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.