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- W3134178949 abstract "The chapter focuses on the role of developmental readiness and proficiency as two variables that, on the one hand, mediate the effectiveness of corrective feedback (CF), and, on the other, can serve as outcome measures in order to determine these effects. In the first part, the two constructs are defined and their relationship to explicit and implicit, or highly automatized, knowledge of the target language is illuminated. This is followed by a succinct overview of empirical studies that have investigated the ways in which developmental readiness and proficiency mediate the effects of different types of CF as well as a critical evaluation of the available body of research with respect to its foci and methodology. Subsequently, emphasis is shifted to the value of the two constructs for everyday teaching practice and an argument is made that it is proficiency rather than developmental readiness that has far more pedagogical relevance and can therefore better inform decisions concerning the provision of CF in the classroom." @default.
- W3134178949 created "2021-03-15" @default.
- W3134178949 creator A5054865304 @default.
- W3134178949 date "2021-02-28" @default.
- W3134178949 modified "2023-09-27" @default.
- W3134178949 title "Corrective Feedback, Developmental Readiness, and Language Proficiency" @default.
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- W3134178949 doi "https://doi.org/10.1017/9781108589789.035" @default.
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