Learning to Write in a Second Language: The Role of Guided Interaction in Promoting Children’s Noticing from Model Texts
Abstract
This paper illustrates the use of model texts as a written corrective feedback technique with young foreign language learners. The procedure used by the teacher to focus the learners’ attention on grammatical, lexical and textual differences between a model story and a draft version written by the children is described, and implications are suggested for the role of feedback processing in promoting L2 learning.
Keywords
writen corrective feedback, models, young learners, EFL classroom.References
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Copyright (c) 2019 Yvette Coyle, Josefa Cánovas Guirao
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