Corrective Feedback: Pedagogical and Theoretical Perspectives

Speaker:Prof. Rod Ellis| Location:Plenary Hall| Date:August 12, 2016| Time:8:30 - 9:30 am


Prof. Rod Ellis



This talk will first consider corrective feedback from a pedagogical perspective by examining what teacher guides recommend.  These have addressed five key questions:

  • Should learners’ errors be corrected?
  • When should learners’ errors be corrected?
  • Which errors should be corrected?
  • How should errors be corrected?
  • Who should do the correcting?

The talk will then examine three theoretical perspectives on corrective feedback: UG-based views of corrective feedback, cognitive-interactionist accounts of corrective feedback and sociocultural accounts of corrective feedback. These theoretical perspectives provide the basis for examining some of the key debates in SLA about the role of corrective feedback in L2 acquisition:

  • The relative efficacy of recasts and prompts
  • The relative efficacy of implicit as opposed to explicit corrective feedback
  • The need for ‘graduated’ feedback

Finally, the talk will return to the key pedagogical questions and propose a number of general principles to guide the practice of corrective feedback in the light of the research findings.


Professor Rod Ellis is the deputy head of the Department of Applied Language Studies and Linguistics at the University of Auckland, New Zealand. In addition, he is a Cheung Kong Scholar Chair Professor at Shanghai International Studies University. He has also taught in positions in Zambia, the UK, and at Temple University in Japan and the United States. He is currently editor of the journal Language Teaching Research, and is also a senior advisor to the Asian EFL Journal.

Ellis received a Master of Arts from the University of Leeds, a Master of Education from the University of Bristol, and a doctorate from the University of London. He is a leading theorist of task-based language learning, and has published two books and more than a dozen articles on the subject. Since 1980, he has authored more than 30 books and 100 articles on second language acquisition.

His research interests include: Second language acquisition, individual learner differences, form-focussed instruction, teacher education, course design and methodology of language teaching.

Category: Day 2, Plenary Speakers