Issues of Corrective Feedback in Second Language Acquisition

Ji Hyun Kim

42 citations0/0 files storedStudies in Applied Linguistics and TESOL

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning Linguistics and Language Analysis

Abstract

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 end, this paper aims to review and discuss the literature throwing light on three major issues: (1) learners’ noticing of feedback, (2) potential mismatches between teachers’ intentions and learners’ interpretations, and (3) the role of different types of implicit corrective feedback.

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References

1990The Role of Consciousness in Second Language Learning1 1996The Role of the Linguistic Environment in Second Language Acquisition 1985The Input Hypothesis: Issues and Implications 1985Communicative competence : Some roles of comprehensible input and comprehensible output in its development 1998Focus on form in classroom second language acquisition 1986Input in Second Language Acquisition 1997CORRECTIVE FEEDBACK AND LEARNER UPTAKE 1974Cognition and the development of language. Ed. by John R. Hayes. New York: John Wiley & Sons, 1970. Pp. x, 370. $12.00.

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2011Exploring the Teachers’ Use of Spoken Corrective Feedback in Teaching Iranian EFL Learners at Different Levels of Proficiency 2015The Effects of Explicit and Implicit Recasts on the Acquisition of Two Grammatical Structures and the Mediating Role of Working Memory

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