Oral Corrective Feedback as a Pedagogical Strategy

Abstract

Abstract The multifaceted roles of oral corrective feedback (CF) in second language (L2) instruction continue to attract the attention of both researchers and practitioners interested in how it can most effectively be integrated into classroom interaction in ways that benefit L2 development. Theoretical perspectives that run the gamut from cognitively to socially oriented suggest that oral CF is not only beneficial but may also be necessary for moving learners forward in their L2 development. This entry describes the purpose of CF and identifies various CF types that either provide or withhold correct forms; different types of learner responses to CF are also identified. The ways in which CF and subsequent learner responses are able to influence L2 development are then addressed along with the ways in which CF serves as a pedagogical strategy enabling teachers to scaffold classroom interaction, so that learners can take increasingly more responsibility for their own learning. Challenges that teachers must contend with in order to provide CF effectively are then presented before concluding with future directions for both research and professional learning opportunities for teachers.