Corrective feedback in second language pragmatics: A review of research

TESL-EJ

Volumn 25, Issue 1, 2021, Pages

  Yousefi, Marziyeh ^a   Nassaji, Hossein ^a  

^a UNIVERSITY OF VICTORIA   (Canada)

Author keywords

Corrective feedback; Instruction; L2 pragmatics; Meta analysis

Indexed keywords

EID: 85115100476     PISSN: None     EISSN: 10724303     Source Type: Journal    
DOI: None     Document Type: Review

References (74)

1. Badjadi, N. I. (2016). A meta-analysis of the effects of instructional tasks on L2 pragmatics comprehension and production. In S.F. Tang & L. Logonnathan (Eds.), Assessment for learning within and beyond the classroom (pp. 241-268). Springer. http://doi.org/10.1007/978-981-10-0908-2_21
2. Bardovi-Harlig, K. (2015). Designing instructional effect studies for L2 pragmatics: A guide for teachers and researchers. In S. Gesuato, F. Bianchi, & W. Cheng (Eds.), Teaching, learning and investigating pragmatics: Principles, methods and practices (pp. 135-164). Cambridge Scholars.
3. 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. http://doi.org/10.4324/9781315676968.ch13
4. Bardovi-Harlig, K., Vellenga, H.E. (2012). The effect of instruction on conventional expressions in L2 pragmatics. System, 40, 1-13. http://doi.org/10.1016/j.system.2012.01.002
5. Barekat, B. (2013). Investigating effects of metalinguistic feedback in L2 pragmatic instruction. International Journal of Linguistics, 5, 197-208.
6. Bower, J., & Kawaguchi, S. (2011). Negotiation of meaning and corrective feedback in Japanese/English eTandem. Language Learning & Technology, 15(1), 41-71.
7. 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.
8. Cohen, A. D. (2018). Reflections on a career in second language studies: Promising pathways for future research. L2 Journal, 10(1), 1-19.
9. Derakhshan, A. (2019). [Review of the book Routledge handbook of second language acquisition and pragmatics, by N. Taguchi]. Applied Linguistics. https://doi.org/10.1093/applin/amz031
10. Derakhshan, A., & Arabmofrad, A. (2018). The impact of instruction on the pragmatic comprehension of speech acts of apology, request, and refusal among Iranian intermediate EFL learners. English Teaching & Learning, 42(1), 75-94.
11. Derakhshan, A., & Eslami, Z. (2015). The effect of consciousness-raising instruction on the comprehension of apology & request. TESL-EJ, 18(4). Available at http://www.teslej.org/wordpress/issues/volume18/ej72/ej72a6/
12. Derakhshan, A., & Eslami, Z. (2020). The effect of meta-pragmatic awareness, interactive translation, and discussion through video-enhanced input on EFL learners' comprehension of implicature. Applied Research on English Language, 9(1), 25-52.
13. Derakhshan, A., & Shakki, F. (2020). The effect of implicit vs. explicit metapragmatic instruction on the Iranian intermediate EFL learners' pragmatic comprehension of apology and refusal. Journal of Language Research, 12(37), 151-175.
14. Derakhshan, A., & Shakki, F. (2021). A meta-analytic study of instructed second language pragmatics: A case of the speech act of request. Journal of Research in Applied Linguistics, 12(1), 15-32.
15. Eslami, Z. R., & Derakhshan, A. (2020). Promoting advantageous ways of corrective feedback in EFL/ESL classroom. (Special Issue: In Honor of Andrew Cohen's Contributions to L2 Teaching and Learning Research). Language Teaching Research Quarterly, 19, 48-65.
16. Eslami, Z. R., Mirzaei, A., & Dini, S. (2015). The role of asynchronous computer mediated communication in the instruction and development of EFL learners' pragmatic competence. System, 48, 99-111. doi:10.1016/j.system.2014.09.008
17. Fukuya, Y. J., & Hill, Y. Z. (2006). The effect of recasting on the production of pragmalinguistic conventions of request by Chinese learners of English. Issues in Applied Linguistics, 15(1), 59-91.
18. Fukuya, Y. J., & Zhang, Y. (2002). Effects of recasts on EFL learners' acquisition of pragmalinguistic conventions of request. Second Language Studies, 21(1), 1-47.
19. Fukuya, Y. J., Reeve, M., Gisi, J., & Christianson, M. (1998). Does focus on form work for teaching sociopragmatics? paper presented at the annual meeting of the international conference on pragmatics and language learning, University of Illinois at Urbana-Champaign, IL (1998) (ERIC Document Reproduction Service No. ED 452736)
20. Gass, S., Mackey, A., & Pica, T. (1998). The role of input and interaction in second language acquisition. The Modern Language Journal, 82, 299-307. https://doi.org/10.1111/j.1540-4781.1998.tb01206.x
21. Guo, L. (2013). Effects of recasts and metalinguistic feedback on developing ESL learners' pragmatic competence. [Unpublished PhD Dissertation]. University of Kansas.
