Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-586b7cd67f-l7hp2 Total loading time: 0 Render date: 2024-11-23T00:59:25.888Z Has data issue: false hasContentIssue false

18 - Corrective Feedback and the Development of Second Language Vocabulary

from Part V - Corrective Feedback and Language Skills

Published online by Cambridge University Press:  26 February 2021

By
Nobuhiro Kamiya  and
Tatsuya Nakata
Edited by
Hossein Nassaji  and
Eva Kartchava
Hossein Nassaji
Affiliation:
University of Victoria, British Columbia
Eva Kartchava
Affiliation:
Carleton University, Ottawa
Get access

Summary

This chapter considers the role corrective feedback plays in second language vocabulary acquisition. The first half of the chapter considers the effects of oral corrective feedback. We first provide a classification of oral corrective feedback, and then discuss findings from existing descriptive and experimental studies, followed by pedagogical implications of the findings. Past studies have suggested that vocabulary tends to benefit more from oral corrective feedback than grammar or morphosyntax, possibly due to the high degree of noticeability and less complex abstract nature of vocabulary. The latter half of the chapter discusses the effects of written corrective feedback. After providing a classification of written corrective feedback, we present two major research frameworks: feedback-for-accuracy and feedback-for-acquisition. The chapter then presents results of experimental studies, followed by pedagogical implications of the findings. Existing studies have suggested that written corrective feedback may lead to more appropriate use of vocabulary in subsequent revisions; however, it is not yet clear whether these positive effects can be carried over to a new piece of writing. The chapter concludes with suggestions for further research and calls for more research comparing the effects of different types of corrective feedback, both oral and written, on vocabulary learning.

Keywords

Vocabularynoticeabilitysaliencyexplicitnessnoticing hypothesisvariational featuresfeedback-for-accuracyfeedback-for-acquisitiondirect feedbackindirect feedback
Type
Chapter
Information
The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching , pp. 387 - 406
Publisher: Cambridge University Press
Print publication year: 2021

