Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/16606
Title: Theorizing written feedback as a mediation tool within the Sydney School's genre pedagogy: a focus on ZPD and scaffolding
Contributor(s): Devrim, Devo  (author)
Publication Date: 2014
Open Access: Yes
DOI: 10.1186/s40554-014-0008-zOpen Access Link
Handle Link: https://hdl.handle.net/1959.11/16606
Abstract: Despite the abundance of research on feedback in second language development, there is little agreement on what type of feedback is the most effective. Four perspectives emerge from the literature that investigates feedback, specifically: Second Language Acquisition (SLA), Second Language Writing (L2W), Sociocultural Theory (SCT ) and the Sydney School's genre pedagogy. The SLA and L2W approaches investigate the effectiveness of corrective feedback, the SCT and the Sydney School perspectives explore feedback as a supportive mediation tool. However, both corrective and supportive types of feedback gain importance in L2 literacy development. Therefore, this paper aims to categorise written feedback as a corrective and supportive tool drawing on the Sydney School's genre pedagogy. An analysis of the feedback instances indicates that written feedback is more effective when it is cast in relation to students' ZPD. The categorization presented in this paper offers a rich framework for L2 writing instructors, as it situates written feedback as a mediation tool based on the related notions of ZPD and scaffolding.
Publication Type: Journal Article
Source of Publication: Functional Linguistics, 2(8), p. 1-13
Publisher: SpringerOpen
Place of Publication: Germany
ISSN: 2196-419X
Field of Research (FOR): 130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl Maori)
130202 Curriculum and Pedagogy Theory and Development
Socio-Economic Outcome Codes: 930302 Syllabus and Curriculum Development
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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