Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms

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 classrooms 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 unsolicited 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).