Corrective Feedback for Oral Language Errors
What Every Second Language Teacher Needs to Know
Will be published approx. on 7. January 2027
Book
Paperback/Softback
126 pages
978-0-472-04040-7 (ISBN)
Description
Speaking activities are where language comes alive, and where teachers face the constant question of whether to correct errors on the spot or let communication flow. Correct too much and learners may shut down; correct too little and persistent errors can fossilize. Taking this everyday dilemma seriously, this book explains what research actually shows about correcting spoken errors, why timing and feedback type matter, and how learner factors like anxiety and attention shape what students take in. Most importantly, the book helps teachers make practical, confident choices about oral corrective feedback without turning interaction into interruption.
Extending beyond a grammar-dominant focus, Erguel addresses pragmatics and discourse intonation as consequential but often neglected correction targets, and frames pronunciation feedback around intelligibility and functional load rather than native-likeness. The book also examines technology-mediated corrective feedback (including synchronous computer-mediated communication, speech visualization, and AI-based tools) as options that can expand feedback opportunities when aligned with instructional goals. With concrete classroom guidance, reproducible student handouts, and reflection tools, Corrective Feedback on Oral Language Errors supports teachers who want learners to speak more, speak more accurately, and build long-term confidence.
Extending beyond a grammar-dominant focus, Erguel addresses pragmatics and discourse intonation as consequential but often neglected correction targets, and frames pronunciation feedback around intelligibility and functional load rather than native-likeness. The book also examines technology-mediated corrective feedback (including synchronous computer-mediated communication, speech visualization, and AI-based tools) as options that can expand feedback opportunities when aligned with instructional goals. With concrete classroom guidance, reproducible student handouts, and reflection tools, Corrective Feedback on Oral Language Errors supports teachers who want learners to speak more, speak more accurately, and build long-term confidence.
More details
Series
Language
English
Place of publication
Ann Arbor
United States
Product notice
Paperback (trade)
Unsewn / adhesive bound
Illustrations
4 tables
Dimensions
Height: 229 mm
Width: 152 mm
Weight
454 gr
ISBN-13
978-0-472-04040-7 (9780472040407)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Person
Hilal Erguel is Associate Professor of Applied Linguistics/TESOL at the University of Northern Iowa.
Content
Abbreviations
Acknowledgments
Introduction
Chapter 1: What is Oral Corrective Feedback?
A Brief Historical Overview
Why OCF Matters
Summary
Annotated Further Reading
Chapter 1 Reflection Worksheet
Chapter 2: Oral Corrective Feedback Strategies and Their Effectiveness
Types of Feedback
Summary
Annotated Further Reading
Chapter 2 Reflection Worksheet
Chapter 3: Pragmatic Aspects of Oral Corrective Feedback
Face and Mitigation
Smiling and Other Nonverbal Behavior
Summary
Annotated Further Reading
Chapter 3 Reflection Worksheet
Chapter 4: Peer Oral Corrective Feedback
Benefits of Peer Oral Corrective Feedback
Summary
Annotated Further Reading
Chapter 4 Reflection Worksheet
Chapter 5: Responding to Learner Errors: To Correct or Not to Correct
Reasons to Correct Learner Errors
Some Reasons Not to Address Errors
Teacher and Learner Perceptions
Summary
Annotated Further Reading
Chapter 5 Reflection Worksheet
Chapter 6: Oral Corrective Feedback Timing
The Efficacy of Immediate versus Delayed Feedback
Classroom Implementation
Summary
Annotated Further Reading
Chapter 6 Reflection Worksheet
Chapter 7: Choosing the Correction Targets
Deciding What to Correct as an Instructional Act
OCF beyond Grammar
Summary
Annotated Further Reading
Chapter 7 Reflection Worksheet
Chapter 8: Technology and Oral Corrective Feedback
OCF and Synchronous Computer-Mediated Communication
Technology-assisted OCF provision
Making Principled Choices about Technology Use in OCF
Summary
Annotated Further Reading
Chapter 8 Reflection Worksheet
Chapter 9: An Empirical and Pedagogical Approach to Improving Feedback Practices
Why Action Research?
Disseminating Action Research
Summary
Annotated Further Reading
Chapter 9 Reflection Worksheet
Chapter 10: Conclusion: How Oral Corrective Feedback Fits Within Curriculum and Syllabus Design
Summary
Annotated Further Reading
Chapter 10 Reflection Worksheet
References
Acknowledgments
Introduction
Chapter 1: What is Oral Corrective Feedback?
A Brief Historical Overview
Why OCF Matters
Summary
Annotated Further Reading
Chapter 1 Reflection Worksheet
Chapter 2: Oral Corrective Feedback Strategies and Their Effectiveness
Types of Feedback
Summary
Annotated Further Reading
Chapter 2 Reflection Worksheet
Chapter 3: Pragmatic Aspects of Oral Corrective Feedback
Face and Mitigation
Smiling and Other Nonverbal Behavior
Summary
Annotated Further Reading
Chapter 3 Reflection Worksheet
Chapter 4: Peer Oral Corrective Feedback
Benefits of Peer Oral Corrective Feedback
Summary
Annotated Further Reading
Chapter 4 Reflection Worksheet
Chapter 5: Responding to Learner Errors: To Correct or Not to Correct
Reasons to Correct Learner Errors
Some Reasons Not to Address Errors
Teacher and Learner Perceptions
Summary
Annotated Further Reading
Chapter 5 Reflection Worksheet
Chapter 6: Oral Corrective Feedback Timing
The Efficacy of Immediate versus Delayed Feedback
Classroom Implementation
Summary
Annotated Further Reading
Chapter 6 Reflection Worksheet
Chapter 7: Choosing the Correction Targets
Deciding What to Correct as an Instructional Act
OCF beyond Grammar
Summary
Annotated Further Reading
Chapter 7 Reflection Worksheet
Chapter 8: Technology and Oral Corrective Feedback
OCF and Synchronous Computer-Mediated Communication
Technology-assisted OCF provision
Making Principled Choices about Technology Use in OCF
Summary
Annotated Further Reading
Chapter 8 Reflection Worksheet
Chapter 9: An Empirical and Pedagogical Approach to Improving Feedback Practices
Why Action Research?
Disseminating Action Research
Summary
Annotated Further Reading
Chapter 9 Reflection Worksheet
Chapter 10: Conclusion: How Oral Corrective Feedback Fits Within Curriculum and Syllabus Design
Summary
Annotated Further Reading
Chapter 10 Reflection Worksheet
References