even harmful. • Should be abandoned. (2) Ferris (2002): A seven-phase error treatment system -- individual student’s needs analysis, minilessons, strategy-training activities, teacher feedback , etc. (3) Matsui (1979) and Truscott (1996) --To read and write a lot of English --Extensive experience in reading and writing *The whole skills improved Accuracy improved

  10. MoreDetailed Demonstration: Poster Session Tomorrow 06:15 p.m. – 08:00 p.m. Room 17 “Development of a Web-based English Correction System”

  11. Ferris’ 7-phase error-treatment system Phase 1: Teacher analysis of student needs Phase 2: Planning of inilessons on grammar Phase 3: strategy training Phase 4: Minilessons Phase 5: Teacher giving feedback Phase 6: Students’ progress on error logs Phase 7: Teacher examining final drafts

More Related