| Mode | Pedagogic Aims | Interactional Features |
| Managerial | To convey information To organize the physical learning contexts To present or accomplish any task To move and change from a learning manner to another one | A sole, extended teacher turn which uses clarifications and/or guidelines The usage of temporary markers The usage of conformational forms A lack of student participation |
| Materials | To run language exercise around a part of material To produce answers in linked to the materials To check and confirm responses To explain when needed To assess inputs | Wide use of questions Form intensive feedback Helpful repair The usage of scaffolding |
| Skills and systems | To allow students to produce right forms To allow students to use the L2 To offer helpful feedback To provide students with exercise in sub-skills To show right answers | To use of straight repair The usage of scaffolding Extended teacher opportunities Show questions Teacher echo Explaining requests Form intensive feedback |
| Classroom context | To allow students to express themselves To create a setting To encourage spoken fluency | Extended student chances Short teacher turns Minimal repair Content response Referential queries and questions Scaffolding Explanation requirements |