THE EFFECT OF FOCUSED WRITTEN CORRECTIVE FEEDBACK OF CONTRASTIVE ANALYSIS ON EFL LEARNERS’ ACQUISITION OF VERB TENSES

Ashwell, T. (2000). Patterns of teacher response to student writing in a multi-draft composition classroom: Is
content feedback followed by form feedback the best method? Journal of Second Language Writing, 9(3), 227–
257.
Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of Second Language Writing,
17, 102–118.
Bitchener, J. and U. Knoch. 2008. ‘The value of written corrective feedback for migrant and international
students’. Language Teaching Research Journal 12/3: 409–31.
Bitchener, J., &Knoch, U. (2008).The value of written corrective feedback for migrant and international
students. Language Teaching Research, 12, 409– 431.
Bitchener, J., &Knoch, U. (2009a). The relative effectiveness of different types of direct written corrective
feedback. System, 37, 322–329.
Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of corrective feedback on ESL
student writing. Journal of Second Language Writing, 14, 191–205
Carroll, J. B. (1981). Twenty-five years of research in foreign language aptitude. In K. Diller (Ed.), Individual
differences and universals in language learning aptitude (pp. 83–118). Rowley, MA: Newbury House.
Chandler, J. (2000, March). The efficacy of error correction for improvement in the accuracy of L2 student
writing. Paper presented at the AAAL conference.
Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency
of L2 student writing. Journal of Second Language Writing, 12, 267–296.
Doughty, C. J., & Varela, E. (1998).Communicative focus on form.In C. J. Doughty & J. Williams (Eds.), Focus on
form in classroom second language acquisition (pp. 114–138). New York: Cambridge University Press.
Doughty, C. J. (2001). Cognitive underpinnings of focus on form.In P. Robinson (Ed.), Cognition and second
language instruction (pp. 206–257). New York: Cambridge University Press.
DeKeyser, R. (1993) The effect of error correction on L2 grammar knowledge and oral proficiency. Modern
Language Journal, 77, 501–514.
Doughty, C. J., (2003). Instructed SLA: constraints, compensation and enhancement. In C. J. Doughty & M. Long
(Eds.), The Handbook of Second Language Acquisition (256–310). Malden, MA: Blackwell.
Doughty, C., & Williams, J. (Eds.). (1998). Focus on form in classroom second language acquisition. Cambridge:
Cambridge University Press.
Ellis, R. ,Loewen, S. , &Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2
grammar. Studies in Second Language Acquisition, 28, 339 – 368 .
Ellis, R., Erlam, R. &Loewen, S. (2006). Implicit and explicit corrective feedback and the acquisition of L2
grammar. Studies in Second Language Acquisition, 28, 339–368.
Evans, N. W., Hartshorn, K. J., McCollum, R. M., &Wolfersberger, M. (2010).Contextualizingcorrective feedback
in L2 writing pedagogy. Language Teaching Research ,14, 445–463.
Fathman, A., &Whalley, E. (1990). Teacher response to student writing: Focus on form versus content. In B.
Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 178–190). Cambridge: Cambridge
University Press.
Ferris, D. R. (1997).The influence of teacher commentary on student revision. TESOL Quarterly, 31, 315–339.
Ferris, D. R. (2002).Treatment of error in second language student writing. Ann Arbor: University of Michigan
Press.
Ferris, D. R. 1999. ‘The case for grammar correction in L2writing classes.A response to Truscott (1996)’. Journal
of Second LanguageWriting 8/1: 1–10.
Ferris, D. R., &Helt, M. (2000, March 11–14).Was Truscott right?New evidence on the effects of error correction
in L2 writing classes. Paper presented at the American Association of Applied Linguistics Conference.
Ferris, D. R., & Roberts, B. (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal
of Second Language Writing, 10, 161–184.
Fisiak, J. (1981). Some introductory notes concerning contrastive linguistics.In J. Fisiak (Ed.),Contrastive
Linguistics and the Language Teacher (pp. 1-13). Oxford: Pergamon Press.
Hartshorn, K. J., Evans, N. W., Merrill, P. F., Sudweeks, R. R., Strong-Krause, D., & Anderson, N. J. (2010). Effects
of dynamic corrective feedback on ESL writing accuracy. TESOL Quarterly, 44, 84–109.
Guénette, D. (2007). Is feedback pedagogical correct? Research design issues in studies of feedback on writing.
Journal of Second Language Writing, 16, 40–53.
Gass, S. M. (2003). Input and interaction. In C. J. Doughty & M. H. Long (Eds.), The handbook of second
language acquisition (pp. 224–255). Malden, MA: Blackwell.
Hattie, J., &Timperley, H. (2007).The power of feedback.Review of Educational Research, 77, 81– 112.
Havranek, G., &Cesnik, H. (2001).Factors affecting the success of corrective feedback. In S. H. Foster- Cohen &
A. Nizegorodcew (Eds.), EUROSLA yearbook, 1, (pp. 99–122). Amsterdam: Benjamins.
Hyland, F., & Hyland, K. (2002).Feedback on second language students’ writing. Language Teaching, 39, 83–101.
