Reformulation (live or delayed):, refers to a clear and overt provision of an alternative form. As the teacher provides the new form, he or she indicates that what the student had said was inaccurate, inappropriate or could be more natural (e.g. “You wouldn’t say it like that, it’s....”, “it’s not really ......, it’s”) before providing a more suitable or effective form., Recast:, involves the teacher’s reformulation of all or part of a student’s utterance, minus any indication of error, immediately after the learner produces it. These techniques are generally implicit in that they are not introduced by phrases such as “You mean...” “or “You should say...” They could be a sound, word, phrase or full utterance. They also include translations in response to a student’s use of the L1., Teacher clarification/confirmation request:, indicates to students that their utterance has been misunderstood by the teacher or possibly another student. It includes phrases such as “What do you mean?” or indicates an utterance that has been partially understood or the teacher is unsure, e.g. “Are you saying that...?” or “So you mean....?”, Metalinguistic feedback:, uses ‘grammatical language’ to provide information about the nature of the error or utterance, e.g. “What type of word goes here?” “or “What form of the verb do you need?” It is often used to elicit a more well-formed utterance and can be live or delayed., Elicitations:, refer to techniques that teachers use to directly ‘derive/get’ the meaning, usage or correct form from the learners E.g. by asking clarification questions, strategically pausing to allow students to reformulate their utterances, boarded utterances with blanks or errors, or the use of gestures. Translation can also be used, e.g. “How do you say that in Thai?” These techniques can be live or delayed., Extension:, refers to instances when teachers elicit or provide alternative ways of saying the same thing (e.g. stop them cheating/stop them looking up answers). It also included examples of teachers providing related meanings (woke up early/got up early) or similar patterns in some way related to the original utterance (stop them cheating/talking to their partners/checking their messages)., Interactional recast:, the teacher provides a more appropriate form whilst maintaining communication or extending the communicative turn, e.g. “Oh, so you had to hand them in? What happened after that?” There is no indication there is an error, but unlike a recast, the teacher responds to the meaning and keeps the communication going., Recalls:, are a form of elicitation that refer to lexical items or forms that have been explored or taught in previous lessons, e.g. “Do you remember the word for...” or “What was the word we used for that?”, Sharing:, refers to instances where the teacher picks up examples of interesting or useful language from a student and shares them with the rest of the group. This often occurs after pair-work or group work or task preparation stages, or because the teacher suspects that the other learners did not pick up on the item., Learner initiated:, refers to instances where a learner asks for help with a word or phrase or indicates that they are unsure of how to complete their utterance.

Intervention types.

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