Corrective Feedback in Second versus Foreign Language Contexts

Abstract

This chapter summarizes the main findings regarding the effect of the variable instructional context on oral corrective feedback (CF) provision and learner uptake in second language (SL) and foreign language (FL) settings. Although there are other intervening variables in CF provision, such as learners’ individual variables, CF type, and task-related factors, instructional context seems to play an important role in the way teachers provide CF to oral errors, as well as in learners’ reaction to those errors. Lesson orientation appears to be a key factor and, thus, in those contexts that teachers, learners, and activities focus on language forms, such as FL settings, CF seems to be more effective, especially recasts. In classrooms that are more meaning- or content-oriented, such as SL, immersion or secondary school content and language integrated learning (CLIL) classrooms, the rates of uptake are lower and more explicit CF types (such as metalinguistic information or elicitation) are needed. This review of the impact of context on CF provision and uptake leads to some pedagogical implications.