A Review on Corrective Feedback Research of the Recent 20 Years
DOI:
https://doi.org/10.54097/ijeh.v9i3.10621Keywords:
Corrective Feedback, Second language acquisition, Classification, Effectiveness.Abstract
Corrective Feedback is a hot topic in the field of second language acquisition in recent years. Its research is helpful for second language learners to acquire target language successfully. Based on the research results at home and abroad in the past two decades, this paper firstly analyzes the definition of Corrective Feedback, including the definition and classification of Corrective Feedback. Secondly, it introduces the research content of Corrective Feedback at home and abroad, mainly including the overall effect of Corrective Feedback on second language acquisition, the effectiveness of different classification of feedback and the four main factors affecting the effect of Corrective Feedback. Finally, the current development trend of Corrective Feedback research is summarized and concluded.
Downloads
References
Aisha Tanveer,Mehwish Malghani,Durdana Khosa & Maria Khosa.(2018).Efficacy of Written Corrective Feedback as a Tool to Reduce Learners’ Errors on L2 Writing. International Journal of English Linguistics(5).
Campillo, P. S. (2003). An analysis of implicit and explicit feedback on grammatical accuracy. miscelánea: a journal of english and american studies, (27), 209-228.
Chaudron, C. (1988). Second Language Classrooms. Research on Teaching and Learning. Cambridge University Press, 40 West 20th Street, New York, NY 10011.
Cohen, J. (1992). Quantitative methods in psychology: A power primer. In Psychological bulletin.
Ellis, R. (2007). The differential effects of Corrective Feedback on two grammatical structures. Conversational interaction in second language acquisition: A collection of empirical studies, 339-360.
Ellis, R. (2009). Corrective Feedback and teacher development. L2 Journal, 1(1).
Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit Corrective Feedback and the acquisition of L2 grammar. Studies in second language acquisition, 28(2), 339-368.
Fatemeh, E. (2014). A Study of Corrective Feedback and Learner’s Uptake in Classroom Interactions. International Journal of Applied Linguistics & English Literature ISSN, 2200-3592.
Gass, S. M., & Varonis, E. M. (1994). Input, interaction, and second language production. Studies in second language acquisition, 16(3), 283-302.
Han, Z. (2002). A study of the impact of Recast on tense consistency in L2 output. TESOL quarterly, 36(4), 543-572.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Re-search, 77 (1): 81-112.
Li, S. (2010). The effectiveness of Corrective Feedback in SLA: A meta‐analysis. Language learning, 60(2), 309-365.
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.
Lyster, R. (2004). Differential effects of prompts and Recast in form-focused instruction. Studies in second language acquisition, 26(3), 399-432.
Lyster, R., & Mori, H. (2006). Interactional feedback and instructional counterbalance. Studies in second language acquisition, 28(2), 269-300.
Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in second language acquisition, 32(2), 265-302.
Mackey, A. (2006). Feedback, noticing and instructed second language learning. Applied linguistics, 27(3), 405-430.
Mackey, A., & Goo, J. (2007). Interaction research in SLA: A meta-analysis and research synthesis.
[19]Mashrah, H. T. (2017). The Role of Implicit Negative Feedback in Language Development-Some Reflections. International Journal of English Language & Translation Studies, 5(1), 01-07.
Morris F A, Tarone E E.Impact of Classroom Dynamics on the Ef-fectiveness of Recast in Second Language Acquisition[J J.Lan-guage Learning,2003(53):325-368.
Nishita M.Recast and Repair in the Teaching of Small Group[JJ.ASSAAE-journal of Asian Linguistics &Language Teach-in g,2004(7).
Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta‐analysis. Language learning, 50(3), 417-528.
Penny, U. (1996). A course in language teaching: Practice and theory. Cambridge: Cambridge University.
Russell, J., & Spada, N. (2006). The effectiveness of Corrective Feedback for the acquisition of L2 grammar. Synthesizing research on language learning and teaching, 13, 133-164.
