Lyster & Ranta (1997) classified six teacher feedback types: explicit correction, recast, clarification request, metalinguistic clue, elicitation, repetition. Recasts were the most common and the least likely to lead to learner repair; elicitation and metalinguistic feedback led to more.
The typology (with examples)
| Move | Example |
|---|---|
| Explicit correction | ”Not goed, went.” |
| Recast | ”Oh, you went to the park?” |
| Clarification request | ”Sorry?” / “Pardon?” |
| Metalinguistic clue | ”Past tense?” |
| Elicitation | ”Yesterday I…?” |
| Repetition | ”Goed?” (with rising intonation) |
Sources
Lyster & Ranta (1997) SSLA 19(1), 37–66; Russell (2009) review; Tedick & de Gortari (1998).
Caveats
- “Immediate learner uptake is not a fair way to judge effectiveness.” Recasts may help later without visible uptake (Mackey & Philp 1998; Long 2006).
- Effects depend on setting: in more form-focused classes, recasts are noticed more.
His practice
Explicit correction for pronunciation (the learner may not know the form); elicitation for grammar slips (they probably know it). Track uptake, not just your moves.
Apply in my context (Claude)
- This is the most DELTA M1-tested feedback framework. Learn all six labels with examples, and the term prompts (Lyster’s umbrella for the four moves that push self-repair: clarification, metalinguistic, elicitation, repetition).
Connections
Error correction - types of error and a response sequence · Focus on form vs focus on formS · Reactive focus on form - choose few, global, developmental errors