The role of corrective feedback (CF) in the L2 learning process has for decades remained a dominant issue in the (I)SLA strands of research, albeit some overlapping between these two contexts. Indeed, there are several cognitive theoretical underpinnings cited by empirical CF studies to account for the role or lack thereof of CF in the L2 learning process, for example, the Monitor Model (Krashen, 1982), the Interaction Hypothesis (Long, 1996), the Noticing Hypothesis (Schmidt, 1990), the Output Hypothesis (Swain, 2005), Skill Acquisition Theory (DeKeyser, 2015), and the Model of the L2 learning process in ISLA (Leow, 2015), be it oral, written, or computerized or digital. This chapter (1) traces the early roots of CF, (2) presents a coarse-grained theoretical feedback processing framework to discuss the cognitive theoretical underpinnings postulated to account for the role of CF in L2 development, (3) provides a list of cognitive processes assumed to play a role during CF appropriation, and (4) reports on each theoretical underpinning followed by a commentary on their ability to account for the role of CF in L2 development.

Chapter 7 discusses how vocabulary can be learned intentionally through explicit study. It outlines the need for explicit instruction, and discusses what makes a word easier or harder to learn. It then looks at the role of the L1 in L2 vocabulary acquisition, and how engagement affects learning. Finally, vocabulary learning strategies are covered.