This study aims to investigate which types of errors lead to which types of corrective feedback and their distribution in university preparatory school speaking classes. Discourse analytic principles were used to analyze the learners' errors and types of oral corrective feedback in communicatively oriented speaking classes. The frequency and…

This study investigates the preferences of EFL learners for oral corrective feedback in relation to their learning styles in order to determine whether there exists a relationship between the two. The sample consisted of 348 preparatory class students studying English as a Foreign Language at a state university in Turkey. A questionnaire was…

Studies on oral corrective feedback have been mainly directed towards cognitive factors. Practical aspects of error correction have been ignored to a large extent. The present study attempted to fill this gap by investigating teachers' practice and beliefs about oral error correction and the priorities they set for themselves and comparing the…

Recent findings in the field of pragmatics have revealed that pragmatic accuracy (knowledge) and pragmatic speed (processing ability) function as two distinct and non-parallel components of pragmatic competence. Anderson's adaptive control of thought--rational (ACT-R) model, which emphasises the development of skill through repeated practice,…

This volume contains a selection of papers presented at the 2014 International Conference of Pragmatics and Language Learning at Indiana University. It includes fourteen papers on a variety of topics, with a diversity of first and second languages, and a wide range of methods used to collect pragmatic data in L2 and FL settings. This volume is…

Conceptual grammatical knowledge is an area which causes problems at different levels of education. This article examines the ideas of conceptual change theory as a basis for establishing a new grammar teaching method. The research strategy which I use is educational design research and the research data have been collected from teacher students…

The role of teacher-student interaction and collaboration in solving linguistic problems has recently been in the center of SLA research. Accordingly, this study investigated the effect of Oral Interactive Feedback (OIF) on the accuracy and complexity of Iranian intermediate EFL learners' writing. After ensuring the homogeneity using Preliminary…

Corrective feedback has been discussed mainly in second language acquisition contexts, but less has been done concerning corrective feedback in foreign language settings. In this descriptive study, conducted at a Mexican university, our aims were to identify the perceptions of instructors of English as a foreign language about corrective feedback…

Technology has been part of the language learning process, both inside and outside the classroom, for decades, helping to bridge the gap between different contexts of learning. At the same time, the concept of lifelong-learning has widened our understanding of what learning is, what different forms it can take, and of the importance of considering…

English language teachers' opinions on the pedagogic relevance of spoken grammar are beginning to be reported, yet the voices of teachers in East Asia are rarely heard. In this article, the views of teachers from China and Singapore expressed in an online discussion are compared. The discussion, which was part of a taught postgraduate course,…