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Extra info for Applied Linguistics, volume 31, issue 2 , 2010
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1990. ‘Teacher response to student writing: Focus on form versus content’ in B. ): Second Language Writing: Research Insights for the Classroom. Cambridge University Press, pp. 178–90. Ferris, D. R. 1995. ’ CATESOL Journal 8: 41–62. Ferris, D. R. 1997. ‘The influence of teacher commentary on student revision,’ TESOL Quarterly 31: 315–39. Ferris, D. R. 1999. ‘The case for grammar correction in L2 writing classes. A response to Truscott (1996),’ Journal of Second Language Writing 8: 1–10. Ferris, D.
In the following example, it can be seen that the learner’s first reference to the wind-break was not preceded by the required inclusion of ‘a’ for first mention and in the second reference to the same noun by the required inclusion of ‘the’ for a subsequent mention of the noun: Two people are sitting inside windbreak and are looking over the top of windbreak. org by guest on December 31, 2010 Compared with earlier studies on the value of WCF (Ferris 2002, 2003, 2006), where sometimes as many as 15 linguistic forms and structures had been examined, this study investigated the effect of targeting two functional uses of the English article system: the referential indefinite article ‘a’ for referring to something the first time (first mention) and the referential definite article ‘the’ for referring to something already mentioned (subsequent mention).
Differences in effect were evident over time (3 and 2 months, respectively) in two other studies (Bitchener et al. 2005; Sheen 2007) between groups that received meta-linguistic explanation and those that received direct error correction. In Sheen’s study, the difference was evident in the delayed post-test but not in the immediate post-test. The extent to which the students in each study sought additional input outside the classroom between the post-test periods may be a reason for the difference.