Resumo

BALCARCEL, Gloria. Correcting mistakes in the classroom of english as a foreign language. Letras [online]. 2006, vol.48, n.73, pp.349-363. ISSN 0459-1283.

This article presents an observational study on corrective feedback and learner uptake patterns in English as foreign language (EFL) classrooms. This study examines types and frequency of feedback used by non-native English instructors and their relationship to learner uptake. Twelve teachers with their intact classes from different undergraduate programs participated in the study. The database consists of 16 hours of classroom interaction taken from general EFL lessons. The data was audio-recorded, transcribed, and coded according to Lyster and Ranta’s categories (1997). The findings indicate that recasts are the preferred implicit type of feedback. Other explicit feedback types such as elicitation and repetition are frequent. The feedback types that lead more successfully to student generated repair were recast, elicitation, and repetition.

Palavras-chave : applied linguistics; foreign language; corrective feedback.