Contents

Chapter 1 Introduction
1.1 Background of the study
1.2 Rationale for the study
1.3 Objectives and design of the study
1.4 Organisation of the book
1.5 Summary
Chapter 2 Literature Review
2.1 Introduction
2.2 Defining the terms
2.2.1 Defining ��focus��on��form��
2.2.2 Defining ��corrective feedback��
2.2.3 Defining ��uptake��
2.3 The importance of studies on corrective feedback and uptake
2.4 A review of literature on corrective feedback and uptake
2.4.1 Corrective feedback
2.4.2 Uptake
2.4.3 A summary of previous studies
2.5 Gaps in knowledge
2.6 Summary
Chapter 3 Research Methodology
3.1 Introduction�� why methodology chapter
3.2 Ontological/epistemological/philosophical position
3.3 Pilot study
3.4 The research design and conduct
3.4.1 Case study strategy
3.4.2 Research questions
3.4.3 Sampling and gaining access
3.4.4 Participants
3.4.5 Data collection methods
3.4.6 Database of the study
3.5 Methods of data analysis
3.5.1 Transcription
3.5.2 Using NVivo 2
3.5.3 The process of coding and analyzing
3.6 Ethical issues arising in the conduct of the research
3.7 The quality of the data and data analyses
3.8 Summary
Chapter 4 A Comparison of the Two Classes Focus��on��form Instructions
4.1 Introduction
4.2 Results of classroom data
4.3 Learners errors
4.3.1 The total number and distribution of errors
4.3.2 The interpretation of the findings
4.4 Teachers corrective feedback
4.4.1 The total number of corrective feedback
4.4.2 The general tendency in corrective feedback
4.4.3 Preferred corrective feedback types
4.4.4 The opportunity to use feedback
4.5 Learners uptake
4.6 A summary of findings relating to RQ1�� RQ2�� and RQ3
4.7 Summary
Chapter 5 Focus��on��form Instructions
5.1 Introduction
5.2 The relationship between errors�� feedback and uptake
5.2.1 Learner errors and corrective feedback
5.2.2 Learner errors and learner uptake
5.2.3 Corrective feedback and learner uptake
5.2.4 A summary of the findings
5.3 Qualitative analysis of classroom observation data
5.3.1 Recasts as a feedback strategy
5.3.2 The use of L1 as a feedback strategy
5.3.3 Elicitation as a feedback strategy
5.3.4 Repetition requests as a feedback strategy
5.3.5 Invitation to other learners as a feedback strategy
5.3.6 Clarification requests as a feedback strategy
5.3.7 Explicit correction as a feedback strategy
5.3.8 Repetition as a feedback strategy
5.4 A summary of findings relating to RQ4
5.5 Summary
Chapter 6 Discussion
6.1 Introduction
6.2 A summary of the findings
6.2.1 Learners errors
6.2.2 Teachers corrective feedback
6.2.3 Learners uptake
6.2.4 Learner errors�� corrective feedback, and uptake
6.3 Discussing findings in relation to existing knowledge
6.3.1 The rate of correction
6.3.2 Teachers avoidance of direct corrective feedback
6.3.3 Teachers provision of corrective feedback
6.3.4 Recasts as a corrective feedback
6.3.5 The rate of learner uptake
6.3.6 Corrective feedback�� learner uptake, and L2 learning
6.4 Summary
Chapter 7 Implications and Conclusion
7.1 Introduction
7.2 Implications of the study
7.2.1 Pedagogical significance
7.2.2 Professional development
7.3 Limitations of the study
7.4 Future research
7.5 Concluding remarks
References
Appendices
Index