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30 - Age and Corrective Feedback

from Part VIII - Individual Differences, Tasks, and Other Language- and Learner-Related Factors

Published online by Cambridge University Press:  26 February 2021

By
Alyssa Vuono  and
Shaofeng Li
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

A question that is of central significance but has been largely ignored in the literature is whether learners of different age groups benefit from corrective feedback in different ways. This chapter seeks to discuss the theory, research, and pedagogy pertaining to the role of age in mediating the incidence and effects of corrective feedback. The chapter begins with a theoretical explanation of the relationship between age and corrective feedback. It then zeroes in on descriptive research investigating feedback provided to children by their parents or caregivers while acquiring their first language. It proceeds to discuss feedback in second language learning, summarizing descriptive research conducted in the language classroom and laboratory contexts. The effects of input-providing and output-prompting feedback from descriptive and experimental research were analyzed through the lens of participants’ ages. One pattern that emerged from the research is that output-prompting feedback leads to greater linguistic gains than input-providing feedback among child learners. The chapter concludes with implications for researchers and teachers, proposing ways to carry out research to examine the various issues surrounding the role of age through research and ways to maximize the effects of feedback for learners of different ages in the second language classroom.

Keywords

Agecorrective feedbackchildrenrecastsprompts
Type
Chapter
Information
The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching , pp. 645 - 667
Publisher: Cambridge University Press
Print publication year: 2021

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