چکیده:
Almost in every stage of their language learning process, the learners have motivation for what they do and receive a negative or positive feedback for it. The current study was after finding the would-be effect of motivation on 58 elementary EFL learners’ pronunciation gains successive to teacher and peer oral corrective feedback. To this aim, two intact groups at elementary level of proficiency were employed as the study participants, each of which was exposed to treatment through one type of oral corrective feedback (either teacher or peer feedback type) following the initial administration of a tailor-made recognition test of pronunciation. Thus, following pretest, an adopted motivation questionnaire was assigned to participants in both groups to gauge their motivation type (intrinsic or extrinsic) in learning a foreign language. Subsequent to the treatment applied via teacher and peer corrective feedback methods, the posttest was administered to all the study participants. The oral corrective feedback was utilized to provide implicit instruction to the EFL learners regarding their pronunciation at the segmental level. The results revealed that no statistically significant difference existed between the two groups regarding their pronunciation enhancement. Thus, it was indicated throughout the research that neither learners’ motivation type nor the corrective feedback type offered by the study played a significant role in ameliorating learners’ performance on pronunciation posttest. The issue problematized in the current study may help teachers rethink the way they provide corrective feedback in their classes, and be more vigilant of and sensitive to the preferred ways of feedback provision on the part of learners in the light of motivational and attitudinal factors.
خلاصه ماشینی:
The current study was after finding the would-be effect of motivation on 58 elementary EFL learners’ pronunciation gains successive to teacher and peer oral corrective feedback.
To this aim, two intact groups at elementary level of proficiency were employed as the study participants, each of which was exposed to treatment through one type of oral corrective feedback (either teacher or peer feedback type) following the initial administration of a tailor-made recognition test of pronunciation.
Students learning a foreign language always receive oral or written corrective feedback either from their teachers or their peers (Hernández, Gómez & Jiménez, 2010; Lyster & Ranta, 1997; Mall-Amiri & Hesami, 2013; Martinez, 2013; Mollakhan, Rasouli, & Karbalaei, 2013).
Literature abounds with the studies that have investigated the influence of different learner-induced and contextual factors on the intelligibility and efficiency of pronunciation, among which mention can be made of factors like learners' age (Flege, Yeni-Komshian, & Liu, 1999), proficiency level (Derwing & Munro, 2005) and second and foreign language learning environments (Derwing, 2003).
Multivariate Tests for the third research question Intercept group Discussion and Conclusion The researchers in the present study strived to find the impact of motivation to learn a foreign language on EFL learners’ pronunciation gains in the light of teacher and peer oral corrective feedback.
The results indicated that motivation to learn a foreign language did not affect the learners' pronunciation gains significantly when the learners were provided by oral corrective feedback in two groups.