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Feedback in Second Language Writing: Contexts and Issues (Cambridge Applied Linguistics)

Feedback in Second Language Writing: Contexts and Issues (Cambridge Applied Linguistics)

Feedback in Second Language Writing: Contexts and Issues (Cambridge Applied
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Feedback in Second Language Writing: Contexts and Issues (Cambridge Applied Linguistics) Hardback - 2019

by Hyland, Ken [Editor]; Hyland, Fiona [Editor]

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Cambridge University Press, 2019. 2nd Edition. Hardcover. Like New. Firm, square and tight with sturdy hinges, just showing a few minor rubs and some mild cosmetic wear. Hence a non-text page is stamped 'damaged'. Despite such this book is in nearly new condition. Thus the contents are crisp, fresh and clean. Offered for sale at a very sensible price.
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Details

  • Title Feedback in Second Language Writing: Contexts and Issues (Cambridge Applied Linguistics)
  • Author Hyland, Ken [Editor]; Hyland, Fiona [Editor]
  • Binding Hardback
  • Edition 2nd Edition
  • Condition New
  • Pages 328
  • Volumes 1
  • Language ENG
  • Publisher Cambridge University Press
  • Publication date 2019
  • Features Bibliography, Index
  • Bookseller's Inventory # 118921
  • ISBN 9781108425070 / 1108425070
  • Weight 1.4 lbs (0.64 kg)
  • Dimensions 9.2 x 8.2 x 0.8 in (23.37 x 20.83 x 2.03 cm)
  • Category Language Arts / Linguistics / Literacy
  • Library of Congress subjects Second language acquisition, Language and languages - Study and teaching
  • Library of Congress Catalogue Number 2018045177
  • Dewey Decimal Code 418.007
  • Quantity available 2

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Reader reviews for Feedback in Second Language Writing: Contexts and Issues (Cambridge Applied Linguistics)

From the publisher

Now in its second edition, this volume provides an up to date, accessible, yet authoritative introduction to feedback on second language writing for upper undergraduate and postgraduate students, teachers and researchers in TESOL, applied linguistics, composition studies and English for academic purposes (EAP). Chapters written by leading experts emphasise the potential that feedback has for helping to create a supportive teaching environment, for conveying and modelling ideas about good writing, for developing the ways students talk about writing, and for mediating the relationship between students' wider cultural and social worlds and their growing familiarity with new literacy practices. In addition to updated chapters from the first edition, this edition includes new chapters which focus on new and developing areas of feedback research including student engagement and participation with feedback, the links between SLA and feedback research, automated computer feedback and the use by students of internet resources and social media as feedback resources.
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