چكيده
In order to address the issue of EI differences in feedback reception, this
study investigated and compared the effect of recast and elicitation in
grammar instruction on Iranian adult EFL learners' learning of conditionals
and relatives. To fulfill this purpose, Quick Placement Test (QPT) and pre-test
was administrated to participants including female and male learners at two
branches of Poorsina Language Institute to check the homogeneity and
grammatical proficiency of the participants. The Bar-on emotional intelligence
test was conducted to determine the amount of participants` EI. During the ninesession
treatment period, in the group whose participants received recast
feedback,33 of them had low emotional intelligence (under mean) and 29
individuals had high emotional intelligence. In another group 68 participants
were received elicitation feedback, of which 32 participants had low emotional
intelligence and 33 had high emotional intelligence. After the treatment, the
same pre-test (in counter balance design) was given to the participants.
The analysis of the participants' performance on the posttest demonstrated that
those having high emotional intelligence benefited from both recast and
elicitation methods besides, those having low emotional intelligence,
outperformed in recast method in comparison to elicitation method. As a result,
the efficacy of recast in establishing new grammatical knowledge for those
learners with low emotional Intelligence was proved. Further, the amount of the
learner`s EI did affect the degree of the utility of recasts and elicitation in
developing grammar knowledge.