James, C. (1980). Contrastive analysis. London: Longman.
James, C. (1998). Errors in language learning and use. White Plains, NY: Addison-Wesley Longman.
Kepner, C. (1991). An experiment in the relationship of types of written feedback to the development of
second-language writing skills. The Modern Language Journal, 75, 305–313.
Komura, K. (1999). Student response to error correction in ESL classrooms.Master’s thesis, California State
University, Sacramento.
Lado , R. ( 1957). Linguistics across cultures. Ann Arbor: university of Michigan Press.
Lalande, J. (1984). Reducing composition errors: An experiment.Foreign Language Annals, 17, 109– 117.
Lalande, J. F. (1982). Reducing composition errors: An experiment. Modern Language Journal, 66, 140–149.
Larsen-Freeman, D., & Long, M. (1991).An Introduction to Second Language Acquisition Research. London:
Longman.
Leki, I. (1991). The preferences of ESL students for error correction in college-level writing classes. Foreign
Language Annals, 24, 203–218.
Loewen, S., &Philp, J. (2006). Recasts in adult English L2 classrooms: Characteristics, explicitness and
effectiveness. Modern Language Journal, 90, 536–555.
Long, M., Inagaki, S., & Ortega, L. (1998). The role of negative feedback in SLA: Models and recasts in Japanese
and Spanish. Modern Language Journal, 82, 357–371.
Lyster, R. (1998). Negotiation of form, recasts, and explicit correction in relation to error types and learner
repair in immersion classrooms.Language Learning, 48,183–218.
Lyster, R. (2004). Different effects of prompts and effects in form-focused instruction. Studies in Second
Language Acquisition, 26, 399–432.
Lyster, R., &Ranta, L. (1997).Corrective feedback and learner uptake. Studies in Second Language Acquisition,
19, 37–66.
Nassaji, H. (2007). Elicitation and Reformulation and their Relationship with Learner Repair in Dyadic
Interaction, Language Learning, 57, 4, 511-548.
Nassaji, H. (2009). The Effects of Recasts and Elicitations in Dyadic Interaction and the Role of Feedback
Explicitness. Language Learning, 59, 411-452.
Nicholas, H., Lightbown, P. M. ,&Spada, N. (2001). Recasts as feedback to language learners . Language
Learning, 51, 719–758.
Odlin, T. (1989). Language transfer: Cross-linguistic influence in language learning. Cambridge: Cambridge
University Press.
Polio, C. & Sachs, R. (2007).Learners’ use of two types of written feedback on a L2 writing revision task. Studies
in Second Language Acquisition, 29, 67–100.
Robb, T., Ross, S., &Shortreed, I. (1986). Salience of feedback on error and its effect on EFL writing quality.
TESOL Quarterly, 20, 83–91.
Roberts, B. J. (1999). Can error logs raise more than consciousness? The effects of error logs and grammar
feedback on ESL students’ final drafts. Master’s thesis, California State University, Sacramento.
Robinson, P. (2007). Aptitudes, abilities, contexts, and practice.In R. M. DeKeyser (Ed.), Practice in a second
language.Perspectives from applied linguistics and cognitive psychology (pp. 256-286). Cambridge, UK:
Cambridge University Press.
Russell, J., &Spada, N. (2006).The effectiveness of corrective feedback for the acquisition of L2 grammar.In J.
Norris (Ed.), Synthesizing Research on Language Learning and Teaching (pp. 133–163). Philadelphia, PA: John
Benjamins.
Sajavaara, K. (1981). Contrastive linguistics past and present and a communicative approach.InJ. Fisiak (Ed.),
Contrastive Linguistics and the Language Teacher (pp. 33-56). Oxford: PergamonPress.
Sawyer, M., &Ranta, L. (2001).Aptitude, individual differences, and instructional design.In P. Robinson (Ed.),
Cognition and second language acquisition (pp. 319–353). New York: Cambridge University Press.
Schmidt, R. (1990). The role of consciousness in second language learning.Applied Linguistics, 11, 129–158.
Semke, H. 1984. ‘The effects of the red pen’. Foreign Language Annals 17/3: 195–202.
Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on ESL learners’
acquisition of articles. TESOL Quarterly, 41, 255–283.
Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
Swain , M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.),
Principle and practice in applied linguistics: Studies in honor of H. G. Widdowson (pp. 125–144). Oxford: Oxford
University Press.
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46, 327–369.
Truscott, J. (1999). The case for grammar correction in L2 writing classes: A response to Ferris. Journal of
Second Language Writing, 8, 111–122.
Truscott, J. (2007). The effect of error correction on learners’ ability to write accurately. Journal of Second
Language Writing, 16, 255–272.
Yoon, E. (2002, December). The Effect of Second Language Experience on the Acquisition of American English
/Ε/ and /Θ/. Retrieved October 23, 2004, from
http://www.asu.edu/clas/english/inguistics/Eun%20Kyung%20Yoon/body%20I%20(intro, lit).doc
Zamel, V. (1985).Responding to student writing. TESOL Quarterly, 19, 79–101.