The Theoretical Expectation of the Effect of Written Corrective Feedback From Information Processing Perspective

The Theoretical Expectation of the Effect of Written Corrective Feedback From Information Processing Perspective

DOI: 10.4018/978-1-5225-5103-4.ch002

Abstract

Chapter 2 explains how written CF can facilitate the process of information processing in Gass' model from a micro perspective, and also in a macro view, according to McLaughlin's model, and Anderson's model. The theoretical explanation makes us to believe written CF has the potential to benefit L2 development. The other half of the chapter provides an understanding of written CF in an interactive view of SLA and leads to the conclusion that all the factors involved in the interactions between teacher and learner should be taken into consideration when providing written CF.
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Written Corrective Feedback In The Cognitive Perspective Of Sla

In the cognitive paradigm, learning an L2 is like learning any other skills, and it starts from the provision of input. Gass’ (1997) Computational Model provides a micro view of cognitive processing, which elaborates how a single input could be processed through five stages. McLaughlin’s (1987, 1990) and Anderson’s (1983, 2000) Models provide a macro view of how the knowledge system is built up through numerous instances of simple processing and is eventually used automatically by L2 learners. The potential roles of written CF will be emphasized within the models and the impacting factors will be extrapolated through relevant notions and hypotheses.

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