Abstract
This article presents a study of corrective feedback and learner uptake (i.e., responses to
feedback) in four immersion classrooms at the primary level. Transcripts totaling 18.3 hours of
classroom interaction taken from 14 subject-matter lessons and 13 French language arts lessons
were analyzed using a model developed for the study and comprising the various moves in an
error treatment sequence. Results include the frequency and distribution of the six different
feedback types used by the four teachers, in addition to the frequency and distribution of different
types of learner uptake following each feedback type. The findings indicate an overwhelming
tendency for teachers to use recasts in spite of the latter's ineffectiveness at eliciting
student-generated repair. Four other feedback types—elicitation, metalinguistic feedback,
clarification requests, and repetition—lead to student-generated repair more successfully
and are thus able to initiate what the authors characterize as the negotiation of form.
Publisher
Cambridge University Press (CUP)
Subject
Linguistics and Language,Language and Linguistics,Education
Cited by
941 articles.
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