Teacher Feedback and Learners’ Uptake

Abstract

This paper presents a study of corrective feedback and learner uptake (i.e., oral responses to feedback) in an EFL intermediate class given by a Brazilian teacher in Niterói-RJ. The transcript of this class is analysed using a model developed by Lyster and Ranta (1997) and comprising the various moves in an error treatment sequence. Results include the distribution of different feedback types, in addition to the distribution of different kinds of response generated by each feedback type. Moreover, a brief review of the most prominent reception and production- based theories of second language acquisition is commented and their contribution to language learning in an instructional setting highlighted.