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36 - The Role of Task in the Efficacy of 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
Pauline Foster  and
Martyn McGettigan
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

This chapter identifies the paucity of overlap between the role of task in corrective feedback (CF) studies, and the role of CF in task-based studies. It goes on to argue, however, that classroom task design and implementation conditions can act effectively as facilitating conduits for CF without compromising the essentially implicit and incidental nature of task-based learning. The affordances of new pedagogies that use computer-mediated interaction are particularly useful in this regard, as are task implementation sequences in which CF is deployed at a post-task or pre-task stage.

Keywords

Corrective feedbackimplicit language learningtheoretical perspectivesclassroom interactioncomputer-assisted language learning (CALL)
Type
Chapter
Information
The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching , pp. 777 - 795
Publisher: Cambridge University Press
Print publication year: 2021

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