چکیده

Taking the crucial role of corrective feedback in L2 acquisition, the present research study aimed to investigate the effects of prompts and recasts on the acquisition of initial consonant clusters by Iranian EFL learners. Furthermore, attempts were made to find if recasts and prompts equally affect the acquisition of initial consonant clusters by Iranian EFL learners. Data were collected via a quasi-experimental design in which 85 EFL learners were asked to take a quick placement test and 59 learners who obtained a score ranging from 30 to 39 on the test were assigned to the two experimental groups and a control group. The learners in the prompt group, recast group, and control group took a pretest to enable the researcher to make certain they were not considerably different in terms of the variable under investigation. Finally, a posttest, which was similar to the pretest in terms of format and content, was administered to the learners in the three groups. Finally, the following results were obtained: (a) both prompts and recasts could augment the proper production of initial consonant clusters by Iranian EFL learners, and (b) although prompt group learners obtained a higher mean score than learners in the recast group on the posttest, the difference between them was not statistically significant. Among the pedagogical implications of the study is the recommendation to language teachers to pay due attention to prompts and recasts as the most productive strategies to adopt when teaching pronunciation in general, and initial consonant clusters in particular.

کليدواژه ها

EFL learners, Initial consonant clusters, Prompt, Pronunciation, Recast

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Bahareh Momeni , 1398 , Effects of Prompts and Recasts on Iranian EFL Learners’ Acquisition of English Initial Consonant Clusters , اولين کنفرانس بين المللي مطالعات زبان انگليسي