Book contents
- The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching
- Cambridge Handbooks in Language and Linguistics
- The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Acknowledgments
- IntroductionCorrective Feedback in Second Language Teaching and Learning
- Part ITheoretical Perspectives on Corrective Feedback
- Part IIMethodological Approaches in the Study of Corrective Feedback
- Part IIIDifferent Delivery Modes of Corrective Feedback
- Part IVFeedback Provider, Feedback Intensity, and Feedback Timing
- 13Peer Feedback in Second Language Oral Interaction
- 14Focused versus Unfocused Corrective Feedback
- 15Corrective Feedback Timing and Second Language Grammatical Development: Research, Theory, and Practice
- 16Explicit and Implicit Oral Corrective Feedback
- Part VCorrective Feedback and Language Skills
- Part VIContexts of Corrective Feedback and Their Effects
- Part VIILearners’ and Teachers’ Feedback Perspectives, Perceptions, and Preferences
- Part VIIIIndividual Differences, Tasks, and Other Language- and Learner-Related Factors
- Index
- References
15 - Corrective Feedback Timing and Second Language Grammatical Development: Research, Theory, and Practice
from Part IV - Feedback Provider, Feedback Intensity, and Feedback Timing
Published online by Cambridge University Press: 26 February 2021
Book contents
- The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching
- Cambridge Handbooks in Language and Linguistics
- The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Acknowledgments
- IntroductionCorrective Feedback in Second Language Teaching and Learning
- Part ITheoretical Perspectives on Corrective Feedback
- Part IIMethodological Approaches in the Study of Corrective Feedback
- Part IIIDifferent Delivery Modes of Corrective Feedback
- Part IVFeedback Provider, Feedback Intensity, and Feedback Timing
- 13Peer Feedback in Second Language Oral Interaction
- 14Focused versus Unfocused Corrective Feedback
- 15Corrective Feedback Timing and Second Language Grammatical Development: Research, Theory, and Practice
- 16Explicit and Implicit Oral Corrective Feedback
- Part VCorrective Feedback and Language Skills
- Part VIContexts of Corrective Feedback and Their Effects
- Part VIILearners’ and Teachers’ Feedback Perspectives, Perceptions, and Preferences
- Part VIIIIndividual Differences, Tasks, and Other Language- and Learner-Related Factors
- Index
- References
Summary
This chapter summarizes research on the timing of written and oral corrective feedback (CF) on L2 grammatical errors. A careful analysis of a comprehensive array of CF timing studies indicates that there are learning benefits from both immediate and delayed CF. The analysis also demonstrates the need for more uniform construct definitions and more rigidly designed studies in the area of CF timing research. The chapter then explains several theoretical proposals about how immediate and delayed CF facilitate L2 development. These proposed explanations include sociocultural theory, Transfer Appropriate Processing, skill acquisition theory, and cognitive comparison via reactivation and reconsolidation. In addition, this chapter discusses the potential implications that research and theory might have for L2 pedagogy, concluding that at this juncture, the literature provides teachers with justifications for using both immediate and delayed CF. Finally, the chapter ends with recommendations about what future research might best be conducted in the area of CF timing.
Keywords
corrective feedback timingimmediate corrective feedbackdelayed corrective feedbackoral corrective feedbackwritten corrective feedbackcognitive processes in corrective feedbacktheoretical perspectives on corrective feedbackcorrective feedback research methodologyinstructed second language acquisition
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- The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching , pp. 322 - 340Publisher: Cambridge University PressPrint publication year: 2021
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