Meisam Mirzaei-Shojakhanlou - English Language and Literature Department, Allameh Tabataba’i University, Iran
Sam saeedian - Foreign Languages Department, Tehran University of Medical Sciences, Iran
Behzad Nezakatgoo - English Language and Literature Department, Allameh Tabataba’i University, Iran

Corrective feedback has been evidenced to be a propitious pedagogical tool to promote second language (L۲) knowledge, yet little is known about the role of interactional feedback in maximizing L۲ learners’ pragmatic knowledge and their reciprocity patterns to corrective feedback in teacher-student interactions. Therefore, the current study made an attempt to bridge this gap. To do so, twenty (۱۱ male and nine female) intermediate English as a foreign language (EFL) participant with an age range of ۱۹ to ۳۱ were recruited and were provided with recast for their inappropriate request strategies. The participants were assigned to perform requests in various scenarios that varied in terms of power, familiarity, and social distance. To gauge their performance, a pretest and posttest Discourse Completion Test (DCT) was run. The obtained data gave evidence to the efficiency of recast in improving L۲ pragmatics. Moreover, classroom interactions were recorded and transcribed to identify the emerging reciprocity patterns. The findings revealed several reciprocity patterns, including repetition of trigger, modification of trigger, acknowledgement, topic continuation, and inability to respond. The findings have implications for L۲ teachers and augment our understandings of the role of recast in L۲ pragmatics and reciprocity patterns of students.

pragmatic development, recast, pattern of reciprocity, request, Pragmatics