Interaction and types of feedback in Iranian EFL Classes

Negotiated interactions between students and teachers which take place in L2 classrooms are believed to result in more language learning, as they produce the linguistic conditions for classroom learners to access comprehensible input and produce comprehensible output. The frequency and characteristics of classroom interactions including teacher-learner and learnerlearner interactions and the types of feedback students receive are some important aspect of classroom activities. Given the importance of such issues, this paper is an attempt to review the literature and examine the relevant models and frameworks with the aim of finding the gap in the Iranian EFL context and suggesting some concluding remarks which may add to the existing knowledge

کلیدواژه ها:

feedback ، focus on form ، focus on meaning ، interaction ، negotiation