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If advanced second language (L2) learners wish to improve precision in their use of L2, such as word choice and grammatical accuracy, can instructor’s corrective feedback (CF) help? Previous studies (e.g., Coyle & Larios, 2014; Lee & Lyster, 2016) have shown that CF plays a facilitative role in one’s second language acquisition at the beginning and intermediate levels of L2 learning. However, what is not yet clear is the effect of CF at advanced levels. The present study reports two characteristics of CF and learner uptake in an advanced Chinese as a second language content-based instructional setting: (1) types and frequency of CF; and (2) the effect of different types of CF on learner uptake. Ten subjectmatter lessons with twelve participants were observed. The data were analyzed using Lyster and Ranta’s (1997) taxonomy of instructors’ CF strategies and learner uptake. The results indicate that metalinguistic feedback was the most dominant type of CF and recast was least used and that explicit correction was most effective in eliciting learner repair and clarification request was least effective. The findings suggest that the critical conditions for repairs to take place in the advanced language classrooms include explicitness and salience of CF, learners’ awareness of the intention of CF, their understanding of the linguistic nature of the correction, and their possession of the language skills necessary to fix the mistakes. Furthermore, the results have implications for the field of Teacher Education to consider options in preparing L2 instructors to offer effective CF at advanced levels.

Corrective Feedback and Learner Uptake by English Learners of Chinese in Advanced Second Language Classrooms in the USA