| dc.description.abstract | Giving corrective feedback in classes has widely
been discussed in Second Language Acquisition focusing
on the requirement of the feedback and the types of
feedback based on the time and the purpose of providing
them. The relevant literature has identified six types of
feedback: explicit correction, recast, clarification request,
metalinguistic feedback, elicitation and repetition. These
are categorized mainly into two groups: explicit feedback
and implicit feedback. It is believed that both types have
their own advantages and disadvantages. This paper first
highlights the difference between explicit and implicit
feedback prior to critically evaluating the advantages and
disadvantages of both taking the research finding into
account. The discussion of explicit and implicit feedback
as corrective feedback methods still leaves questions
with the classification of feedback types as 'explicit` and
'implicit`. The discussion of research findings indicates that
explicit feedback has an edge over the implicit feedback
based on the benefits that they bring to second language
learners. SLA theories also support the effectiveness of
explicit feedback over implicit feedback. The empirical
studies highlight that metalinguistic feedback is more
useful than implicit methods such as recasts. | en_US |
