This document discusses corrective feedback and its role in second language acquisition. It notes that corrective feedback refers to utterances that indicate a learner's output is erroneous and provides examples like clarification requests. While some argue that second language learners can acquire language through positive evidence alone, most researchers believe that both negative and positive feedback are needed for successful second language learning since it is different than first language acquisition in children.

1. MMDG III-17 BSE ENGLISH

2.  LASTTIME:
 We discussed
aboutTEXTUAL
ENHANCEMENT
as a tool to focus
on grammar in
communicative
context…

3.  This approach was concerned with
raising learners’ attention to
grammatical forms by making
target forms perceptually more
salient through typographical
manipulation of certain aspects of
the input.

4.  TODAY:
We will discuss

5.  This approach is based on an
interactionist perspective to SLA
and the assumption that negotiated
interaction (i.e., interactional
modifications made in the course of
conversation) is essential for
language acquisition.

8.  How?Through:
 clarification
requests,
 confirmation
checks,
 repetition,
 recasts, etc.,
(e.g., Gass, 2003; Gass&Varonis, 1994; Long, 1991, 1996; Pica, 1994, 1998).

10.  Corrective feedback
refers to utterances
that indicate to the
learner that his or her
output is erroneous in
some way
(Lightbown&Spada,
1999).
 Also called negative
evidence

11.  In order to learn language, children rely
mainly on some innate principles, or what is
called
(e.g., Chomsky, 1965).

12.  L1-based studies
have provided
strong evidence that
negative feedback
exists in child–
parent interactions
and that it
contributes to L1
development
 (see Mitchell & Myles,
2004, for a review).
 L2 acquisition, researchers
have argued that similar
innate principles to those
suggested to be available to
L1 learners are also available
fully or partially to L2
learners and that L2 learners
do not need negative
evidence,
 or if they do, it is only in rare
cases where positive evidence
is not enough to trigger the
UG principles
 (e.g., Flynn, 1996; Schwartz,
1993).

13.  However, although such a perspective exists in
the field of L2 acquisition, the majority of SLA
researchers believe that L2 learning is different
from child L1 learning, and that adult L2
learners cannot develop native-like accuracy
simply on the basis of exposure to positive
evidence or models of grammatical input
 (e.g., Carroll & Swain, 1993; DeKeyser, 1998; Doughty
& Long, 2003; R. Ellis, 2001a; R. Ellis, Loewen, &Erlam,
2006; Mackey,Oliver, &Leeman, 2003; Pica, 2002).

14.  Therefore, L2 learners need both
negative and positive feedback
in order to acquire an L2
successfully.