| This study investigated a case of an English teacher whose learners tended to use their first language to communicate, although the teacher maintained the use of the target language. Consequently, learners had to be encouraged to use the TL so that they would not be in the comfort-zone of using the L1. The teacher hypothesized that learners possessed and were exposed to the input (Krashen, 1982, as cited in Mitchell & Myles, 2004). The input has to be made into output (Swain, 1985, as cited in Mitchell & Myles, 2004), and through the interaction (Long, 1983, as cited in Mitchell & Myles, 2004) that the teacher is able to push the learners to produce the output. Therefore, the teacher decided to manipulate corrective feedback and communication strategies during the I-R-F (Initiation-Feedback-Response) moves in order to encourage the learners to use the TL. Using a tape-recorder, the teacher recorded his conversations with the students during the English lessons. This conversations were transcribed and analyzed to study how the teacher responded when the learners initiated in L1 and how he responded when they responded his TL utterance in L1. It was found that the teacher utilized some corrective feedback such as: clarification requests, elicitation and explicit correction, and communication strategies such as: avoidance, and stalling or gaining-time. These strategies were able to make the earners to alter their L1 initiation and responses into TL, although the learners' TL output were mostly ungrammatical. Nevertheless, by pushing the learners to produce the TL, the researcher claims that the strategies assisted the learners to promote their L2 output. |