مشخصات پژوهش

The significance of this research lies in the fact that it contributes to the understanding of feedback turns from a new perspective which is to study oral corrective feedback through the lens of critical discourse analysis and the understanding of the manifestation of teacher power in feedback turns. The understanding of this kind can influence the feedback turns in EFL classrooms in a positive way. The mitigation of face threatening acts in feedback turns, attending to the face of learners, increasing the possibility of learners' interlanguage improvement and subsequently providing more chances of learning are some of those positive impacts. Teachers can offer different forms and types of feedback with various choices of language. The extent to which they attempt to apply politeness strategies and use linguistic mitigation devices can influence the efficacy of corrective feedback and subsequently the learning of students. Attending to learners' face is very significant since this might influence the interaction in classroom between teachers and learners generally and in feedback turns specifically. Paying a close attention to these factors may help teachers to be aware of face saving/threatening acts and linguistic mitigation devices in feedback turns. This awareness might in a sense contribute to the efficacy of corrective feedback.