Sheen, Y. (2004). Corrective Feedback and learner uptake in communicative classrooms across instructional settings. Language teaching research, 8(3), 263-300.
Sheen, Y. (2007). The effect of focused written Corrective Feedback and language aptitude on ESL learners’ acquisition of articles. Tesol Quarterly, 41(2), 255-283.
Spada, N., & Lightbown, P. M. (1999). Instruction, first language influence, and developmental readiness in second language acquisition. The modern language journal, 83(1), 1-22.
Spolsky, B. (2000). Conditions for second language learning. Shanghai foreign language education press.
Truscott, J. (1999). The case for “The case against grammar correction in L2 writing classes”: A response to Ferris. Journal of second language writing, 8(2), 111-122.
VanPatten, B., & Benati, A. G. (2015). Key terms in second language acquisition. Bloomsbury Publishing.
Yang, Y., & Lyster, R. (2010). Effects of form-focused practice and feedback on Chinese EFL learners’ acquisition of regular and irregular past tense forms. Studies in second language acquisition, 32(2), 235-263.
CAI J T. (2012). Application of meta-analysis in second language research. (in Chinese) Foreign Language Teaching and Research: Foreign Languages Bimonthly, 44(1), 105-115.
Deng L. (2019). A study on the application effect of teachers’ Written Corrective Feedback in senior high school English Writing Teaching (Master’s Thesis, Changchun Normal University).
Guo X Q. (2013). The effect of explicit restatement and implicit restatement on grammar learning of Chinese Middle school students (Master’s Thesis, Southwest University).
Hong Y. (2013). An empirical study on Corrective Feedback and understanding response. Chinese Language Learning, (6), 105-112.
Liu Q. (2014). An empirical study on the impact of Corrective Feedback on the acquisition of primary school students’ present progressive tense (Master’s Thesis, Hunan Normal University).
Luo Xiaolan.(2017). Research on Corrective Feedback of Elementary Chinese Classroom Pronunciation (Master Dissertation, Beijing Foreign Studies University).
Mei X Y. (2015). An empirical study on the relationship between teachers’ Corrective Feedback and college students’ oral English accuracy (Master’s Thesis, Nanjing University of Aeronautics and Astronautics).
Pu Xian-Wei, & Wang Feng-Ying. (2010). The effectiveness of recast feedback in Second language interaction activities: Review, reflection and prospect of foreign research over the past decade. Foreign Language Teaching Theory and Practice, (3), 7-12.
Shi G. (2005). Teacher corrective and student acceptance in English classroom. Foreign Languages and Literature, 22(4), 242-248.
Wu Shuang.(2020). A study on feedback on corrective in Chinese Second Language classroom for junior, Middle and advanced English native speakers (Master’s Thesis, East China Normal University).
[Xu J F, & Kou J N. (2014). Research hotspots and trends of classroom interaction in China based on word frequency.] Journal of Foreign Languages Institute of PLA, 37(3), 1-9.
[Zhang Kai, & Wang Tongshun. (2015). A review of ten years of research on Corrective Feedback in foreign second/foreign language interaction activities. Journal of Ocean University of China: Social Sciences Edition, (2), 116-121.
Zhang K. (2016). The effect of correction feedback on past subjunctive acquisition of Chinese English learners (Ph. D. Dissertation, Shanghai Jiao Tong University).
Zhang Xuemei.(2019). Research on Corrective Feedback and Understanding Response in Elementary Oral Chinese as a foreign Language Classroom (Master’s Thesis, Guangxi Normal University).
Zhang Y Y. (2020). Application of Corrective Feedback in Elementary Chinese as a Foreign Language classroom (Master’s Thesis, Northwest University).
Zhao C. (2005). Teachers’ Corrective Feedback in English teaching at different levels: a corpus-based study. Journal of Foreign Languages Institute of PLA, 28(3), 35-39.
(2019). Classroom Corrective Feedback principle based on second language acquisition theory and empirical research. World Chinese Teaching, 1.