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adams, R. (2003). L2 output, reformulation and noticing: Implications for IL development. Language Teaching Research, 7(3), 347–376. DOI:10.1191/1362168803lr127oa.Google Scholar
Alcón, E. & García Mayo, M. P. (2008). Incidental focus on form and learning outcomes with young foreign language classroom learners. In Philp, J., Oliver, R. & Mackey, A. (eds.), Second language acquisition and the younger learner: Child’s play? (pp. 173–192). Amsterdam: John Benjamins.Google Scholar
Bitchener, J. & Ferris, D. (2012). Written corrective feedback in second language acquisition and writing. New York: Routledge.Google Scholar
Carpenter, H., Jeon, K. S., MacGregor, D. & Mackey, A. (2006). Learners’ interpretations of recasts. Studies in Second Language Acquisition, 28(2), 209–236. DOI:10.1017/S0272263106060104.Google Scholar
Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12(3), 267–296. DOI:10.1016/s1060-3743(03)00038-9.Google Scholar
Chen, C. & Truscott, J. (2010). The effects of repetition and L1 lexicalization on incidental vocabulary acquisition. Applied Linguistics, 31(5), 693–713. DOI:10.1093/applin/amq031.Google Scholar
Coyle, Y. & Roca de Larios, J. (2014). Exploring the role played by error correction and models on children’s reported noticing and output production in a L2 writing task. Studies in Second Language Acquisition, 36(3), 451–485. DOI:10.1017/s0272263113000612.Google Scholar
de Groot, A. M. B. & Keijzer, R. (2000). What is hard to learn is easy to forget: The roles of word concreteness, cognate status, and word frequency in foreign-language vocabulary learning and forgetting. Language Learning, 50(1), 1–56. DOI:10.1111/0023-8333.00110.Google Scholar
de la Fuente, M. J. (2006). Classroom L2 vocabulary acquisition: Investigating the role of pedagogical tasks and form-focused instruction. Language Teaching Research, 10(3), 263–295. DOI:10.1191/1362168806lr196oa.Google Scholar
Dilāns, G. (2010). Corrective feedback and L2 vocabulary development: Prompts and recasts in the adult ESL classroom. Canadian Modern Language Review, 66(6), 787–816. DOI:10.3138/cmlr.66.6.787.Google Scholar
Doughty, C. & Varela, E. (1998). Communicative focus on form. In Doughty, C. & Williams, J. (eds.), Focus on form in classroom second language acquisition (pp. 114–138). New York: Cambridge University Press.Google Scholar
Doughty, C. & Williams, J. (1998). Pedagogical choices in focus on form. In Doughty, C. & Williams, J. (eds.), Focus on form in classroom second language acquisition (pp. 197–261). Cambridge: Cambridge University Press.Google Scholar
Egi, T. (2007a). Interpreting recasts as linguistic evidence: The roles of linguistic target, length, and degree of change. Studies in Second Language Acquisition, 29(4), 511–537. DOI:10.1017/S0272263107070416.Google Scholar
Egi, T. (2007b). Recasts, learners’ interpretation, and L2 development. In Mackey, A. (ed.), Conversational interaction in second language acquisition (pp. 249–267). Oxford: Oxford University Press.Google Scholar
Ellis, R. (2010). Epilogue: A framework for investigating oral and written corrective feedback. Studies in Second Language Acquisition, 32(2), 335–349. DOI:10.1017/s0272263109990544.CrossRefGoogle Scholar
Ellis, R. & Sheen, Y. (2006). Reexamining the role of recasts in second language acquisition. Studies in Second Language Acquisition, 28(4), 575–600. DOI:10.1017/S027226310606027X.Google Scholar
Ferris, D. (1999). The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing, 8(1), 1–11. DOI:10.1016/S1060-3743(99)80110-6.Google Scholar
Ferris, D. (2006). Does error feedback help student writers?: New evidence on the short- and long-term effects of written error correction. In Hyland, K. & Hyland, F. (eds.), Feedback in second language writing: Contexts and issues (pp. 81–104). Cambridge: Cambridge University Press.Google Scholar
Ferris, D. & Hedgcock, J. S. (1998). Teaching ESL composition: Purpose, process, and practice. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Ferris, D. & Roberts, B. (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 10(3), 161–184. DOI:10.1016/S1060-3743(01)00039-X.Google Scholar
Gass, S. M., Behney, J. & Plonsky, L. (2013). Second language acquisition: An introductory course (4th edn.). New York: Routledge.Google Scholar
Gass, S. M. & Torres, M. J. A. (2005). Attention when? An investigation of the ordering effects of input and interaction. Studies in Second Language Acquisition, 27(1), 1–31. DOI:10.1017/S0272263105050011.Google Scholar
Goo, J. (2012). Corrective feedback and working memory capacity in interaction-driven L2 learning. Studies in Second Language Acquisition, 34(3), 445–474. DOI:10.1017/S0272263112000149.CrossRefGoogle Scholar
Haastrup, K. & Henriksen, B. (2001). The interrelationship between vocabulary acquisition theory and general SLA research. EUROSLA Yearbook, 1, 69–78.Google Scholar
Hanaoka, O. (2007). Output, noticing, and learning: An investigation into the role of spontaneous attention to form in a four- stage writing task. Language Teaching Research, 11(4), 459–479. DOI:10.1177/1362168807080963.Google Scholar
