Roy Lyster and Leila Ranta observed a variety of lessons in four different classrooms.
Data were collected in four primary French immersion classrooms.
Approximately 20 hours of lessons were observed and audiotaped for analysis.
The data analysis revieled 6 different feedback types.
Lyster and Ranta were especially interested in finding what types of error treatments encourage learners‘ self-repair and what are students’ immediate responses (uptake).
EXPLICIT CORRECTION
= there is a clear indication that a student's utterance has been incorrect and a teacher provides the correct form.
2. RECAST
= an indirect indication that a student's utterance has been incorrect, and a teacher implicitly paraphrases the error or gives a correct version.
Example (Lightbown et al. (1999: 104)):
S Why you don’t like Marc?
T Why don’t you like Marc?…
