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In recent years, corrective feedback has attracted L2 pragmatics researchers’ attention. This study examined the effects of direct and metapragmatic corrective feedback on the learning of request downgraders for Chinese learners of English. Eighty college students were divided into four groups: (1) high proficiency + direct feedback, (2) high proficiency + metapragmatic feedback, (3) low proficiency + direct feedback, and (4) low proficiency + metapragmatic feedback. Using a pre-test–instruction–post-test–delayed post-test design, the results revealed that all the groups made significant progress with a prolonged effect after four weeks, and that metapragmatic feedback yielded a greater effect than direct feedback for the low proficiency learners. Moreover, the learners in general held positive perceptions towards the feedback they received. This study closes by providing pedagogical implications for language teachers and suggesting future directions for researchers.

international review of applied linguistics in language teaching

The relative effects of corrective feedback and language proficiency on the development of L2 pragmalinguistic competence: the case of request downgraders