The Interactional Feedback Dimension in Instructed Second Language Learning

Linking Theory, Research, and Practice

This book examines current advances in the role of interactional feedback in second language (L2) teaching and learning. Drawing on recent theory and research in both classroom and laboratory contexts, the book explores a wide range of issues regarding interactional feedback and their relevance for both theory and practice, including how interactional feedback is used, processed, and contributes to L2 acquisition. This book will provide a useful resource for applied linguistics students and academics as well as language teachers and teacher educators who would like to gain insight into the role of interactional feedback and how it can be used as a means of integrating form and meaning in classroom contexts.

Adams, R. (2007), “Do second language learners benefit from interacting with
each other?,” in A. Mackey (ed.), Conversational Interaction in Second Language
Acquisition: A Collection of Empirical Studies. Oxford: Oxford University Press, pp
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