Chapter 5. Teachers’ awareness and beliefs towards corrective feedback in L2 pragmatics
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Alicia Martínez-Flor
Abstract
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.
Abstract
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.
Chapters in this book
- Prelim pages i
- Dedication v
- Table of contents vii
- Acknowledgements ix
- List of contributors xi
- Foreword xvii
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Introduction
- Chapter 1. L2 pragmatics in action 3
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Part I. Teachers
- Chapter 2. Teachers gaining awareness of L2 pragmatics by means of an asynchronous professional development module 31
- Chapter 3. Teachers’ awareness, knowledge and attitudes towards instruction in L2 pragmatics 63
- Chapter 4. Teachers’ identity and agency in L2 pragmatics 89
- Chapter 5. Teachers’ awareness and beliefs towards corrective feedback in L2 pragmatics 113
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Part II. Learners
- Chapter 6. Proficiency effects on L2 pragmatics 145
- Chapter 7. Working memory and task difficulty as factors of L2 pragmatics 169
- Chapter 8. Task motivation effects on L2 pragmatics 191
- Chapter 9. Language attitude effects on L2 pragmatics 215
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Part III. Teaching-learning in action
- Chapter 10. Skill acquisition based approach to teaching L2 pragmatics 243
- Chapter 11. Usage-based approach to teaching L2 pragmatics 267
- Chapter 12. A concept-based approach to teaching L2 pragmatics 293
- Chapter 13. A task-supported language approach to teaching L2 pragmatics 319
- Index 341
Chapters in this book
- Prelim pages i
- Dedication v
- Table of contents vii
- Acknowledgements ix
- List of contributors xi
- Foreword xvii
-
Introduction
- Chapter 1. L2 pragmatics in action 3
-
Part I. Teachers
- Chapter 2. Teachers gaining awareness of L2 pragmatics by means of an asynchronous professional development module 31
- Chapter 3. Teachers’ awareness, knowledge and attitudes towards instruction in L2 pragmatics 63
- Chapter 4. Teachers’ identity and agency in L2 pragmatics 89
- Chapter 5. Teachers’ awareness and beliefs towards corrective feedback in L2 pragmatics 113
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Part II. Learners
- Chapter 6. Proficiency effects on L2 pragmatics 145
- Chapter 7. Working memory and task difficulty as factors of L2 pragmatics 169
- Chapter 8. Task motivation effects on L2 pragmatics 191
- Chapter 9. Language attitude effects on L2 pragmatics 215
-
Part III. Teaching-learning in action
- Chapter 10. Skill acquisition based approach to teaching L2 pragmatics 243
- Chapter 11. Usage-based approach to teaching L2 pragmatics 267
- Chapter 12. A concept-based approach to teaching L2 pragmatics 293
- Chapter 13. A task-supported language approach to teaching L2 pragmatics 319
- Index 341
