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Part of
Second Language Acquisition Theory: The legacy of Professor Michael H. Long
Edited by Alessandro G. Benati and John W. Schwieter
[Bilingual Processing and Acquisition 14] 2022
► pp. 127–142

Chapter 7
Immediate versus delayed oral negative feedback

A comparison of psycholinguistic advantages

| Universitat Oberta de Catalunya
| Indiana University

Long’s Interaction Hypothesis (1981, 1983) provides a theoretical framework for understanding how interaction can contribute to second language (L2) acquisition. Specifically, negative feedback provided during interaction is viewed as a feature that can facilitate L2 development by drawing learners’ attention to problematic forms (Long, 1996). Long’s influential hypotheses were originally formulated in the context of face-to-face conversational interaction and, therefore, negative feedback was understood as feedback that is provided immediately to the learner in oral conversation. However, negative feedback cannot always be provided immediately to L2 learners. In distance language learning settings where the L2 is learned online and where communication between learner and instructor may take place asynchronously, feedback cannot be provided during a communicative task and it is provided at a later time, for example, at the end of a teaching unit.

Article outline
  • Introduction
  • The interaction hypothesis
  • Factors moderating the effectiveness of negative feedback
  • Arguments for the utility of delayed feedback
  • Future research directions
    • Type of cognitive processing
    • Source of error attribution
    • Relative effectiveness of delayed feedback
  • Conclusion
  • References
Published online: 11 August 2022
DOI logo
https://doi.org/10.1075/bpa.14.07gra
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