Corrective feedback is any reaction by the teacher to demonstrate incorrect usage of language. There are
six types of feedback corrections:
• explicit correction, which refers to the explicit provision of the correct form;
• recast, which involves the teacher’s reformulation of all or part of a student’s utterance, minus the error;
• clarification requests, which indicate to students either that their utterance has been
misunderstood by the teacher or that the utterance is ill-formed in some way;
• metalinguistic feedback, which contains either comments, information or questions related to the
well-formedness of the student’s utterance;
• elicitation, where the teacher prompts the students to correct themselves by asking questions or
pausing to allow them to complete the teacher’s utterance correctly;
• repetition, where the teacher repeats the student’s error, often with a change in intonation to
highlight the mistake.
LYSTER, R.; RANTA, L. Corrective feedback and learner uptake: Negotiation of form in communicative classrooms.
Studies in Second Language Acquisition, n. 19, p. 37-66, 1997 (adapted).
In an Elementary English class, the teacher asks the students to introduce themselves. The first student
stands up and says, “Hi, my name is Carlos. I from Venezuela. I have 12 years old.” The teacher didn’t want to
demotivate the students by pointing out the errors because he believes making errors is part of the learning
process. So, he used a type of corrective feedback by saying, “I am from Venezuela. I am 12 years old.”
Considering this scenario, to correct the student’s utterance in Text 2, the teacher used a type of corrective
feedback known as