Abstract
The present study aims to examine corrective feedback and learner uptake in classroom interactions. Inspired by Lyster and Ranta’s corrective feedback framework (1997), this study intends to describe and analyze the patterns of corrective feedback utilized by Iranian teachers, and learners' uptake and the repair of those errors. To this aim, 400 minutes of classroom interaction from three elementary EFL classes which comprised 29 EFL learners were audiotaped and transcribed. The learners were within age range of 16-29 and were native speakers of Turkish language. The teachers were within 26-31 age range and had 3-4 years experience of teaching and hold MA degree in TOEFL. Analysis of data constituted the frequency of six different feedback types used by three teachers, in addition distribution of learners' uptake following each feedback type. The findings indicated that among six corrective feedback types, recast was the most frequent feedback utilized by teachers although it did not lead to high amount of learner uptake. Metalinguistic feedback, elicitation and clarification request led to higher level of uptake. It was also found that explicit feedback was more effective than implicit feedback in promoting learner uptake.
Highlights
The study of learner errors has been a controversial issue in second language acquisition (SLA) field
It was found that recasts categorized under input providing corrective feedback, were the most frequent corrective feedback used in classroom interaction with frequency of 108 in total of 277 moves
The least frequent corrective feedback used by teachers were clarification request and explicit correction; each with frequency of 26 frequency (10%)
Summary
There have been contrasting attitudes on how to deal with students' erroneous utterances. Behaviorist teaching models viewed errors as inevitable and harmful to the process of language acquisition which required immediate correction by the teacher (Russell, 2009). In the 1970s the research findings of naturalistic SLA degraded the principles of behaviorist models of instruction and questioned value of teaching grammar and correcting learners' erroneous utterances in the second language classroom (Russell, 2009). Krashen (1981) viewed error correction as an unnecessary task which negatively impacted language learning process. Krashen (1982, 1985 cited in El Tateway 2002) believed SLA is an implicit process which is the result of providing students with comprehensible input
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