Issues of Corrective Feedback in Second Language Acquisition

  title={Issues of Corrective Feedback in Second Language Acquisition},
  author={Ji Hyun Kim},
For decades now, questions about the role of corrective feedback in second language acquisition (SLA) have been hotly debated, spawning a great deal of theoretical and empirical research. Although the facilitative role of corrective feedback in SLA has received some empirical support, the claims regarding its impact on SLA have yet to be fully or decisively substantiated. In order to move this line of research forward, it is important to examine the issues arising in the SLA literature. To this… 
Corrective Feedback in SLA: Classroom Practice and Future Directions
This paper reviews the main surveys on corrective feedback, providing the theoretical rational for and against error correction, shedding light on different types of corrective feedbacks, and encapsulating the theoretical and empirical studies conducted to investigate corrective feedback and its impact on different aspects of language.
A Close Look at Sixty Years of Corrective Feedback
Debates  about  the  value  of  applying  corrective  feedback in language teaching and learning has  been  prominent  in  the recent  years by respecting the past, understanding the current values,
Corrective Feedback in Language Learning
It is argued that the nature of corrective feedback (explicit or implicit) has some effect how the feedback works in language learning.
The Effect of Explicit Feedback in Oral Performance in Use of Past Tense
The correction of grammar was said not to be facilitating in the language learning process by some researchers, including Krashen (1982, 1985) because it might affect learners negatively. However,
Oral Corrective Feedback in EFL:Teachers’ Techniques and Learners’ Attitude
Corrective feedback is an important aspect of language learning and teaching, especially a second or a foreign one and, therefore, it presents one of the most frequently studied areas of second
The Use of Corrective Feedback in the Japanese Communicative Learning Environment
This study was based on Lyster and Ranta’s (1997) research questions and coding methodology, which sought to identify the distribution of feedback, uptake and repair in communicative classroom
Oral corrective feedback by EFL teachers at Universidad de
The findings show that the type of correction mostly used by teachers is teacher correction, and the techniques more frequently used are repetition of error, recasting, body language and metalinguistic feedback.
Corrective Feedbacks in CLT-Adopted Classrooms' Interactions
This case study aimed to examine corrective feedback (CF) pattern in the interactions of Indonesian EFL (English as Foreign Language) classrooms (a speaking and a grammar classrooms) which adopt CLT
Oral Corrective Feedback: Some Ways to Go About it
Zhao Hong Han (2002) discusses how the “equation” between communicative language teaching and the exclusion of form-focused instruction and error correction has been challenged by most recent
Direct corrective feedback and students’ noticing ability of be-verb forms in esl writing
Improvement is needed in teaching of writing in Malaysia with more emphasis given on a variety of practice on writing as well as providing of corrective feedback, analysis of errors made in students’ drafts revealed that corrective feedback does help the students to notice ‘be’ verb forms.


Corrective feedback in historical perspective
In this paper, pedagogical, linguistic theoretical, and psychological perspec tives on corrective feedback are discussed and an attempt is made to inte grate these different perspectives. To a large
The Role of Implicit Negative Feedback in SLA: Models and Recasts in Japanese and Spanish
The role of implicit and explicit negative feedback in first (L1) and second (L2) language acquisition is contentious. The L2 studies to date, however, suggest that implicit negative feedback exists,
Rethinking the Role of Corrective Feedback in Communicative Language Teaching
The history of second language teaching has witnessed changing perceptions of corrective feedback. Under the extreme view of communicative language teaching, which appears to be prevailing in some
The reaction of the target language speaker to the L2 learner's errors may play an important role in developing awareness of norms of correctness. Corrective feedback functions in different ways to
Feedback to first language learners: the role of repetitions and clarification questions.
Research was expanded by broadening the definition of ‘negative feedback’ and by describing individual styles of mother–child dialogues to investigate whether mothers of four 2-year-old children responded differentially to their children's well-formed or ill-formed utterances with explicit and implicit feedback.
  • R. Lyster
  • Linguistics
    Studies in Second Language Acquisition
  • 1998
This study examines aspects of communicative classroom discourse that may affect the potential of recasts to be noticed as negative evidence by young second language learners. The database comprises
Following an initial investigation (Izumi, Bigelow, Fujiwara, & Fearnow, 1999), this study examines the noticing function of output (Swain, 1995, 1998), namely, the activity of producing the target
Error resistance: towards an empirical pedagogy
A serious empirical pedagogy would have interlanguage analysis central to pedagogical decision-making.We look here at error resistance in light of interlanguage theory, specifically the Multiple
This article presents a study of corrective feedback and learner uptake (i.e., responses to feedback) in four immersion classrooms at the primary level. Transcripts totaling 18.3 hours of classroom
Focus-on-Form and Corrective Feedback in Communicative Language Teaching
The developing oral English of approximately 100 second language learners (four intact classes) was examined in this study. The learners were native speakers of French (aged 10–12 years) who had