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Chapter Two Literature Review 

Corrective  feedback  has  always  been  a  controversial  issue  in  the  field  of  L2 acquisition, and is a major question needed to be addressed. There are a large number of researchers  from  home  and  aboard  who  engage  in  this  area  of  research.  Based  on  the intensive  empirical  and  theoretical  inquiry,  they  provide  different  definitions  of Corrective Feedback according to their forms and various functions. 

2.1 Basic Concepts 
Since  the  1980s,  second  language  acquisition  (SLA)  researchers  have  been investigating the effects of corrective feedback. There are various versions of feedback definitions based on the different empirical studies and understandings.  Corrective  feedback  (CF)  has  been  defined  by  Ellis  (2006:340-341)  as  responses which can indicate that an error has been committed and can provide the correct target language  form  to  learner  utterances  containing  an  error.  Various  researchers  of  L2 acquisition tend to differentiate feedback in terms of how explicit or implicit it is. In the case of implicit feedback, there is no clear indicator that an error has been committed, e.g.  the  response  of  the  learner’s  utterance  is  a  whole  sentence,  whereas  in  explicit feedback types, there is such an indicator, e.g. the response focuses on the specific item. And Long (2007) pointed out that implicit feedback often takes the form of recast. According to Chaudron (1988), corrective feedback (CF) is a complex phenomenon with several functions. He defined CF as the teacher’s response to the error, which is to inform the learner the error  that he/she has made.  In order to draw classroom learners’ attention  to  the  different  erroneous  utterances,  teachers  would  make  certain  language features  more  salient  in  the  input  by  employing  different  types  of  responses (implicit/explicit  and  positive/negative)  to  modify  the  learners’  interlanguage  rule  to eliminate the error from further production. Corrective  feedback  has  been  generally  conceptualized  in  a  more  comprehensive view  by  suggesting  that  input  can  be  thought  of  in  terms  of  what  they  provide  the learners  regarding  the  target  language  (TL):  one  type  of  evidence  is  positive  evidence and  the  other  is  negative  evidence  (Long,  1996).  In  Long’s  view,  positive  evidence means to provide the learners with models of what is grammatical and acceptable in the target  language,  whereas  negative  evidence  provides  the  learners  with  explicit  or i本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。