22. Holden, C., & Sykes, J. M. (2012). Mentira: Prototyping language-based locative gameplay. In S.
23. Dikkers, J. Martin, & B. Coulter (Eds.), Mobile media learning: Amazing uses of mobile devices for teaching and learning (pp. 111-131). ETC Press.
24. Holden, C., & Sykes, J. M. (2013). Complex L2 pragmatic feedback via place-based mobile games. In N. Taguchi & J. M. Sykes (Eds.), Technology in interlanguage pragmatics research and teaching (pp. 155-184). John Benjamins. https://doi.org/10.1177/1362168814563200
25. Ishihara, N. (2007).Web-based curriculum for pragmatics instruction in Japanese as a foreign language: An explicit awareness-raising approach, Language Awareness, 16(1), 21-40. https://doi.org/ 10.2167/la398.0
26. Jeon, E. H., & Kaya, T. (2006). Effects of L2 instruction on interlanguage pragmatic development. In J. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp.165-211). John Benjamins.
27. Kang, E., & Han, Z. (2015). The efficacy of written corrective feedback in improving L2 written accuracy: A meta-analysis. The Modern Language Journal, 99(1), 1-18. https://doi.org/10.1111/modl.12189
28. Kasper, G., & Roever, C. (2005). Pragmatics in second language learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 317-334). Lawrence Erlbaum.
29. Kasper, G., & Rose, K. (2002). Pragmatic development in a second language. Wiley-Blackwell.
30. Kasper, G., & Schmidt, R. (1996). Developmental issues in interlanguage pragmatics. Studies in Second Language Acquisition, 18(2), 149-169. https://doi.org/10.1017/S0272263100014868
31. Koike, D. A., & Pearson, L. (2005). The effect of instruction and feedback in the development of pragmatic competence. System, 33(3), 481-501. https://doi.org/10.1016/j.system.2005.06.008
32. Lai, C., & Li, G. (2011). Technology and task-based language teaching: A critical review. CALICO Journal, 28(2), 498-521. https://doi.org/10.11139/cj.28.2
33. Lee, L. (2011). Blogging: Promoting learner autonomy and intercultural competence through study abroad. Language Learning & Technology, 15(3), 87-109. https://doi.org/ 10125/44264
34. Li, S. (2012). The effect of input-based practice on pragmatic development in L2 Chinese. Language Learning, 62(2), 403-438.
35. Li, S., & Vuono, A. (2019). Twenty-five years of research on oral and written corrective feedback in System. System, 84(1), 93-109.
36. Lira-Gonzales, M. L., & Nassaji, H. (2020). The amount and usefulness of written corrective feedback across different educational contexts and levels. TESL Canada Journal, 37(2), 1-22.
37. Lyster, R., & Saito, K. (2010a). Interactional feedback as instructional input; A synthesis of classroom SLA research. Language, Interaction and Acquisition 1(2), 276-297. John Benjamins Publishing Company.
38. Lyster, R., & Saito, K. (2010b). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32(2), 265-302. https://doi.org/10.1017/S0272263109990520
39. Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46(1), 1-40.
40. Mackey, A., & Goo, J. (2007). Interaction research in SLA: A meta-analysis and research synthesis. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 407-449). Oxford University Press.
41. Martinez-Flor, A., & Uso-Juan, E. (Eds.). (2010). Speech act performance: Theoretical, empirical and methodological issues, Vol. 26. John Benjamins Publishing Company.
42. Martin-Laguna, S. (2020). Tasks, pragmatics and multilingualism in the classroom: A portrait of adolescent writing in multiple languages. Multilingual Matters.
43. Nassaji, H. (2015). Interactional feedback dimension in instructed second language learning: Linking theory, research, and practice. Bloomsbury.
44. Nassaji, H. (2016). Anniversary article: Interactional feedback in second language teaching and learning: A synthesis and analysis of current research. Language Teaching Research, 20, 535-562.
45. Nassaji, H. (2020). Assessing the effectiveness of interactional feedback for L2 acquisition: Issues and challenges. Language Teaching, 53(1), 3-28.
46. Nguyen, T.T.M., Do, T.T.H., Nguyen, T.A., & Pham, T.T.T. (2015). Teaching email requests in the academic context: A focus on the role of corrective feedback. Language Awareness, 24(2), 169-195. https://doi.org/10.1080/09658416.2015.1010543.
47. Nguyen, T.T.M., Pham, T.H., & Pham, M.T. (2012). The relative effects of explicit and implicit form-focused instruction on the development of L2 pragmatic competence. Journal of Pragmatics, 44(4), 416-434. https://doi.org/ 10.1016/j.pragma.2012.01.003
