The error correction strategies EFL teachers use and learner uptakes in form-focused and meaning-focused lessons

In this study, the student-teacher talk in classroom discourse is explored. The strategies that the teachers use while correcting errors and the students' responses to the teachers' feedback in the form focused and meaning focused lessons are classified and the student- teacher talk during the error correction process is described. The 45 -minute lessons instructed by 14 teachers at Yıldız Technical University Basic English Department Elementary level are observed and audio recorded. The database used in the research is comprised of the transcripts of these audio recordings. It is found that the teachers' use of error correction strategies differ in form focused and meaning focused lessons. The teachers' use of error correction strategies is determined by the lesson's aim. u