Perspectives on Error and Written Corrective Feedback in Second Language Acquisition and Composition Studies

Abstract

Theories of Second Language Acquisition view learning differently and see errors from different perspectives. Based on these views, different implications and recommendations have been made for practitioners (students, teachers, textbook writers and syllabus designers) and researchers. This paper aims to highlight the theoretical debate about error and written corrective feedback basically in Second Language Acquisition and composition studies. This analytical review shows that there are different perspectives of error and written feedback. Such a review can serve as solid background for practitioners and researchers willing to embark on empirical studies on issues related to feedback and errors in particular and language learning in general.