Cover not available
Part of
L2 Pragmatics in Action: Teachers, learners and the teaching-learning interaction process
Edited by Alicia Martínez-Flor, Ariadna Sánchez-Hernández and Júlia Barón
[Language Learning & Language Teaching 58] 2023
► pp. 113–141

Chapter 5
Teachers’ awareness and beliefs towards corrective feedback in L2 pragmatics

| Universitat Jaume I

Corrective feedback (CF) has been regarded as a complex phenomenon with cognitive, social and psychological dimensions influencing its effectiveness for language development. Despite the extensive research conducted on its impact on morphosyntactic aspects of the language, CF on pragmatic aspects has received scant attention. One possible reason may be related to the potential challenges that pragmatics itself represents as it is defined by choice. Thus, it is important to examine teachers’ beliefs towards the five key pedagogical decisions that influence the provision of CF (i.e. necessity, choice of corrector, timing, types and methods of CF). With that aim in mind, this qualitative study attempts to explore in-service secondary school English as a Foreign Language (EFL) teachers’ awareness and beliefs towards CF in general and in pragmatics. To this end, a questionnaire and a follow-up interview with the participants were used to get insights on this underexplored topic.

Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Corrective feedback
    • 2.2Corrective feedback in L2 pragmatics
    • 2.3Research on teachers’ beliefs towards corrective feedback
  • 3.Methodology
    • 3.1Participants
    • 3.2Instruments
      • 3.2.1Questionnaire
      • 3.2.2Interview
    • 3.3Data collection
    • 3.4Data analysis
  • 4.Results and discussion
    • 4.1Teachers’ beliefs towards CF in general
    • 4.2Teachers’ awareness of pragmatic failure
    • 4.3Teachers’ beliefs towards CF in L2 pragmatics
  • 5.Conclusion
    • 5.1Limitations and future directions
    • 5.2Pedagogical implications
  • Notes
  • Acknowledgements
  • References
  • Appendix
Published online: 12 April 2023
DOI logo
https://doi.org/10.1075/lllt.58.05mar
References
Bardovi-Harlig, K.
(2017) Acquisition of L2 pragmatics. In S. Loewen, & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 224–245). Routledge. DOI logoGoogle Scholar
(2020) Pedagogical linguistics. A view from L2 pragmatics. Pedagogical Linguistics, 1(1), 44–65. DOI logoGoogle Scholar
Bardovi-Harlig, K., & Yilmaz, Y.
(2021) Corrective feedback in instructional pragmatics. In H. Nassaji, & E. Kartchava (Eds.), The Cambridge handbook of corrective feedback in language learning and teaching (pp. 429–449). Cambridge University Press. DOI logoGoogle Scholar
Basturkmen, H., & Nguyen, T. T. M.
(2017) Teaching pragmatics. In A. Barron, Y. Gu, & G. Steen (Eds.), The Routledge handbook of pragmatics (pp. 563–574). Routledge. DOI logoGoogle Scholar
Basturkmen, H., Loewen, S., & Ellis, R.
(2004) Teachers’ stated beliefs about incidental focus on form and their classroom practices. System, 40, 282–295. DOI logoGoogle Scholar
Borg, S.
(2015) Teacher cognition and language education: Research and practice. Bloomsbury.Google Scholar
Braun, V., & Clarke, V.
(2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. DOI logoGoogle Scholar
Brown, A.
(2009) Students’ and teachers’ perceptions of effective foreign language teaching: A comparison of ideals. Modern Language Journal, 93(1), 46–60. DOI logoGoogle Scholar
Brown, D.
(2016) The type and linguistic foci of oral corrective feedback in the L2 classroom: A meta-analysis. Language Teaching Research, 20(4), 436–458. DOI logoGoogle Scholar
Busch, D.
(2010) Pre-service teacher beliefs about language learning: The second language acquisition course as an agent for change. Language Teaching Research, 14(3), 318–337. DOI logoGoogle Scholar
Chavez de Castro, M. C. L.
(2005) Why teachers don’t use their pragmatic awareness. In N. Bartels (Ed.), Researching applied linguistics in language teacher education (pp. 281–294). Springer. DOI logoGoogle Scholar
Ellis, R.
(2009) Corrective feedback and teacher development. L2 Journal, 1, 3–18. DOI logoGoogle Scholar
