此篇研究主要探討國小英語教學情境中，教師訂正學生口語錯誤時，所使用的訂正方式、以及訂正方式和學生反應間的關係。研究方向可分為三個面向。第一, 瞭解教師訂正方式的類別和範圍。第二, 教師訂正與學生錯誤、回應（uptake）及立即修正之間的關係。第三, 老師和學生對錯誤訂正的看法。
研究對象為三十五位國小六年級學童及其英語教師，研究者將四個月的課程觀察資料用錄音、錄影方式紀錄並把語料謄寫出來，運用Lyster 和 Ranta(1997)的模式修正後進行分析，並分別對教師進行訪談和學生問卷調查。
研究結果有四方面。首先，就學生錯誤而己，語音錯誤(phonological errors)是最常發生，而有五分之四的學生錯誤被訂正。第二，七項訂正方式均被運用於訂正不同的學生錯誤，其中直接提供正確說法之訂正方式(recasts)最常被運用。第三，約五分之四的教師訂正引起學生的回應，但其中只有二分之一是學生自我訂正。相較直接提供正確說法之訂正方式，間接引導出學生己知知識之訂正方式較能成功的引起學生自我訂正。第四，教師和學生均對錯誤訂正抱持正面態度。
雖然間接引導出學生已知知識之訂正方式較能成功的引起學生自我訂正，但學生自我訂正的比率仍不高。其中可能的原因在於學生的能力仍不足，因為本研究的對象為國小六年級生，他們的英語程度仍在基礎階段，無法自我訂正。本研究對象均對直接提供正確說法之訂正方式給予較正面的回饋，他們相信提供正確說法的訂正方式也是教學及學習方式之一。

This study aims to investigate common patters of oral error treatment, used in an EFL classroom context at elementary level, and the treatment involves the relationship between feedback types and learner responses in a teacher-fronted classroom. Three research purposes are, 1. the range and types of corrective feedback used by teacher and the relationship between learner error types and the feedback that respond to learner errors, 2. the range and types of learner uptake and immediate repair of errors that responding to the teacher’s feedback, 3. the teacher’s and students’ perspectives on the teacher’s oral error treatment.
The participants were thirty-five sixth graders and their English teacher. Based on the frameworks of treatment sequence and on the model proposed by Lyster and Ranta’s (1997), four months of observations of the English class were audio-taped and video-taped. Interviews with the teacher and participants, and questionnaire for the students were also conducted.
The findings from this study were presented as the following four facets. First, in terms of error types, phonological errors were the most often made error type and four-fifths of errors was corrected. Second, the seven types of corrective feedback were all given to different errors and recasts were the most frequently used feedback type to learner errors. Third, approximately four-fifths of the teacher’s corrective feedback moves were followed by learner uptake moves while only half of the uptake moves was students-generated repair. The feedback that drew on what the learners already knew led to more student-generated repair than the feedback that simply modified students’ erroneous utterance. Fourth, both the teacher and the students held a positive attitude towards error treatment. They were accustomed to teaching and learning by error treatment.
Although the feedback that drew on what the learners already knew rather than the feedback that modified students’ erroneous utterance led to more student-generated repair, the frequency of repair number was still not high. Student-generated repair may not happen due to their language proficiency, since the participants were sixth graders and their language proficiency was elementary level. The feedback that directly modified students’ erroneous utterance left students no need for repair. The participants were positively satisfied with this type of feedback. They believed to give or to be given correct answer or usage was another way of teaching and learning.

