Interactionist Approach to Corrective Feedback in Second Language Acquisition

2021 ◽  
pp. 44-64
Author(s):  
Rebekha Abbuhl
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Corrective Feedback ◽  
Interactionist Approach

Interaction

2021 ◽  
Author(s):  
Jennifer Behney ◽  
Susan Gass
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Corrective Feedback ◽  
Future Research ◽  
Conversational Interaction ◽  
Second Languages ◽  
Negotiation For Meaning ◽  
Interactionist Approach

This Element in the Cambridge Elements in Second Language Acquisition series examines the role of interaction in Second Language Acquisition research, with a focus on the cognitive interactionist approach. The Element describes the major branches of the field, considering the importance of conversational interaction in both the cognitive interactionist framework as well as in sociocultural approaches to second language learning. The authors discuss the key concepts of the framework, including input, negotiation for meaning, corrective feedback, and output. The key readings in the field and the emphases of current and future research are explained. Finally, the authors describe the pedagogical implications that the cognitive interactionist approach has had on the teaching of second languages.

The Effects of Written Corrective Feedback on Chinese EFL Learners’ Acquisition of English Collocations

2015 ◽  
Vol 38 (3) ◽  
Author(s):  
Ting Wang ◽  
Lin Jiang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Corrective Feedback ◽  
Choice Test ◽  
Future Research ◽  
Control Group ◽  
Written Corrective Feedback ◽  
Facilitative Role

AbstractThe role of written corrective feedback (CF) in the process of acquiring a second language (L2) has been an issue of considerable controversies over past decades. This study thus endeavors to extend current work on written CF by investigating and comparing the effect on collocation learning of one traditional type of feedback—direct corrective feedback (DCF)—with an innovative type of error correction, feedback provided within context—situated feedback (SF). The effects of the two types of written feedback were measured by examining the accurate use of target collocations in a translation test and a multiple choice test completed by 73 intermediate EFL students in China. Three groups were formed: a DCF group, an SF group, and a control group. The study found that both treatment groups outperformed the control group in the posttests and delayed posttests and that there were significant advantages of the SF group in comparison to the DCF group in both posttests. The results suggested that the provision of written CF was helpful for collocation learning and that situational context could promote the facilitative role of written CF in language acquisition. These findings are discussed from the perspectives of both second language acquisition (SLA) theory and language pedagogy and implications for future research efforts are put forward.

scholarly journals ORAL CORRECTIVE FEEDBACK IN EFL/ESL CLASSROOMS: CLASSIFICATION MODELS

2018 ◽  
Vol 34 (5) ◽  
Author(s):  
Pham Thi Hanh ◽  
Pham Xuan Tho
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Negative Feedback ◽  
Positive Feedback ◽  
Corrective Feedback ◽  
Language Teachers ◽  
Classification Models ◽  
Oral Corrective Feedback

Corrective feedback in general, and oral corrective feedback (OCF) in particular, has been of interest to both language teachers and researchers in second language acquisition (SLA). Teachers focus more on positive feedback and concern if corrective feedback should be provided, and when and how to provide it (Ellis, 2017). By comparison, SLA researchers pay attention to negative feedback and its effectiveness. Having received great interest, there have been a number of attempts in defining and classifying OCF up to date. Different models of classification have been proposed with different aspects of OCF taken into consideration, namely implicitness/explicitness and input-providing and output-prompting. This paper aims to review a body of literature on OCF classification models in the field of SLA.

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