(2017) Oral corrective feedback in L2 classrooms. In H. Nassaji, & E. Kartchava (Eds.), Corrective feedback in second language teaching and learning. Research, theory, applications, implications (pp. 3–18). Routledge. DOI logoGoogle Scholar
Eslami-Rasekh, Z.
(2005) Raising the pragmatic awareness of language learners. ELT Journal, 59(3), 199–208. DOI logoGoogle Scholar
Eslami Z. R., & Derakhshan, A.
(2020) Promoting advantageous ways for teachers and learners to deal with corrective feedback. Language Teaching Research Quarterly, 19, 48–65. DOI logoGoogle Scholar
Ha, X. V., & Murray, J. C.
(2020) Corrective feedback: Beliefs and practices of Vietnamese primary EFL teachers. Language Teaching Research, 1–31. DOI logoGoogle Scholar
(2021) The impact of a professional development program on EFL teachers’ beliefs about corrective feedback. System, 96, 1–14. DOI logoGoogle Scholar
Ha, X. V., & Nguyen, L. T.
(2021) Targets and sources of oral corrective feedback in English as a foreign language classrooms: Are students’ and teachers’ beliefs aligned? Front Psychology, 12. DOI logoGoogle Scholar
Hendrickson, J.
(1978) Error correction in foreign language teaching: Recent theory, research and practice. Modern Language Journal, 62, 387–398. DOI logoGoogle Scholar
Kamiya, N.
(2014) The relationship between stated beliefs and classroom practices of oral corrective feedback. Innovation in Language Learning and Teaching, 10, 206–219. DOI logoGoogle Scholar
Kartchava, E., Gatbonton, E., Ammar, A. & Trofimovich, P.
(2020) Oral corrective feedback: Pre-service English as a second language teachers’ beliefs and practices. Language Teaching Research, 24(2), 220–249. DOI logoGoogle Scholar
Kasper, G.
(2001) Classroom research on interlanguage pragmatics. In K. Rose, & G. Kasper (Eds.), Pragmatics in language teaching (pp. 33–60). Cambridge University Press. DOI logoGoogle Scholar
Li, S.
(2010) The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning, 60(2), 309–365. DOI logoGoogle Scholar
(2017) Student and teacher beliefs and attitudes about oral corrective feedback. In H. Nassaji, & E. Kartchava (Eds.), Corrective feedback in second language teaching and learning. Research, theory, applications, implications (pp. 143–157). Routledge. DOI logoGoogle Scholar
Li, S., & Vuono, A.
(2019) Twenty-five years of research on oral and written corrective feedback in System. System, 84, 93–109. DOI logoGoogle Scholar
Lyster, R., & Ranta, L.
(1997) Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37–66. DOI logoGoogle Scholar
Lyster, R., & Saito, K.
(2010) Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32(2), 265–302. DOI logoGoogle Scholar
Masrour, M. R., Babaii, E., & Atai, M. R.
(2019) Interlanguage pragmatics: Iranian EFL teachers’ cognition. Alberta Journal of Educational Research, 65(3), 238–257.Google Scholar
Rahimi, M., & Zhang, L. J.
(2015) Exploring non-native English-speaking teachers’ cognitions about corrective feedback in teaching English oral communication. System, 55, 111–122. DOI logoGoogle Scholar
Roothooft, H.
(2014) The relationship between adult EFL teachers’ oral feedback practices and their beliefs. System, 46, 65–79. DOI logoGoogle Scholar
Roothooft, H., & Breeze, R.
(2016) A comparison of EFL teachers’ and students’ attitudes to oral corrective feedback. Language Awareness, 25, 318–335. DOI logoGoogle Scholar
Shirkhani, S., & Tajeddin, Z.
(2017) Pragmatic corrective feedback in L2 classrooms: Investigating EFL teachers’ perceptions and instructional practices. Teaching English Language, 11(2), 25–56. DOI logoGoogle Scholar
Takahashi, S.
(2005) Pragmalinguistic awareness: Is it related to motivation and proficiency? Applied Linguistics. 26, 90–120. DOI logoGoogle Scholar
Takenoya, M.
(2003) Terms of address in Japanese: An interlanguage pragmatics approach. Hokkaido University Press.Google Scholar
Thomas, J.
(1983) Cross-cultural pragmatic failure. Applied Linguistics, 4(2), 91–111. DOI logoGoogle Scholar
Vásquez, C., & Harvey, J.
(2010) Raising teachers’ awareness about corrective feedback through research replication. Language Teaching Research, 14(4), 421–443. DOI logoGoogle Scholar
Yousefi, M., & Nassaji, H.
(2021) Corrective feedback in second language pragmatics. TESL-EJ 25(1). Retrieved on 11 November 2022 from [URL]Google Scholar