This study used a multiple-baseline-across-students design to examine the effects of repeated readings combined with systematic error correction and performance feedback on the reading fluency and comprehension of 4 middle school students attending an outpatient day treatment program for their behavior problems. Additionally, a brief prediction…

The research reported in the study was undertaken to measure English language teachers' ability to interpret second language learners' intended meanings in idiosyncratic utterances in written English. In doing so, it also aimed at verifying Corder's (1981) speculation that language teachers can correctly guess the intended meanings of learners in…

Recent theories of the neural basis of performance monitoring have emphasized a central role for the anterior cingulate cortex (ACC). Replicating an earlier event-related potential (ERP) study, which showed an error feedback negativity that was modeled as having an ACC generator, we used event-related fMRI to investigate whether the ACC would…

The debate continues between those who believe in giving corrective feedback to students to improve their written accuracy and those who do not. Indeed, the results of the many experimental studies on written corrective feedback carried out over the last 20 years have been so contradictory that second language teachers looking to support their…

Introduces this special issue of the journal, which focuses on an important aspect of learner language--linguistic errors. Each of the nine articles are highlighted. (Author/VWL)

Studied development of procedural knowledge in 14 adults, aged 18 to 35 years, engaged in a novel task using a toy tractor-trailer rig. Results revealed three phases of development in subjects' knowledge of steering procedures and the rig's movement patterns, and their use of feedback information. Subjects also manifested different levels of…

Pedagogical, linguistic theoretical, and psychological perspectives on corrective feedback in the field of second-language learning/teaching are discussed, and an attempt is made to integrate these different perspectives. (39 references) (JL)

Five strategies to help students select and learn relevant spelling words include: proofreading and trying to spell misspelled words correctly; choosing words from their proofreading lists that might be useful for future writing; examining useful ways to learn how to spell words; learning related words that they can already spell; and getting…

Assessed the provision and use of implicit negative feedback in the interactional context of adult beginning learners of Spanish working in dyads in the foreign language classroom. Relationships among error types, feedback types, and immediate learner repair were also examined. Findings indicate learners did not provide explicit negative feedback…

Examines types of corrective feedback, their distribution, and effects, most ostensibly uptake, as produced in nonnative/nonnative conversational dyads in French. (Author/VWL)

To overcome obstacles in error detection needed for intelligent feedback in computer assisted language learning (CALL), calls for a new focus on lexical items, both single words and multiword units of various types. Suggests single and multiword lexemes should not only be explicitly taught in CALL but could also provide the key to more effective…

The monitoring process consists of determining a standard, gathering data, comparing that data to a known standard, determining whether the discrepancy is significant enough to warrant intervention, and taking corrective action. Contrary to common practice, monitoring is incomplete without specific corrective action being taken. (KS)

An alternating treatments design was used to evaluate the effectiveness of an educational program that combined timings, peer tutoring, positive-practice overcorrection, and performance feedback on mathematics fluency in four elementary school students with mathematics skills deficits. Results are discussed in terms of combining intervention…

Reviews research on the effectiveness of recasts in first and second language acquisition, paying particular attention to how recasts have been defined and how their impact has been assessed in observational and experimental studies. Concludes that recasts appear to be most effective in contexts where it is clear to the learner that the recast is…

Results of an exploratory factor analysis study designed to examine and refine the Corrective Feedback Instrument are reported. The Corrective Feedback Instrument-Revised replaces the Corrective Feedback Instrument and consists of 30 items that can be used to encourage conversations about giving, receiving, and clarifying corrective feedback in…