48. Nipaspong, P., & Chinokul, S. (2010). The role of prompts and explicit feedback in raising EFL learners' pragmatic awareness, University of Sydney Papers in TESOL, 5, 101-146.
49. Norris, J., & Ortega, L. (2003). Defining and measuring SLA. In C. Doughty & M. Long (Eds.), Handbook of second language acquisition (pp. 717-761). Wiley Blackwell.
50. Plonsky, L., & Gass, S. (2011). Quantitative research methods, study quality, and outcomes: The case of interaction research. Language Learning, 61, 325-366.
51. Plonsky, L., & Zhuang, J. (2019). A meta-analysis of second language pragmatics instruction. In N. Taguchi (Ed.), Routledge handbook of SLA and pragmatics (pp. 287-307). Routledge.
52. Rassaei, E. (2017) Video chat vs. face-to-face recasts, learners' interpretations and L2 development: a case of Persian EFL learners. Computer Assisted Language Learning, 30(1-2), 133-148. https://doi.org/10.1080/09588221.2016.1275702
53. Rose, K. R. (2005). On the effects of instruction in second language pragmatics. System, 33(3), 385-399.
54. Rouhshad, A., Wigglesworth, G., & Storch, N. (2016). The nature of negotiations in face-to-face versus computer mediated communication in pair interactions. Language Teaching Research, 20(4), 514-534. https://doi.org/10.1177/1362168815584455
55. Russell, J., & Spada, N. (2006). The effectiveness of corrective feedback for the acquisition of L2 grammar. In J. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp.133-164). John Benjamins.
56. Salemi, A. & Rabiee, M., & Ketabi, S. (2012). The effects of explicit/implicit instruction and feedback on the development of Persian EFL learners' pragmatic competence in suggestion structures. Journal of Language Teaching and Research, 3, 188-199.
57. Sauro, S. (2011). SCMC for SLA: A research synthesis. CALICO Journal, 28(2), 369-391.
58. Sauro, S., & Smith, B. (2010). Investigating L2 performance in text chat. Applied Linguistics, 31(4), 554-577. https://doi.org/10.1093/applin/amq007
59. Shakki, F., Naeini, J., Mazandarani, O., & Derakhshan, A. (2020). Instructed second language English pragmatics in the Iranian context. Journal of Teaching Language Skills, 39(1), 201-252.
60. Shirkhani, S. & Tajeddin, Z. (2017). Pragmatic corrective feedback in L2 classrooms: Investigating EFL teachers' perceptions and instructional practices. English Language Teaching, 11(1), 25-56.
61. Sykes, J, & Dubreil, S. (2019). Pragmatics learning in digital games and virtual environments. In N. Taguchi (Ed.), Routledge handbook of SLA and pragmatics (pp. 387-399). Routledge.
62. Taguchi, N. (2011). Teaching pragmatics: Trends and issues. Annual Review of Applied Linguistics, 31(1), 289-310.
63. Taguchi, N. (2013). Teaching pragmatics. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (vol. IX, pp. 5643-5650). Wiley Blackwell.
64. Taguchi, N. (2015). Instructed pragmatics at a glance: Where instructional studies were, are, and should be going. Language Teaching, 48(1), 1-50. https://doi.org/10.1017/S0261444814000263
65. Taguchi, N. (Ed.). (2019). The Routledge handbook of second language acquisition and pragmatics. Routledge.
66. Takahashi, S. (2005). Noticing in task performance and learning outcomes: A qualitative analysis of instructional effects in interlanguage pragmatics. System, 33(3), 437-461.
67. Takahashi, S. (2010a). Assessing learnability in second language pragmatics. In A. Trosborg (Ed.), Handbook of pragmatics (vol.7, pp. 391-421). Mouton de Gruyter.
68. Takahashi, S. (2010b). The effect of pragmatic instruction on speech act performance. In A.
69. Martinez- Flor, & E. Uso-Juan (Eds.), Speech act performance: Theoretical, empirical and methodological issues (pp. 127-144). John Benjamins.
70. Takimoto, M. (2006a). The effects of explicit feedback and form-meaning processing on the development of pragmatic proficiency in consciousness-raising tasks. System, 34(4), 601-614.
71. Takimoto, M. (2006b). The effects of explicit feedback on the development of pragmatic proficiency. Language Teaching Research, 10(4), 393-417. https://doi.org/10.1191/1362168806lr198oa
72. Thomas, J. (1983). Cross-cultural pragmatic failure. Applied Linguistics, 4, 91-112.
73. Yilmaz, Y. (2012). The relative effects of explicit correction and recasts on two target structures via two communication modes. Language Learning, 62(4), 1134-1169. https://doi.org/10.1111/j.1467-9922.2012.00726.x
74. Yousefi, M. & Nassaji, H. (2019). A meta-analysis of the effects of instruction and corrective feedback on L2 pragmatics and the role of moderator variables: Face-to-face vs. computermediated instruction. International Journal of Applied Linguistics, 170 (2), 277-308. https://doi.org/10.1075/itl.19012.you