Corrective Feedback; Why and How to Provide It in Teaching Persian to Non-Persian Speakers Classrooms

One of the most controversial issues in the history of second/foreign language teaching is error and error correction which has given rise to many studies. Some scholars believe that the corrective feedback in classrooms is a joint part of the natural process of learning a language, and also the types of errors made by learners are indicative of the development process of their second language. Since the different second language learning theories such as universal grammar theory, cognitive-interactionist theory, and sociocultural theory have different perspectives about the importance of corrective feedback, the purpose of this study is to elaborate on these theories and to delineate the types of feedback by various examples in the Persian learning classes. The present study is a classroom-observation classroom-research field study which focuses on the resources published during 1997 to 2016. Reviewing these studies results in the conclusion that in SLA classes, six types of feedback have been observed; i.e., explicit correction, recast, clarification requests, metalinguistic feedback, elicitation, and repetition. Moreover, two adjunct types, namely "peer feedback" and "correction by changing the turn" are used only in the Persian learning classes.