摘要：This study investigates how frequently reactive and preemptive Language Related Episodes (LREs) are used in communicative classes. The study also examines the potential of the two types of focus on form in leading to uptake. To this end, all LREs were identified and transcribed from the audio-recordings of 24 hours of instruction from one class with two qualified instructors. The LREs were then categorized in terms of reactive vs. preemptive episodes, and learner- vs. teacher-initiated preemptive episodes. The findings indicated a significant difference in the frequency of reactive and preemptive LREs and between two types of preemptive episodes. Based on the low amount of uptake in the findings, a new definition of uptake is suggested which encapsulates ‘camouflaged’ uptakes as well as learners’ immediate responses to focus on form. The paper highlights the necessity of raising EFL teachers’ awareness to make informed decisions in using different types of focus on form.
关键词：focus on form, reactive & preemptive LRE, uptake
