期刊名称：Contemporary Online Language Education Journal
电子版ISSN：2146-4200
出版年度：2011
卷号：1
期号：1
页码：1-19
出版社：Contemporary Online Language Education Journal
摘要：The present descriptive and observational study is an attempt to investigate teacher- student interaction under two different situations (simple vs. complex tasks). Data were collected form sixty intermediate level EFL learners’ interactions with the teacher/ researcher. The randomly selected participants, in dyadic condition, performed the desired task and in the face of an error were given different types of interactional feedbacks. Afterwards, the efficacy of each feedback was estimated through learner uptake. The findings include the distribution of feedback types and the comparison of the success of each feedback type in terms of learner success.
