Corrective Feedback Essay
According to Campillo (2004), corrective feedback is significant to L2 development since it provides the learner with an opportunity to reflect on the utterance and consider other possibilities. These benefits of corrective feedback are also applicable to the foreign language context in the sense that they may trigger the cognitive process required for acquisition.
Ur (1996, p. 242) considered feedback as "information that is given to the learner about his or her performance of a learning task, usually with the objective of improving this performance". Richards et al. (1992, p. 137) perceive feedback as "information which provides a report on the result of behavior". Ur (1996) asserted that feedback has two major components: assessment and correction. The assessment component informs learners of the quality of their performance. Grades and general comments are examples of assessment component of feedback. The correction component provides learners with specific information on particular aspects of performance or behavior. Providing explanations, elicitation of correct response from the learners themselves, or elicitation of correct response from other learners constitute examples of this component of feedback. According to Tataway (2002), certain conditions
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Furthermore, there are some features that may affect the effectiveness of recasts. These are number of feedback moves, prosodic emphasis, intonation, segmentation, number of changes, and length of recast. He claimed that if learners have enough background to patterns of corrective feedback in relation to error types, given feedback will be more beneficial. In conclusion, as Ellis et al., (2006) suggested "corrective feedback is important for learning grammar and it is best conducted using a mixture of implicit and explicit types that are both input based and output based" (p.
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