ABSTRACT
Negative feedback in second language (L2) learning has been of considerable interest to SLA researchers, generating a substantial amount of research (Ammar and Spada, 2006; Ellis et al., 2001; Ellis et al., 2006; Ishida, 2004; Iwashita, 2003; Leeman, 2007; Loewen, 2005; Loewen and Philp, 2006; Lyster and Izquierdo, 2009; Lyster andRanta, 1997;Mackey, 1999;Mackey and Philp, 1998; Nassaji, 2009; Philp, 2003; Sheen, 2008; inter alia). Negative feedback, also known as corrective feedback and error correction, has typically been defined as information provided to learners about the ill-formedness of their L2 production. Feedbackmay occur in response to learners’ oral or written production, with oral feedback usually occurring immediately during interaction while written feedback is often provided some time after a text has been produced. Because of the differences inmodality and timing of feedback, only oral feedback will be considered in this chapter. For a comprehensive overview of written feedback, see Polio (Chapter 19, this volume).
