The purpose of this study was to investigate whether or not ‘focus on form’ instructions can be applied to 7 year old children"s communication classes and how many uptakes are observed from each class. And if it works, what types of ‘focus on form’ will be observed and which types of ‘focus on form’ are most useful for learners" uptakes. This study observed 9 different kinds of ‘focus on form’ types and divided into two higher types: Reactive Focus on Form and Preemptive Focus on Form. From this study, there were 103 ‘focus on form’ episodes which were recorded in order to identify occasions where there was attention to linguistic form. After 98 times, learners’ uptakes were examined from 103 ‘focus on form’ episodes. Learner uptake was generally higher and successful, to a much greater extent than has been reported for ESL adult classrooms. Uptake was higher in ‘reactive focus on form’ than in ‘preemptive focus on form’, in teacher-initiated ‘focus on form’ than in student-initiated ‘focus on form’, and also higher when blended with reactive and preemptive focus on form. Having accomplished this research I conclude it is necessary when attempting to examine young learner uptakes during ‘focus on form’ instructions in a communication class, the teacher should plan to use the most effective types of focus on form ‘recast’ and teacher-initiated episodes as possible, rather than student-initiated episodes.

Ⅰ. 서론
Ⅱ. 이론적 배경 및 선행연구
Ⅲ. 연구 방법
Ⅳ. 연구 결과 및 논의
Ⅴ. 결론 및 제언
참고문헌

• 선효경(중앙대학교) | Sun Hyo-Kyung
• 김지영( 중앙대학교) | 김지영