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21 - Alphabetic Print Literacy Level and Noticing Oral Corrective Feedback in SLA

from Part V - Corrective Feedback and Language Skills

Published online by Cambridge University Press:  26 February 2021

By
Elaine Tarone
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

Increasingly, large numbers of adult immigrants and refugees who are not alphabetically literate are engaging in SLA and becoming orally multilingual. However, there is good reason to suspect that many theoretical claims about the role of corrective feedback in second language acquisition do not hold for such learners. In particular, the research reviewed in this chapter shows that adult L2 learners who have low levels of alphabetic print literacy do not appear to benefit from oral corrective feedback on form as much as their alphabetically literate counterparts do. These findings suggest that it is alphabetic print literacy that provides learners with language processing tools required for noticing of form-focused corrective feedback. Theoretical claims implying the universal efficacy of oral corrective feedback in SLA must be fine-tuned to reflect the actual learning processes of this growing population of successful L2 learners.

Keywords

low-literate learnersalphabetic print literacynoticingoral corrective feedback on formphonological awareness
Type
Chapter
Information
The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching , pp. 450 - 470
Publisher: Cambridge University Press
Print publication year: 2021

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