The chapter outlines the interactionist approach to corrective feedback in second language (L2) acquisition. Input-providing and output-prompting feedback types are addressed, including their potential role in facilitating L2 development. Historical and contemporary interactionist research is overviewed, and suggestions are made for future work in this area. The chapter closes with pedagogical recommendations for the use of corrective feedback in L2 classrooms.

We provide an overview of research that explains what oral corrective feedback is, how it can be expressed by teachers and peers, and how it may impact the language development process. We define oral corrective feedback as a negative evidence provided in response to learner error in an oral mode. A theoretical rationale for the role of feedback is described, drawing on research from both cognitive-interactionist and sociocultural explanations of second language learning through oral communication. Examples from numerous studies are incorporated to exemplify the range of ways feedback is provided on different types of linguistic errors. Research on the relative effectiveness of different types of feedback is reviewed, as well as empirical inquiry into the role of individual and social factors that can enhance or limit the effectiveness or oral feedback, concluding that oral corrective feedback is an important factor for language learning in instructed settings. We close with recommendations for research-driven teaching practice with respect to oral corrective feedback, cautioning that teachers need to consider learner experiences and expectations of feedback, their pedagogical objectives and approach, as well as learners developmental needs, self-monitoring skills, and ability to provide feedback to one another.

A strong role for gendered differences in communication has long been substantiated by sociolinguistic research. It is thus likely that gender also plays a role in how second language feedback is given by teachers and peers and how it is received by language learners. We provide an overview of the limited body of research examining the impact of gender on second language feedback. While several studies have shown differences in how learners receive oral feedback from male and female teachers and peers, conflicting results have been found, and little research has considered the role of gender in written corrective feedback. Further research is needed to clarify the role of gender on feedback, which cannot be understood without consideration of the complex interplay among learner gender, interlocutor gender, culture, task, and context. We call for (1) increased research in diverse educational and cultural contexts, (2) research that considers the role of gender in feedback provided in written as well as oral language use, (3) developmental studies investigating whether descriptive differences impact learning, and (4) consideration of the role of gender that goes beyond binary divisions, adopting qualitative and critical discourse analysis perspectives to understand how gendered language socializations impact second language feedback.