Hyland, K. & Hyland, F. (eds.). (2006). Feedback in second language writing: Contexts and issues. Cambridge: Cambridge University Press.Google Scholar
Jeon, K. S. (2007). Interaction-driven L2 learning: Characterizing linguistic development. In Mackey, A. (ed.), Conversational interaction in second language acquisition (pp. 379–403). Oxford: Oxford University Press.Google Scholar
Kamiya, N. (2016). The relationship between stated beliefs and classroom practices of oral corrective feedback. Innovation in Language Learning and Teaching, 10(3), 206–219. DOI:10.1080/17501229.2014.939656.Google Scholar
Laufer, B. (2009). Second language vocabulary acquisition from language input and from form-focused activities. Language Teaching, 42(3), 341–354. DOI:10.1017/s0261444809005771.CrossRefGoogle Scholar
Laufer, B. & Hulstijn, J. H. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22(1), 1–26. DOI:10.1093/applin/22.1.1.Google Scholar
Leeman, J. (2003). Recasts and second language development: Beyond negative evidence. Studies in Second Language Acquisition, 25(1), 37–63. DOI:10.1017/S0272263103000020.Google Scholar
Li, J., Link, S. & Hegelheimer, V. (2015). Rethinking the role of automated writing evaluation (AWE) feedback in ESL writing instruction. Journal of Second Language Writing, 27, 1–18. DOI:10.1016/j.jslw.2014.10.004.Google Scholar
Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning, 60(2), 309–365. DOI:10.1111/j.1467-9922.2010.00561.x.Google Scholar
Loewen, S. (2012). The role of feedback. In Gass, S. & Mackey, A. (eds.), The Routledge handbook of second language acquisition (pp. 24–40). New York: Routledge.Google Scholar
Loewen, S. & Philp, J. (2006). Recasts in the adult English L2 classroom: Characteristics, explicitness, and effectiveness. Modern Language Journal, 90(4), 536–556. DOI:10.1111/j.1540-4781.2006.00465.x.CrossRefGoogle Scholar
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In Ritchie, W. C. & Bhatia, T. K. (eds.), Handbook of second language acquisition (pp. 413–468). San Diego, CA: Academic Press.Google Scholar
Lyster, R. (1998a). Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms. Language Learning, 48(2), 183–218. DOI:10.1111/j.1467-1770.2001.tb00019.x.Google Scholar
Lyster, R. (1998b). Recasts, repetition, and ambiguity in L2 classroom discourse. Studies in Second Language Acquisition, 20(1), 51–81. DOI:10.1017/S027226319800103X.Google Scholar
Lyster, R. & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37–66. DOI:10.1017/S0272263197001034.Google Scholar
Lyster, R. & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32(2), 265–302. DOI:10.1017/s0272263109990520.Google Scholar
Lyster, R., Saito, K. & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46(1), 1–40. DOI:10.1017/s0261444812000365.Google Scholar
Mackey, A., Al-Khalil, M., Atanassova, G., Hama, M., Logan-Terry, A. & Nakatsukasa, K. (2007). Teachers’ intentions and learners’ perceptions about corrective feedback in the L2 classroom. Innovation in Language Learning and Teaching, 1(1), 129–152. DOI:10.2167/illt047.0.Google Scholar
Mackey, A., Gass, S. & McDonough, K. (2000). How do learners perceive interactional feedback? Studies in Second Language Acquisition, 22(4), 471–497. DOI:10.1017/S0272263100004022.Google Scholar
Mackey, A. & Goo, J. (2007). Interaction research in SLA: A meta-analysis and research synthesis. In Mackey, A. (ed.), Conversational interaction in second language acquisition (pp. 408–452). Oxford: Oxford University Press.Google Scholar
Mackey, A. & Philp, J. (1998). Conversational interaction and second language development: Recasts, responses, and red herrings? Modern Language Journal, 82(3), 338–356. DOI:10.1111/j.1540-4781.1998.tb01211.x.Google Scholar
Manchón, R. M. (ed.). (2011). Learning-to-write and writing-to-learn in an additional language. Amsterdam: John Benjamins.Google Scholar
Meara, P. M. (1980). Vocabulary acquisition: A neglected aspect of language learning. Language Teaching and Linguistics Abstracts, 13(4), 221–246. DOI:10.1017/S0261444800008879.Google Scholar
Nakata, T. (2015). Effects of expanding and equal spacing on second language vocabulary learning. Studies in Second Language Acquisition, 37(4), 677–711. DOI:10.1017/s0272263114000825.Google Scholar
Nakata, T. & Webb, S. (2016). Does studying vocabulary in smaller sets increase learning? Studies in Second Language Acquisition, 38(3), 523–552. DOI:10.1017/s0272263115000236.Google Scholar
Nassaji, H. & Kartchava, E. (eds.). (2017). Corrective feedback in second language teaching and learning: Research, theory, applications, implications. New York: Routledge.Google Scholar
Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge: Cambridge University Press.Google Scholar
Nicholas, H., Lightbown, P. M. & Spada, N. (2001). Recasts as feedback to language learners. Language Learning, 51(4), 719–758. DOI:10.1111/0023-8333.00172.Google Scholar
Norris, J. & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50(3), 417–528. DOI:10.1111/0023-8333.00136.Google Scholar
Philp, J. (2003). Constraints on “noticing the gap”: Nonnative speakers’ noticing of recasts in NS–NNS interaction. Studies in Second Language Acquisition, 25(1), 99–126. DOI:10.1017/S0272263103000044.Google Scholar
