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956 © 2011 ACADEMY PUBLISHER JOURNAL OF LANGUAGE TEACHING AND RESEARCH Cristina Álvarez de Morales was born in Granada (Spain) in 1970. Graduate in Spanish Language and Literature from the University of Granada (Spain) (1993). Graduate in the English Language and Literature from the University of Granada (Spain) (2006). Doctor in Theory of Literary and General Linguistics from the University of Granada (Spain) (1997). She has been LECTURER at the University of Vigo (Spain) at the Department of Translation and Criticism (1999-2000). She also has been TEACHER of The Secondary School Lux Mundi in Granada (Spain) (2004-2008). And she is now LECTURER at the University of Granada (Spain) at the Department of Translation and Interpretation (2008−). She is the author of Aproximación a la teoría poética de Harold Bloom, Granada: University of Granada (1996). Harold Bloom y sus Teorías. Granada: University of Granada (1998), and ―Un nuevo sistema de modelización secundario: la audiodescripción en la narración fílmica”. Un corpus de cine. Teoría y práctica de la audiodescripción. Granada: Tragacanto (2010), 181-204. Dr. Álvarez de Morales is member of the Spanish Society of Literary Criticism (AECL). And she received the Graduation Honorary Award from the Andalusian Government (1998).
ISSN 1798-4769 Journal of Language Teaching and Research, Vol. 2, No. 5, pp. 957-962, September 2011 © 2011 ACADEMY PUBLISHER Manufactured in Finland. doi:10.4304/jltr.2.5.957-962 Self-correction among Iranian EFL Learners: An Investigation into their Preferences for Corrective Feedback © 2011 ACADEMY PUBLISHER Reza Pishghadam Ferdowsi University of Mashhad, Iran Email: pishghadam@um.ac.ir Mohammad Reza Hashemi Ferdowsi University of Mashhad, Iran Email: hashemi@um.ac.ir Paria Norouz Kermanshahi Ferdowsi University of Mashhad, Iran Email: paria.pk@stu-mail.um.ac.ir Abstract—This article reports on the self-correction of Iranian EFL learners, their preferences regarding corrective feedback and the speech act through which they correct their own mistakes. The participants were 160 EFL learners from different language institutes, who have been selected from females and males, adults and teenagers and three different proficiency levels- starter, intermediate and advanced. A questionnaire was designed which proposed a situation where a mistake is made. Based on the frequency and percentage of the options selected by the participants, the provided answers were analyzed and the influence of age, gender and proficiency level on the speech act of correction was discussed in detail. The obtained results suggested that Iranian EFL learners prefer self-correction to teacher and peer correction when they themselves notice a mistake in their utterances. Index Terms—self-correction, speech act, corrective feedback I. INTRODUCTION In most foreign language classrooms, the sociocultural context of the language is taken for granted. However, we must keep in mind that to achieve the communicative goal in ELT classrooms, not only the sociolinguistic ability of the learners but also their sociocultural knowledge must be given heed to by EFL/ ESL teachers. A major field which can help in this regard is that of ‗speech acts‘. Since learners need to use speech acts in all daily interactions, they must be taught how to produce, interpret and comprehend them (Johnstone, 2008). ‗Speech Act‘ which is a ―functional unit in communication‖ (Cohen, 1996, p. 384; Richards & Schmidt, 2002, p. 498), consists of actions such as requesting, apologizing, commanding etc. (Yule, 1996). Speech act theory, brought forth by the philosopher John Austin (1962) and later developed by John Searle (1969), ―analyses the role of utterances in relation to the behavior of the speaker and hearer in interpersonal communication‖ (Crystal, 2003, p. 427). There are various speech acts with which learners need to be familiarized such as gratitude, apology, request etc. One of the speech acts which requires to be investigated and has been left somehow untouched is ‗the speech act of correction‘. Therefore, in this study we are about to explore how Iranian EFL learners perform self-correction if they make a mistake, and whether they differ in their speech acts or their preferences if their age, gender, proficiency level or culture change. II. THEORETICAL FRAMEWORK Correction is called for in any ELT class since learners consider correction as a source of improvement (Chaudron, 1988, as cited in Celce-Murcia, 2001), but it is the teacher who determines the most proper time for correction, the best type of that and whether to correct or not. There are different types of correction (Brown, 2007; Celce-Murcia, 2001): Explicit/ Direct (Brown, 2007), Implicit/ Indirect (Richards & Schmidt, 2002), Peer-correction (Paulston & Bruder, 1976), Self-correction (Swain, 1985), Clarification request, Repetition, Recast, Metalinguistic feedback, Elicitation (Brown, 2007). According to Brown (2007, p. 379), corrective feedback includes responses to learners‘ produced utterances which ―repair‖ or ―call attention‖ to their errors. When a mistake is made in ELT classrooms, it might be corrected by the teacher, the learner or others. Overall, the situations where learners make the correction are as follows:
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The Relationship between Self-effic
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