Abstract

This study investigated specific patterns of a reactive approach to form-focused instruction: namely, corrective feedback and its relationship to error types and immediate learner repair. The database is drawn from transcripts of audio recordings made in four French immersion class-rooms at the elementary level, totaling 18.3 hours and including 921 error sequences. The 921 learner errors were coded as grammatical, lexical, or phonological, or as unso-licited uses of L1. Corrective feedback moves were coded as explicit correction, recast, or negotiation of form (i.e., elicitation, metalinguistic clues, clarification requests, or repetition of error). An earlier version of this paper was presented as part of a colloquium entitled

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