Department of Foreign Language, University of Baghdad, Iraq
Debate about the value of providing corrective feedback on L2 learning has been prominent in recent years. Although a number of studies have investigated the effects of CF on L2 learners, little is understood about how CF assists both teachers' and learners' development. The present study examines various types of feedback such as recast, clarification request, elicitation, repetition, etc. used by the teacher and the relationship to learner uptake and immediate repair of errors. In addition, it deals with how, when, where the errors should be corrected, and also who should do the correction. It is assumed that drawing students' attention to their errors not only causes awareness in learners but also assists teachers to become aware of themselves both as a teacher and as an individual; hence, all these must be taken into account.