English language teaching
Sama Ghadiri; Zia Tajeddin; Minoo Alemi
Abstract
Objective: Research on corrective feedback (CF) in L2 pragmatics instruction, especially in online teaching, is still in its infancy. To address this gap, this study sought to examine the types of CF provided by EFL teachers in online classes in response to the learners’ pragmalinguistically and ...
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Objective: Research on corrective feedback (CF) in L2 pragmatics instruction, especially in online teaching, is still in its infancy. To address this gap, this study sought to examine the types of CF provided by EFL teachers in online classes in response to the learners’ pragmalinguistically and sociopragmatically inappropriate production of the binary speech acts of request and refusal.Methods: Eighteen hours of online classroom interaction data were analyzed using conversation analysis and a taxonomy that classifies feedback into implicit and explicit input-providing and output-prompting CF.Results: The findings of the study showed that explicit output prompts were largely applied by teachers as the most frequent type of CF. The teachers tended to use prompting questions and metapragmatic clues to help learners better understand request and refusal speech acts, rather than directly offering input or reformulation. In addition, because of the face-threatening nature of speech acts of refusal and request, the teachers applied explicit output prompts as corrective feedback to reinforce the accuracy of learners’ production.Conclusions: It can be concluded that the online mode of instruction can impact the explicitness of pragmatic CF. This research is of great value for teachers to employ both implicit and explicit types of CF to develop learners’ competency in pragmatics in online instruction.
English language teaching
Meisam Mirzaei-Shojakhanlou; Sam saeedian; Behzad Nezakatgoo
Abstract
Corrective feedback has been evidenced to be a propitious pedagogical tool to promote second language (L2) knowledge, yet little is known about the role of interactional feedback in maximizing L2 learners’ pragmatic knowledge and their reciprocity patterns to corrective feedback in teacher-student ...
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Corrective feedback has been evidenced to be a propitious pedagogical tool to promote second language (L2) knowledge, yet little is known about the role of interactional feedback in maximizing L2 learners’ pragmatic knowledge and their reciprocity patterns to corrective feedback in teacher-student interactions. Therefore, the current study made an attempt to bridge this gap. To do so, twenty (11 male and nine female) intermediate English as a foreign language (EFL) participant with an age range of 19 to 31 were recruited and were provided with recast for their inappropriate request strategies. The participants were assigned to perform requests in various scenarios that varied in terms of power, familiarity, and social distance. To gauge their performance, a pretest and posttest Discourse Completion Test (DCT) was run. The obtained data gave evidence to the efficiency of recast in improving L2 pragmatics. Moreover, classroom interactions were recorded and transcribed to identify the emerging reciprocity patterns. The findings revealed several reciprocity patterns, including repetition of trigger, modification of trigger, acknowledgement, topic continuation, and inability to respond. The findings have implications for L2 teachers and augment our understandings of the role of recast in L2 pragmatics and reciprocity patterns of students.
