This chapter focuses on instructed second language acquisition research that examines second language learning specifically in instructional contexts, broadly construed (e.g., classrooms, online learning, self-study). The scope of the research field is discussed by distinguishing it from broader second language acquisition research. In essence, the chapter addresses the primary question that researchers and teachers are interested in: Can instruction help learners develop their second language proficiency? The chapter then answers the follow-up question which is: Which types of instruction are more or less helpful? In answering this question, the chapter considers the goals that learners and other stakeholders, such as teachers and parents, have for their second language development. It discusses different types of second language knowledge (implicit and explicit knowledge) as the goal of second language instruction. Finally, the chapter explores pedagogical issues and ends by considering a taxonomy that describes various approaches and methodologies to second language teaching.

This chapter summarizes the main findings regarding the effect of the variable instructional context on oral corrective feedback (CF) provision and learner uptake in second language (SL) and foreign language (FL) settings. Although there are other intervening variables in CF provision, such as learners’ individual variables, CF type, and task-related factors, instructional context seems to play an important role in the way teachers provide CF to oral errors, as well as in learners’ reaction to those errors. Lesson orientation appears to be a key factor and, thus, in those contexts that teachers, learners, and activities focus on language forms, such as FL settings, CF seems to be more effective, especially recasts. In classrooms that are more meaning- or content-oriented, such as SL, immersion or secondary school content and language integrated learning (CLIL) classrooms, the rates of uptake are lower and more explicit CF types (such as metalinguistic information or elicitation) are needed. This review of the impact of context on CF provision and uptake leads to some pedagogical implications.