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34 - Corrective Feedback, Developmental Readiness, and Language Proficiency

from Part VIII - Individual Differences, Tasks, and Other Language- and Learner-Related Factors

Published online by Cambridge University Press:  26 February 2021

By
Miroslaw Pawlak
Edited by
Hossein Nassaji and
Eva Kartchava
Hossein Nassaji
Affiliation:
University of Victoria, British Columbia
Eva Kartchava
Affiliation:
Carleton University, Ottawa
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Summary

The chapter focuses on the role of developmental readiness and proficiency as two variables that, on the one hand, mediate the effectiveness of corrective feedback (CF), and, on the other, can serve as outcome measures in order to determine these effects. In the first part, the two constructs are defined and their relationship to explicit and implicit, or highly automatized, knowledge of the target language is illuminated. This is followed by a succinct overview of empirical studies that have investigated the ways in which developmental readiness and proficiency mediate the effects of different types of CF as well as a critical evaluation of the available body of research with respect to its foci and methodology. Subsequently, emphasis is shifted to the value of the two constructs for everyday teaching practice and an argument is made that it is proficiency rather than developmental readiness that has far more pedagogical relevance and can therefore better inform decisions concerning the provision of CF in the classroom.

Keywords

developmental readinessproficiencyexplicit knowledgeimplicit knowledgeoutcome measuresindividual differences

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The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching , pp. 733 - 753
Publisher: Cambridge University Press
Print publication year: 2021

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