The Role and Timing of Corrective Feedback in L2 Discussion Activities

By Diana Pili Moss.

Published by The International Journal of Pedagogy and Curriculum

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

In this article I focus on the role of corrective feedback in fluency activities in second language acquisition research (SLA) compared to commonly adopted teaching methodology. The role of corrective feedback has changed significantly in recent years and both researchers and practitioners currently agree on its importance for the development of language accuracy in communicative tasks. However, researchers’ and practitioners’ views are still divergent especially in relation to the use of immediate correction of non-target utterances in spoken interaction. Most practitioners consider delayed feedback as the strategy of choice in these contexts, whereas SLA researchers maintain that immediate feedback is preferable. As yet, research has not focused enough on the study of delayed feedback to provide conclusive evidence to support or challenge current teaching practice. In Section 1 I present an overview of the main feedback strategies discussed in the current SLA literature, including recasts and elicitations. In Section 2 and 3 I review current ideas on how to provide feedback in fluency activities according to SLA interactional approaches and commonly adopted teaching practice. I will also present an example of a speaking activity where opportunities for feedback were designed according to current teaching methodology.

Keywords: Oral Feedback, Delayed Corrective Feedback, L2 Accuracy, Fluency Activities, Elicitations, Second Language Acquisition, Teaching Practice.

International Journal of Pedagogy and Curriculum, Volume 19, Issue 4, pp.53-62. Article: Print (Spiral Bound). Article: Electronic (PDF File; 417.772KB).

Dr. Diana Pili Moss

Graduate Teaching Assistant/Italian Tutor, School of Languages, Linguistics and Cultures, University of Manchester, Manchester, England, UK

I gained a Master in Foreign Languages and Literatures at Università IULM in Milan (Italy), with a thesis in German linguistics and later completed a PhD in General Linguistics at the University of Potsdam (Germany) focusing on the comparative syntax of Germanic and Romance languages. Later I joined for two years the University of Verona (Italy) where I was hired as a postdoctoral researcher, followed by an appointment as a post-doctoral fellow at the University of Siena. At the same time I developed a growing interest for second language acquisition and learning and from 2004 I gained a solid experience in teaching foreign languages to adult learners in different professional and educational environments, which stimulated a constant reflection on what practices are most effective to attain effective learning in adult language teaching. In 2010 I completed a Post-graduate Certificate in Education and I am now working as a teaching assistant at the School of Languages and Cultures of the University of Manchester. Currently my research interests focus on SLA and the teaching of foreign languages (Italian) to adults in classroom contexts.