A Holistic Theory View About Second Language Corrective Feedback

Abstract

Despite the fact that the impact of corrective feedback on second language acquisition has sparked considerable debate among researchers and theorists, it is commonly used as a pedagogical method in L2 classrooms and is supported by various SLA theories, each with its own claims, arguments, principles, and stances. In this paper, the definition and typology of corrective feedback are presented, followed by a description of three theoretical underpinnings of CF, which reflect three dimensions: cognitive, social, and psychological. The socio-cognitive theory is then described as a comprehensive theory that incorporates all three dimensions. Last but not least, a series of corrective feedback pedagogic implications are provided from a socio-cognitve perspective.