This chapter investigates oral corrective feedback (CF) in content-based contexts. Specifically, it examines how CF can play a unique and necessary role in these contexts as a means of integrating language into content instruction. However, based on studies showing teachers’ reluctance to use CF, this chapter also outlines how CF may come into direct conflict with other content-based pedagogical objectives. Owing to the great amount of diversity found among content-based contexts, this chapter considers both cross-context, CF-related issues that can inform all content-based programs as well as issues regarding CF’s use and effectiveness in specific contexts.

This chapter addresses the topic of training in corrective feedback. The chapter discusses the role and importance of training and also how feedback training can assist feedback provision and processing. To this end, empirical studies on both teacher and student training of feedback and their implications are discussed. This discussion is limited to oral corrective feedback, since much of the research on feedback training concerns oral feedback. Pedagogical implications as well as directions for future investigations are also discussed.