THE ROLE OF FEEDBACK IN LANGUAGE LEARNING
Keywords:
Keywords: Corrective Feedback (CF), Second Language Acquisition (SLA), Recasts, Metalinguistic Awareness, Interaction Hypothesis, Form-Focused Instruction (FFI).Abstract
Abstract: Corrective Feedback (CF) is a cornerstone of instructed second language acquisition (ISLA), serving as a primary mechanism for bridging the gap between a learner's interlanguage and the target language. This article examines the efficacy of various CF strategies—specifically distinguishing between implicit and explicit interventions and their timing. By synthesizing findings from decades of empirical research, this study argues that while CF is universally beneficial compared to its absence, its effectiveness is highly contingent upon the learner's cognitive readiness, the linguistic complexity of the target structure, and the instructional context. The paper concludes with a framework for "optimal feedback," advocating for a balanced, learner-centric approach.
References
Ellis, R. (2017). Corrective Feedback in Language Teaching and Learning: Research, Theory, Applications, and Implications. Oxford University Press.
(A foundational text providing the most comprehensive overview of CF research to date.)
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon.
(Established the "Affective Filter" theory which warns against over-correction.)
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In Handbook of Second Language Acquisition. Academic Press.
(Defines the Interaction Hypothesis and the importance of negotiation for meaning.)Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37–66.
(The seminal study that categorized different types of feedback and leur efficacy.)
Saito, K. (2013). The Repercussions of Recasts, Prompts, and No Feedback on L2 Pronunciation Development. Language Learning, 63(1), 1–29.
(Provides modern evidence for the superiority of prompts over passive recasts.)
Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158.
(Essential for understanding why learners must "notice" feedback for it to work.)
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. Input in Second Language Acquisition, 235–253.
(Introduced the Output Hypothesis, which supports the use of "pushed" feedback.)
