Revisiting Oral Corrective Feedback in Second Language Acquisition

Abstract

Corrective feedback is acknowledged with a growing research interest in the second language acquisition literature. In the classroom, the teacher's and peer's oral corrective feedback (OCF) can be used to modify students' language and facilitate language learning. From the existing debates in the literature, the authors argue that corrective feedback should be broadly defined as the use of language and artifacts not only to correct language inaccuracies but also to signal unacceptable instances and/or suggest alternatives. To provide effective OCF, the teacher might need to consider the appropriateness of OCF types of strategies for the context, learners' age and preferences, and probably the relationship between the feedback provider and receiver. Finally, directions for further studies are discussed. Driven by a desire to provide updated literature regarding OCF, this chapter can be a reference for students, teachers, and novice researchers.