Open AccessCorrective Feedback in L2 Writing: Theoretical Perspectives, Empirical Insights, and Future Directions
Author(s) -
Catherine van Beuningen
Publication year - 2010
Publication title -
international journal of english studies
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.402
H-Index - 8
eISSN - 1989-6131
pISSN - 1578-7044
DOI - 10.6018/ijes/2010/2/119171
Subject(s) - interlanguage , notice , corrective feedback , empirical research , process (computing) , underpinning , second language acquisition , empirical evidence , computer science , second language , reflection (computer programming) , epistemology , theoretical linguistics , psychology , linguistics , mathematics education , political science , engineering , philosophy , civil engineering , law , programming language , operating system
The role of (written) corrective feedback (CF) in the process of acquiring a second language (L2) has been an issue of considerable controversy among theorists and researchers alike. Although CF is a widely applied pedagogical tool and its use finds support in SLA theory, practical and theoretical objections to its usefulness have been raised (e.g. Truscott, 1996; 1999; 2004; 2007; 2009). In the present paper, I start by summarizing the theoretical arguments underpinning the use of CF in L2 classrooms. Subsequently, the objections raised against error correction are reviewed, and some controversies concerning different CF methodologies and error types are discussed. Next, the paper provides a critical summary of the findings produced by empirical work to date, and sketches out some of the issues that need to be attended to in future research. Based on the available empirical evidence, I conclude that, by offering learners opportunities to notice the gaps in their developing L2 systems, test interlanguage hypotheses, and engage in metalinguistic reflection, written CF has the ability to foster SLA and to lead to accuracy development.