Eva Kartchava: Noticing Oral Corrective Feedback in the Second Language Classroom: Background and Evidence

Although oral corrective feedback (CF) has long been considered advantageous in instructed second language (L2) acquisition, the effectiveness of CF for learning has been shown to depend on a combination of learner factors (e.g. learning beliefs and motivation), teacher differences (e.g. experienced or less experienced teacher), and instructional contexts (e.g. prevailing teaching approach and particular grammatical item CF is intended to address). Learners’ capacity to notice and benefit from teacher-directed CF is clearly a complex issue and empirical research examining its efficacy in facilitating language acquisition has so far yielded mixed results (Papi et al. 2019). Building on previous research that suggests a generally facilitative role of CF in L2 learning, this book attempts to investigate some relatively underexplored areas by examining the noticeability and effectiveness of different types of CF techniques, whether learner beliefs or feedback training impacts on learner’s ability to notice and benefit from CF, and whether non-verbal cues by the teacher can improve noticing.