ACKNOWLEDGE i
ABSTRACT (Chinese version) ii
ABSTRACT (Enlgish version) iii
CHAPTER ONE INTRODUCTION 9
Research Purposes 11
Research Questions 11
Significance of the Study 12
Limitation 13
Definition 13
CHAPTER TWO LITERATURE REVIEW 16
Errors in Language Acquisition and Learning 16
Error Types 17
a. Phonological Errors 17
b. Lexical Errors 17
c. Morphological Errors 17
d. Syntactic Errors 18
e. Discourse Errors 18
f. Factual Errors 18
Significance of Corrective feedback 19
The Role of Corrective Feedback 20
1. Corrective Feedback in First Language (L1) 20
2. Corrective Feedback in Second Language (L2) Acquisition 22
3. The Impact of Corrective Feedback for Learners’ Noticing of Gaps 24
4. Corrective Feedback in Foreigner Talk 25
5. Corrective Feedback in English as a Foreign Language Classroom (EFL) 26
Types of Corrective feedback 27
1. Recasts 29
2. Elicitation 30
3. Clarification Requests 30
4. Metalinguistic Feedback 31
5. Explicit Correction 31
6. Repetition 31
Conditions Determining the Efficacy of Corrective Feedback 32
Uptake 35
1. Repair 36
a. Self-repair 36
b. Peer-repair 37
c. Repetition 37
d. Incorporation 37
2. Needs-repair 37
a. Acknowledgment 38
b. The same Error 38
c. Different Errors 38
d. Off Target 39
e. Hesitation 39
f. Partial Repair 39
Pilot Study 41
1. Subjects 42
2. Data Collection and Analysis 42
3. Result and Conclusion 42
CHAPTER THREE METHODOLOGY 49
Participants 49
Data Sources 50
1. Observation 50
2. Note Taking 51
3. Interviews 51
3. Questionnaire 52
Data Analysis 52
1. Coding System 54
a. Coding of Types of Errors 54
b. Coding of Types of Corrective Feedback 55
c. Coding of Types of Learner Uptake 55
d. Coding Types of Needs-repair 55
2. Quantitative Analysis 56
3. Qualitative Analysis 56
CHAPTER FOUR RESULTS 58
Types of Error 58
1. Frequency of Errors 58
2. Frequency of Errors Corrected 59
Types of Corrective Feedback 60
The Distribution of Corrective Feedback 61
a. Recasts 62
b. Elicitation 62
c. Clarification Requests 63
d. Metalinguistic Feedback 64
e. Explicit Correction 64
f. Repetition 65
g. Peer Correction 66
Types of Learner Uptake 66
1. Frequency of Learner Uptake and No Uptake 67
a. Uptake 67
b. No Uptake. 68
2. Uptake 69
a. Repair. 69
1) Self-repair. 70
2) Peer-repair. 71
3) Repetition. 71
4) Incorporation. 72
b. Needs-repair 73
1) Acknowledgment. 73
2) The same Error. 74
3) Different Error. 75
4) Off-target. 76
5) Hesitation. 76
6) Partial Repair. 77
Teacher’s and Students’ Perspectives on Providing Corrective Feedback 78
1. The Teacher’s Perspectives 78
2. The Students’ Perspectives. 82
CHAPTER FIVE DISCUSSION AND CONLUSION 86
Summary of Major findings 86
1. Error Types and Frequency 86
2. Types of Corrective Feedback 86
3. Correlations between Corrective Feedback and Errors 87
4. Feedback and Uptake 88
5. Impact on Learner Uptake 89
6. Teacher’s and the Students’ Perspectives 90
Discussion of Major Findings 91
1. Error Types and Frequency 91
a. The Rates of Learner Errors and the Rates of Corrective Feedback. 92
b. The Teacher’s View on Learner Error Correction. 92
2. Types of Corrective Feedback 92
a. The Preference Use of the Corrective Feedback Type. 93
b. The Choice of Corrective Feedback and the Level of Learner’s Proficiency. 94
3. Correlations between Corrective Feedback and Errors 94
a. Patterns. 94
b. Consistency and Pattern. 99
4. Feedback and Uptake 99
a. Types of Feedback Led to Learner Uptake. 100
b. Patterns of Correlation between Feedback Types and Uptake Types. 105
c. Types of Feedback did not Lead to Any Self-repair. 106
5. Impact on Learner Uptake 107
a. The Types of Feedback Influenced the Rate of Student-generated Repair. 108
b. The Types of Feedback Encouraged or Discouraged Student-generated Repair. 109
c. Feedback and Perception. 110
d. Feedback that Eliminated Ambiguity. 111
6. Teacher’s and Students’ Perspectives 113
a. Corrective Feedback was Necessary. 114
b. Patterns for Corrective Feedback. 115
c. The Students Were Accustomed to Their Teacher’s Corrective Feedback. 116
d. The Teacher Thought Uptakes Were Important. 117
Limitations 117
Suggestions 118
Conclusion 118
REFERENCES 121
Appendix A Interview Questions for the Teacher 129
Appendix B Interview Questions for the Teacher (English Version) 130
Appendix C Questionnaire for the Students (English Version) 131
Appendix D Questionnaire for the Students 132
Appendix E Teacher’s Perspectives on Error Treatment 134
Appendix F Students’ Perspectives on Error Treatment 140

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