Document Type : Research Paper
Authors
1 Department of English Language Teaching, Faculty of Humanities, Islamic Azad University, West Tehran Branch, Tehran, Iran
2 Department of English Language Teaching, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran
Abstract
Objective: Research on corrective feedback (CF) in L2 pragmatics instruction, especially in online teaching, is still in its infancy. 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: 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.
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