ABSTRACT
Corrective feedback (CF) is an aspect of language pedagogy that is important for both teachers and second language acquisition (SLA) researchers. Teachers are concerned with whether they should correct learners' errors and, if so, when and how. SLA researchers are interested in testing theories of second language (L2) acquisition which make differing claims about the effect that CF has on acquisition and which type is the most effective. CF is often discussed in relation to 'accuracy' and 'fluency'. Sociocultural theory points to the need for the 'graduated' correction of errors and proposes that CF can also be examined in terms of the level of support that teachers provide when they correct learners' errors. Oral errors can be corrected immediately or shortly after they are committed. Alternatively, correction can be delayed until the pedagogic activity has been completed.
