Author/Authors :
Pourkiani، Sima نويسنده Department of English language, Science and Research Branch, Islamic Azad University, Hormozgan,Iran , , Rostami Abu Saeedi، Ali Asghar نويسنده Associate Professor of Language and Literature Department of English language, Bahonar University, Kerman, Iran. , , Zarafshan، Mehrdad نويسنده Professor of teaching English Department of English language, Science and Research Branch, Islamic Azad University, Hormozgan,Iran ,
Abstract :
Error correction has so far been to deal with in teaching English as a foreign language and a new wave of research has started to seek learners, opinions towards error correction. The process of error occurrence is inevitable in learning a language and knowing how to deal with it and provide appropriated feedback has always been the subject of investigation. This study aims to investigate the effect of psycholinguistic aspects of corrective feedback and students? attitude towards teachers, positive and negative feedback on students, skills at Azad university of Iran. Moreover, the role of corrective feedback as either motivator or psychological barrier in the learning of second or foreign language is underestimated. The population of this study is 60 students. In this study, the data has been collected through questionnaire and the data has been analysed with the help of descriptive studies. The analysis of the results indicates that corrective feedback had psycholinguistic effects on language learning attitudes of advanced Iranian EFL learners. And the major conclusion of the study reveals that the corrective feedback had negative as criticism rather than helpful corrective feedback and they believed the corrective feedback act as a barrier than a motivator. Seemingly, the results are context-bound non universal.
