<p>The aim of this paper is to investigate the amount of feedback given in language-focused exchanges and communicative exchanges. I also investigated if recasting is the feedback method most frequently used in communicative activities.<strong> </strong>Errors are natural parts of learning and cannot be avoided. However, corrective feedback is very important because fossilization can occur if students are not aware of their errors. Several different types of corrective feedback can be used to correct the students’ speech, but the most subtle one is recasts. Studies show that recasting is the method most common in communicative exchanges in the classroom.<strong> </strong>I have observed three different classes, at different levels of the Swedish school system, and also interviewed the teachers. It was shown that feedback was more frequently provided during the language-focused exchanges. It was also shown that two of the teachers were very reluctant to provide their students corrective feedback during communicative activities. All three teachers agreed that recasting is the best method to use for correcting the students’ speech because it does not interrupt the<strong> </strong>communication and does not inhibit the students. Communicating with students about feedback is something that I believe could help and facilitate some of the issues about giving corrective feedback. I believe that clarification requests and other types of feedback could be used more frequently without damaging the students’ self-confidence if there is a dialogue between the teacher and the students.</p>

The aim of this paper is to investigate the amount of feedback given in language-focused exchanges and communicative exchanges. I also investigated if recasting is the feedback method most frequently used in communicative activities. Errors are natural parts of learning and cannot be avoided. However, corrective feedback is very important because fossilization can occur if students are not aware of their errors. Several different types of corrective feedback can be used to correct the students’ speech, but the most subtle one is recasts. Studies show that recasting is the method most common in communicative exchanges in the classroom. I have observed three different classes, at different levels of the Swedish school system, and also interviewed the teachers. It was shown that feedback was more frequently provided during the language-focused exchanges. It was also shown that two of the teachers were very reluctant to provide their students corrective feedback during communicative activities. All three teachers agreed that recasting is the best method to use for correcting the students’ speech because it does not interrupt the communication and does not inhibit the students. Communicating with students about feedback is something that I believe could help and facilitate some of the issues about giving corrective feedback. I believe that clarification requests and other types of feedback could be used more frequently without damaging the students’ self-confidence if there is a dialogue between the teacher and the students.

Previous studies have shown that written corrective feedback (CF) addressing errors can help students to improve their language accuracy. In order to improve students' vocabulary skills, studies suggest that less explicit corrective feedback methods are more successful than more explicit ones. This small-scaled study tried to investigate what CF methods are used by three teachers concerning vocabulary errors in students' written assignments, what method is preferred by the teachers and the students in their classes and why, whether the students have to post-edit the essays after the teacher has given them feedback and finally, whether the students and their teachers believe they improve their vocabulary after the given feedback. The results show that all teachers used a varied set of corrective feedback types. The written corrective feedback method preferred by teachers in this study are underline and underline and describe. The method preferred by students are underline and describe and direct correction. In order for the feedback to be effective, the students need to work with the given corrective feedback. / Tidigare studier har visat att skriftlig korrigerande feedback som gäller språkfel kan hjälpa eleverna att förbättra sin språkriktighet. Studier tyder på att de mindre explicita korrigerande feedbackmetoderna är mer framgångsrika, när det gäller att förbättra elevernas ordförråd. Den här studien undersökte vilka feedbackmetoder på vokabulärfel i skriftliga texter tre lärare använder, vilken metod som föredras av lärarna och deras elever, om eleverna bearbetar sina texter utifrån lärarens feedback och slutligen, om eleverna och deras lärare tror att eleverna lär sig ny vokabulär utifrån lärarens feedback. Resultaten visar att alla lärare använde en varierad uppsättning av korrigerande feedbackmetoder. Den skriftliga korrigerande feedbackmetod som föredras av lärarna i denna studie är understrykning och understrykning med förklaring. Den metod som föredras av eleverna är understrykning med beskrivning och direkt korrigering. För att feedback ska vara effektiv måste eleverna bearbeta den feedback de fått av läraren.