Corrective feedback in second vs foreign language contexts

Abstract

This chapter delves into the variable learning context as an influential factor in the quantity and quality of CF provision and learner’s uptake. Previous research on oral CF in SL and FL contexts are reviewed, including classrooms where the CLIL approach is implemented. Since there is a need for research in this latter learning context together with the lack of comparative studies in different learning settings, the present study aims to contribute to the field of research on oral CF by comparing an EFL and a CLIL classroom in terms of CF provision and uptake as well as teachers’ and learners’ beliefs about oral CF and the correspondence with actual classroom behaviour. Findings show significant differences as to the proportion and CF types used, EFL and CLIL teachers’ beliefs as well as a different behaviour on the part of the learners regarding the rates of uptake and repair and the uptake after the use of recasts. Pedagogical implications are offered as to how to maximize the potential benefits of oral CF in FL classrooms.