Qi, D. S. & Lapkin, S. (2001). Exploring the role of noticing in a three-stage second language writing task. Journal of Second Language Writing, 10(4), 277–303. DOI:10.1016/S1060-3743(01)00046-7.Google Scholar
Quinn, P. & Nakata, T. (2017). The timing of oral corrective feedback. In Nassaji, H. & Kartchava, E. (eds.), Corrective feedback in second language teaching and learning: Research, theory, applications, implications (pp. 35–47). New York: Routledge.Google Scholar
Roberts, M. A. (1995). Awareness and the efficacy of error correction. In Schmidt, R. W. (ed.), Attention and awareness in foreign language learning (pp. 163–182). Manoa, HI: Second Language Teaching Curriculum Center.Google Scholar
Russell, J. & Spada, N. (2006). The effectiveness of corrective feedback for the acquisition of L2 grammar. In Norris, J. & Ortega, L. (eds.), Synthesizing research on language learning and teaching (pp. 133–164). Amsterdam: John Benjamins.Google Scholar
Santos, M., López-Serrano, S. & Manchón, R. M. (2010). The differential effects of two types of direct written corrective feedback on noticing and uptake: Reformulation vs. error correction. International Journal of English Studies, 10(1), 131–154. DOI:10.6018/ijes.10.1.114011.Google Scholar
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158. DOI:10.1093/applin/11.2.129.CrossRefGoogle Scholar
Schmidt, R. (1994). Deconstructing consciousness in search of useful definitions for applied linguistics. AILA Review, 11, 11–26.Google Scholar
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Basingstoke: Palgrave Macmillan.Google Scholar
Sheen, Y. (2004). Corrective feedback and learner uptake in communicative classrooms across instructional settings. Language Teaching Research, 8(3), 263–300. DOI:10.1191/1362168804lr146oa.Google Scholar
Sheen, Y. (2006). Exploring the relationship between characteristics of recasts and learner uptake. Language Teaching Research, 10(4), 361–392. DOI:10.1191/1362168806lr203oa.Google Scholar
Sheen, Y. (2007). The effects of corrective feedback, language aptitude, and learner attitudes on the acquisition of English articles. In Mackey, A. (ed.), Conversational interaction in second language acquisition (pp. 301–322). Oxford: Oxford University Press.Google Scholar
Sheen, Y. (2008). Recasts, language anxiety, modified output, and L2 learning. Language Learning, 58(4), 835–874. DOI:10.1111/j.1467-9922.2008.00480.x.Google Scholar
Sheen, Y. (2010). Differential effects of oral and written corrective feedback in the ESL classroom. Studies in Second Language Acquisition, 32(2), 203–234. DOI:10.1017/s0272263109990507.CrossRefGoogle Scholar
Sheen, Y. & Ellis, R. (2011). Corrective feedback in language teaching. In Hinkel, E. (ed.), Handbook of research in second language teaching and learning (Vol. II, pp. 593–610). New York: Routledge.Google Scholar
Spada, N. & Tomita, Y. (2010). Interactions between type of instruction and type of language feature: A meta-analysis. Language Learning, 60(2), 263–308. DOI:10.1111/j.1467-9922.2010.00562.x.Google Scholar
Storch, N. & Wigglesworth, G. (2010). Learners’ processing, uptake, and retention of corrective feedback on writing. Studies in Second Language Acquisition, 32(2), 303–334. DOI:10.1017/s0272263109990532.Google Scholar
Suzuki, W. (2012). Written languaging, direct correction, and second language writing revision. Language Learning, 62(4), 1110–1133. DOI:10.1111/j.1467-9922.2012.00720.x.Google Scholar
Suzuki, Y. & DeKeyser, R. (2017). Effects of distributed practice on the proceduralization of morphology. Language Teaching Research, 21(2), 166–188. DOI:10.1177/1362168815617334.Google Scholar
Swain, M. & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16(3), 371–391. DOI:10.1093/applin/16.3.371.Google Scholar
Trofimovich, P., Ammar, A. & Gatbonton, E. (2007). How effective are recasts?: The role of attention, memory, and analytical ability. In Mackey, A. (ed.), Conversational interaction in second language acquisition (pp. 171–195). Oxford: Oxford University Press.Google Scholar
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46(2), 327–369. DOI:10.1111/j.1467-1770.1996.tb01238.x.Google Scholar
Truscott, J. (1998). Noticing in second language acquisition: A critical review. Second Language Research, 14(2), 103–135. DOI:10.1191/026765898674803209.Google Scholar
Van Beuningen, C. G., De Jong, N. H. & Kuiken, F. (2012). Evidence on the effectiveness of comprehensive error correction in second language writing. Language Learning, 62(1), 1–41. DOI:10.1111/j.1467-9922.2011.00674.x.Google Scholar
VanPatten, B. (1985). Communicative value and information processing in second language acquisition. In Judd, E., Nelson, P., & Messerschmitt, D. (eds.), On TESOL ’84: A brave new world (pp. 88–99). Washington, DC: TESOL.Google Scholar
Wilkins, D. A. (1972). Linguistics in language teaching. London: Arnold.Google Scholar
Williams, J. N. (2005). Learning without awareness. Studies in Second Language Acquisition, 27(2), 269–304. DOI:10.1017/S0272263105050138.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×