A Descriptive Study on Corrective Feedback and Learners‟ Uptake during Interactions in a Communicative EFL Class

The current observational and descriptive study makes an attempt to present the interactional discourse patterns of corrective feedback (CF) and uptake occuring in a communicative adolescent EFL class. Using Lyster and Ranta’s corrective discourse model (1997), this study intends to investigate, describe, and analyze the discourse patterns of corrective feedback utilized by an Iranian teacher and also their relationship to the learner’s uptake and the repair of those errors. Transcripts totaling 16 hours of classroom interaction included 181 episodes, each containing a trigger (error) produced by the learner, a CF move from the teacher and a learner’s subsequent uptake in response to the CF. The findings obtained from such context reveal the ratio and distribution of the six different feedback types as well as those of different kinds of learner’s uptake and immediate repair of errors.