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18 - Corrective Feedback and the Development of Second Language Vocabulary

from Part V - Corrective Feedback and Language Skills

Published online by Cambridge University Press:  26 February 2021

By
Nobuhiro Kamiya  and
Tatsuya Nakata
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

This chapter considers the role corrective feedback plays in second language vocabulary acquisition. The first half of the chapter considers the effects of oral corrective feedback. We first provide a classification of oral corrective feedback, and then discuss findings from existing descriptive and experimental studies, followed by pedagogical implications of the findings. Past studies have suggested that vocabulary tends to benefit more from oral corrective feedback than grammar or morphosyntax, possibly due to the high degree of noticeability and less complex abstract nature of vocabulary. The latter half of the chapter discusses the effects of written corrective feedback. After providing a classification of written corrective feedback, we present two major research frameworks: feedback-for-accuracy and feedback-for-acquisition. The chapter then presents results of experimental studies, followed by pedagogical implications of the findings. Existing studies have suggested that written corrective feedback may lead to more appropriate use of vocabulary in subsequent revisions; however, it is not yet clear whether these positive effects can be carried over to a new piece of writing. The chapter concludes with suggestions for further research and calls for more research comparing the effects of different types of corrective feedback, both oral and written, on vocabulary learning.

Keywords

Vocabularynoticeabilitysaliencyexplicitnessnoticing hypothesisvariational featuresfeedback-for-accuracyfeedback-for-acquisitiondirect feedbackindirect feedback
Type
Chapter
Information
The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching , pp. 387 - 406
Publisher: Cambridge University Press
Print publication year: 2021

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