ABSTRACT
In recent years, a considerable body of research has examined and provided evidence for the effectiveness of various forms of negotiation in addressing L2 learners' errors. This chapter examines the role of negotiation in addressing L2 written errors. It begins with an overview of some of the key concepts associated with feedback negotiation, including its theoretical underpinnings and the different ways in which it may contribute to language learning. The chapter presents and discusses the research that has explored the effects of such feedback in improving L2 writing accuracy. An important area of research in L2 corrective feedback concerns learners' perception and attitudes towards feedback. Teachers often provide feedback on students' writings, believing that it helps students to restructure their interlanguage. The chapter concludes by discussing some of the implications of the research for classroom teaching and learning.
