8740

8740

Emotional Intelligence and beneficial utilization of teachers CorrectiveFeedback (Recast & Elicitation)

Degree of Master of Arts

in Teaching English as a ForeignLanguage (TEFL)

September 2011

September 2011

Dr. Vaezi

Dr. Mirtabatabaie

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.