The focus of this study is learner uptake, defined asa response to an interlocutor`s reformulation of alearner`s nontargetlike linguistic forms duringcommunicative interaction. Uptake may containmodified output and it may be a manifestation ofnoticing, and both modified output and noticing havegenerally been argued to have a positive relationshipwith learning. Addressing the relationship betweenuptake and learning may contribute to a deeperunderstanding of what may lead to learning.The study investigated the rates of uptake and repair(the latter a subset of uptake) and analyzed themwith the learner`s posttest score improvement. Majorfindings include: Uptake and repair weresignificantly related with immediate improvement oforal performance, but not of grammaticalityjudgments. In conclusion, the study suggests thatuptake has a differential immediate impact on theimprovement of the ability to use, and the knowledgeof, the target form, and that uptake may be relatedto noticing of the target form at the level on whichlearners can verbalize specific targeted forms. sakriti opis