Teacher Corrective Feedback on Learners’ Pragmatic Failure: Types of Feedback in Online Pragmatics Instruction
Author(s):
Article Type:
Research/Original Article (دارای رتبه معتبر)
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 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.Keywords:
Language:
English
Published:
Journal of English Language Teaching and Learning, Volume:16 Issue: 33, Spring-Summer 2024
Pages:
172 to 193
https://www.magiran.com/p2734806
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